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B r i e f ta B l e o f c o n t e n t s
Preface xix
Introduction 1
PArt I Personal skIlls 35

1 Developing self-awareness 37
2 Managing stress and Well-Being 85
3 solving Problems analytically and Creatively 133
PArt II InterPersonal skIlls 187

4 Building relationships by Communicating supportively 189
5 Gaining Power and Influence 227
6 Motivating others 263
7 Managing Conflict 305
PArt III GrouP skIlls 363

8 empowering and engaging others 365
9 Building effective teams and teamwork 401
10 leading Positive Change 443
PArt IV sPeCIfIC CoMMunICatIon skIlls 487

Module a Making oral and Written Presentations 489
Module B Conducting Interviews 517
Module C Conducting Meetings 551
appendix I Glossary 571
appendix II references 581
Index 609
v
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contents
Preface xix
iNtroductioN 1
the critical role of management skills 3

The Importance of Competent Managers 4
The Skills of Effective Managers 5
What Are Management Skills? 6
Improving Management Skills 7
An Approach to Skill Development 7
Leadership and Management 9
Contents of the Book 11
Organization of the Book 12
Diversity and Individual Differences 13
Summary 14
suPPlementarY material 15
Diagnostic Survey and Exercises 15
Personal Assessment of Management Skills (PAMS) 15
What Does It Take to Be an Effective Manager? 19
SSS Software In-Basket Exercise 21
scoring keY anD comParison Data 32

Personal Assessment of Management Skills 32
Scoring Key 32
Comparison Data 33
What Does It Take to Be an Effective Manager? 33
SSS Software In-Basket Exercise 33
PArt I Personal skIlls 35
1 dEvElopiNg SElf-AwArENESS 37
skill assessment 38
Diagnostic Surveys for Developing Self-Awareness 38
Developing Self-Awareness 38
The Defining Issues Test 38
vii
Cognitive Style Indicator 42
Tolerance of Ambiguity Scale 42
Core Self-Evaluation Scale (CSES) 43
skill learning 44
Key Dimensions of Self-Awareness 44
The Enigma of Self-Awareness 45
The Sensitive Line 45
Understanding and Appreciating Individual Differences 47
Important Areas of Self-Awareness 47
Emotional Intelligence 49
Values 51
Ethical Decision Making 57
Cognitive Style 59
Attitudes Toward Change 61
Core Self-Evaluation 63
summarY 65
skill analYsis 67
Cases Involving Self-Awareness 67
Communist Prison Camp 67
Computerized Exam 69
Decision Dilemmas 70
skill Practice 72
Exercises for Improving Self-Awareness Through Self-Disclosure 72
Through the Looking Glass 72
Diagnosing Managerial Characteristics 73
An Exercise for Identifying Aspects of Personal Culture: A Learning Plan
and Autobiography 75
skill aPPlication 77
Activities for Developing Self-Awareness 77
Suggested Assignments 77
Application Plan and Evaluation 78
scoring keYs anD comParison Data 79

The Defining Issues Test 79
Escaped Prisoner 79
The Doctor’s Dilemma 79
The Newspaper 80
Cognitive Style Indicator 80
Scoring Key 80
Comparison Data 81
Tolerance of Ambiguity Scale 81
Scoring Key 81
Comparison Data 82
Core Self-Evaluation Scale 82
Scoring Key 82
Comparison Data 83
viii Contents
2 MANAgiNg StrESS ANd wEll-BEiNg 85
skill assessment 86
Diagnostic Surveys for Managing Stress and Well-Being 86
Managing Stress and Well-Being 86
Social Readjustment Rating Scale 86
Sources of Personal Stress 89
Flourishing Scale 90
skill learning 90
Managing Stress and Fostering Well-Being 90
Major Elements of Stress 91
Coping with Stress 92
Managing Stressors 94
Eliminating Stressors 95
Eliminating Time Stressors Through Time Management 95
Eliminating Encounter Stressors Through Community, Contribution, and Emotional Intelligence 100
Eliminating Situational Stressors Through Work Redesign 103
Eliminating Anticipatory Stressors Through Prioritizing, Goal Setting, and Small Wins 104
Developing Resiliency and Well-Being 106
Life Balance 106
Psychological Resiliency 107
Temporary Stress-Reduction Techniques 112
summarY 113
skill analYsis 114

Cases Involving Stress Management 114
The Turn of the Tide 114
The Case of the Missing Time 117
skill Practice 121

Exercises for Long-Term and Short-Run Stress Management and Well-Being 121
The Small-Wins Strategy 121
Life-Balance Analysis 123
Deep Relaxation 125
Monitoring and Managing Time 126
Generalized Reciprocity 127

Activities for Managing Stress 128

Comparison Data 130
Sources of Personal Stress 131
Flourishing Scale 131
Comparison Data 131
Contents ix
3 SolviNg proBlEMS ANAlyticAlly ANd crEAtivEly 133
skill assessment 134

Diagnostic Surveys for Creative Problem Solving 134
Problem Solving, Creativity, and Innovation 134
Solving Problems Analytically and Creatively 134
How Creative Are You? © 134
Innovative Attitude Scale 136
Creative Style Assessment 137
skill learning 139

Problem Solving, Creativity, and Innovation 139
Steps in Analytical Problem Solving 139
Defining the Problem 140
Generating Alternatives 141
Evaluating Alternatives 141
Implementing the Solution 142
Limitations of the Analytical Problem-Solving Model 142
Impediments to Creative Problem Solving 143
Multiple Approaches to Creativity 143
Conceptual Blocks 148
Percy Spencer’s Magnetron 148
Spence Silver’s Glue 149
The Four Types of Conceptual Blocks 149
Review of Conceptual Blocks 157
Conceptual Blockbusting 157
Stages in Creative Thought 157
Methods for Improving Problem Definition 158
Ways to Generate More Alternatives 162
International Caveats 165
Hints for Applying Problem-Solving Techniques 166
Fostering Creativity in Others 166
Management Principles 166
summarY 170
skill analYsis 172

Cases Involving Problem Solving 172
Coke versus Pepsi 172
Creativity at Apple 173
skill Practice 175

Exercises for Applying Conceptual Blockbusting 175
Individual Assignment—Analytical Problem Solving (10 minutes) 175
Team Assignment—Creative Problem Solving (20 minutes) 176
Moving Up in the Rankings 177
Keith Dunn and McGuffey’s Restaurant 178
Creative Problem-Solving Practice 182

Activities for Solving Problems Creatively 182
x Contents
How Creative Are You?© 184
Scoring Key 184
Comparison Data 185
Innovative Attitude Scale 185
Comparison Data 185
Creative Style Assessment 186
Scoring Key 186
Comparison Data 186
PArt II InterPersonal skIlls 187
4 BuildiNg rElAtioNShipS By coMMuNicAtiNg SupportivEly 189

Diagnostic Surveys for Supportive Communication 190
skill learning 190

Building Positive Interpersonal Relationships 190
The Importance of Effective Communication 191
The Focus on Accuracy 192
What is Supportive Communication? 193
Coaching and Counseling 195
Coaching and Counseling Issues 195
Defensiveness and Disconfirmation 197
Principles of Supportive Communication 197
Supportive Communication Is Based on Congruence, Not Incongruence 197
Supportive Communication Is Descriptive, Not Evaluative 198
Supportive Communication Is Problem-Oriented, Not Person-Oriented 201
Supportive Communication Validates Rather Than Invalidates Individuals 202
Supportive Communication Is Specific (Useful), Not Global (Nonuseful) 204
Supportive Communication is Conjunctive, Not Disjunctive 205
Supportive Communication Is Owned, Not Disowned 205
Supportive Communication Requires Supportive Listening, Not One-Way
Message Delivery 206
The Personal Management Interview 211
summarY 214
skill analYsis 216

Cases Involving Building Positive Relationships 216
Find Somebody Else 216
Rejected Plans 217
skill Practice 219

Exercises for Diagnosing Communication Problems and Fostering Understanding 219
United Chemical Company 219
Byron vs. Thomas 221
Active Listening Exercise 223
Contents xi
Activities For Communicating Supportively 224
5 gAiNiNg powEr ANd iNfluENcE 227
skill learning 228

Building a Strong Power Base and Using Influence Wisely 228
Is Power A Four-Letter Word? 229
Abuse of Power 230
Strategies for Gaining Organizational Power 232
Sources of Personal Power 232
Sources of Positional Power 237
Transforming Power into Influence 241
Influence Strategies: The Three Rs 241
The Pros and Cons of Each Strategy 244
Acting Assertively: Neutralizing Influence Attempts 247
skill analYsis 253

Case Involving Power and Influence 253
Dynica Software Solutions 253
skill Practice 254

Exercise for Gaining Power 254
Repairing Power Failures in Management Circuits 254
Exercise for Using Influence Effectively 255
Ann Lyman’s Proposal 256
Exercises for Neutralizing Unwanted Influence Attempts 256
Cindy’s Fast Foods 257
9:00 to 7:30 258

Activities for Gaining Power and Influence 259
6 MotivAtiNg othErS 263
skill learning 264

Increasing Motivation and Performance 264
Diagnosing Work Performance Problems 265
Enhancing Individuals’ Abilities 266
Fostering a Motivating Work Environment 268
xii Contents
Elements of an Effective Motivation Program 269
Establish Clear Performance Expectations 270
Remove Obstacles to Performance 272
Reinforce Performance-Enhancing Behavior 273
Provide Salient Rewards 281
Be Fair and Equitable 284
Provide Timely Rewards and Accurate Feedback 284
summarY 286
skill analYsis 289

Case Involving Motivation Problems 289
Electro Logic 289
skill Practice 295

Exercises for Diagnosing Work Performance Problems 295
Joe Chaney 298
Work Performance Assessment 298
Exercise for Reshaping Unacceptable Behaviors 299
Shaheen Matombo 299
Andre Tate, Manager 299
Shaheen Matombo, Staff Member 300

Activities for Motivating Others 301
SKILL PRACTICE Exercise for Reshaping Unacceptable Behaviors 303
7 MANAgiNg coNflict 305
skill learning 306

Interpersonal Conflict Management 306
Mixed Feelings about Conflict 307
Diagnosing the Type of Interpersonal Conflict 308
Conflict Focus 309
Conflict Source 310
Selecting the Appropriate Conflict Management Approach 312
Choosing Among the Five Strategies 315
Personal Preferences 316
Situational Factors 317
Resolving Interpersonal Confrontations Using the Collaborative Approach 319
A General Framework for Collaborative Problem Solving 319
The Four Phases of Collaborative Problem Solving 320
summarY 329
skill analYsis 332

Case Involving Interpersonal Conflict 332
Educational Pension Investments 332
Contents xiii
skill Practice 336
Exercise for Diagnosing Sources of Conflict 336
SSS Software Management Problems 336
Exercises for Selecting an Appropriate Conflict Management Strategy 345
Bradley’s Barn 345
Avocado Computers 346
Phelps, Inc. 346
Exercises for Resolving Interpersonal Disputes 347
Alisa Moffatt 347
Can Larry Fit In? 351
Meeting at Hartford Manufacturing Company 352

Activities for Improving Managing Conflict Skills 358
SKILL PRACTICE Exercises for Resolving Interpersonal Disputes 361
PArt III GrouP skIlls 363
8 EMpowEriNg ANd ENgAgiNg othErS 365
skill learning 366

Empowering and Engaging Others 366
The Meaning of Empowerment 367
Dimensions of Empowerment 368
Self-Efficacy 368
Self-Determination 369
Personal Consequence 370
Meaning 370
Trust 371
Review of Empowerment Dimensions 371
How to Develop Empowerment 372
A Clear Goal 372
Fostering Personal Mastery Experiences 373
Modeling 374
Providing Support 374
Emotional Arousal 374
Providing Information 375
Providing Resources 376
Connecting to Outcomes 376
Creating Confidence 377
Review of Empowerment Principles 378
Inhibitors to Empowerment 380
Attitudes about Subordinates 380
Personal Insecurities 380
Need For Control 380
Overcoming Inhibitors 381
xiv Contents
Fostering Engagement 381
Deciding When to Engage Others 382
Deciding Whom to Engage 383
Deciding How to Engage Others 384
Review Of Engagement Principles 386
summarY 388
skill analYsis 389

Cases Involving Empowerment and Engagement 389
Minding the Store 389
Changing the Portfolio 390
skill Practice 391

Exercises for Empowerment 391
Executive Development Associates 391
Empowering Ourselves 395
Deciding to Engage Others 396

Activities for Empowerment and Engagement 397
9 BuildiNg EffEctivE tEAMS ANd tEAMwork 401

Diagnostic Surveys for Building Effective Teams 402
Team Development Behaviors 402
Building Effective Teams and Teamwork 402
Diagnosing The Need For Team Building 402
skill learning 403

The Advantages of Teams 403
An Example of an Effective Team 407
Team Development 408
The Forming Stage 408
The Norming Stage 409
The Storming Stage 411
The Performing Stage 414
Leading Teams 417
Developing Credibility 417
Establish Smart Goals and Everest Goals 419
Team Membership 422
Advantageous Roles 422
Unproductive Roles 425
Providing Feedback 426
summarY 427
Contents xv
skill analYsis 428
Cases Involving Building Effective Teams 428
The Tallahassee Democrat’s ELITE Team 428
The Cash Register Incident 431
skill Practice 432

Exercises in Building Effective Teams 432
Leadership Roles in Teams 432
Team Diagnosis and Team Development Exercise 433
Winning the War on Talent 435
Team Performance Exercise 437

Activities for Building Effective Teams 439

Diagnosing the Need for Team Building 441
Comparison Data 441
Leadership Roles in Teams (Examples of Correct Answers) 441
10 lEAdiNg poSitivE chANgE 443

Diagnostic Surveys for Leading Positive Change 444
Leading Positive Change 444
Reflected Best-Self Feedback 444
skill learning 446

Ubiquitous and Escalating Change 447
The Need for Frameworks 447
A Framework for Leading Positive Change 449
Establishing A Climate of Positivity 452
Creating Readiness for Change 457
Articulating a Vision of Abundance 460
Generating Commitment to the Vision 463
Fostering Sustainability 466
summarY 469
skill analYsis 471

Cases Involving Leading Positive Change 471
Corporate Vision Statements 471
Jim Mallozzi: Implementing Positive Change in Prudential Real Estate and Relocation 477
skill Practice 481

Exercises in Leading Positive Change 481
Reflected Best-Self Portrait 481
Positive Organizational Diagnosis Exercise 482
A Positive Change Agenda 483
xvi Contents
Activities for Leading Positive Change 483

Reflected Best-Self Feedback™ Exercise 485
PArt IV sPeCIfIC CoMMunICatIon skIlls 487
Module A MAkiNg orAl ANd writtEN prESENtAtioNS 489
skill learning 490

Making Oral and Written Presentations 490
Essential Elements of Effective Presentations 491
Formulate a Specific Strategy 491
Develop a Clear Structure 493
Support Your Points 495
Use an Enhancing Style 497
Style in Oral Communication 498
Style in Written Communication 501
Supplement your Presentation by Responding to Questions and Challenges 503
skill Practice 507

Exercises for Making Effective Oral and Written Presentations 507
Speaking as a Leader 507
Quality Circles at Battle Creek Foods 508
Observer’s Feedback form 515
Module B coNductiNg iNtErviEwS 517
skill learning 518

Planning and Conducting Interviews 518
Planning the Interview 519
Conducting the Interview 523
Specific Types of Organizational Interviews 527
Information-Gathering Interviews 527
Employment-Selection Interviews 527
Performance-Appraisal Interviews 528
skill Practice 532

Exercises for Conducting Special-Purpose Interviews 532
Evaluating the New Employee-Orientation Program 532
Performance-Appraisal Interview with Chris Jakobsen 535
Employment-Selection Interview at Smith Farley Insurance 542
Observer’s Feedback form 549
Contents xvii
Module c coNductiNg MEEtiNgS 551
skill learning 552

Conducting Effective Meetings: A Short Guide for Meeting Managers and Meeting Participants 552
The Five P s of Effective Meetings 552
Suggestions for Group Members 557
skill Practice 560

Exercises for Conducting Meetings 560
Preparing and Conducting a Team Meeting at SSS Software 560
Role Diagnosis 560
Meeting Evaluation Worksheet 561
SSS Software In-Basket Memos, E-Mails, Faxes, and Voice Mails 562
aPPenDIx I Glossary 571
aPPenDIx II referenCes 581
InDex 609
xviii Contents
P r e fa c e
new in this edition
• New to every Chapter Personal Inventory Assessments (P.I.A)
• Chapter 2 now includes a major focus not only on managing stress but also on
how to enhance and encourage well-being.
• Chapter 8 replaces the discussion on “delegation” with a focus on “engagement.”
• Research continues to appear on factors that predict managerial effectiveness
and skillful performance. Therefore, we have updated references, studies, and
examples to enhance each chapter’s currency.
• In an environment filled with instantaneous technology, sound bites of data, and
short attention spans, we have been motivated to shorten each of the book’s
chapters substantially. With these reductions, however, we have maintained the
empirical evidence and the foundational models and frameworks.
• In each chapter, references to video examples found in Pearson’s
tm
MyManagementLab are noted.
Why Focus on Management Skill Development?

Given that a “skill development” course requires more time and effort than a course us-
ing the traditional lecture/discussion format, we are sometimes asked this question by
students, especially those who have relatively little work experience.
Reason #1: It focuses attention on what effective managers

actually “do.”
In an influential article, Henry Mintzberg (1975) argued that management education had
almost nothing to say about what managers actually do from day to day. He further faulted
management textbooks for introducing students to the leading theories about manage-
ment while ignoring what is known about effective management practice. Sympathetic to
Mintzberg’s critique, we set out to identify the defining competencies of effective managers.
Although no two management positions are exactly the same, the research summa-
rized in the Introduction highlights ten personal, interpersonal, and group skills that form
the core of effective management practice. Each chapter addresses one of these skills.
Personal Skills
1. Developing Self-Awareness
2. Managing Personal Stress and Well-Being
3. Solving Problems Analytically and Creatively
xix
Interpersonal Skills
4. Building relationships by Communicating Supportively
5. Gaining Power and Influence
6. Motivating Others
7. Managing Conflict
Group Skills
8. Empowering and Engaging Others
9. Building Effective teams and teamwork
10. Leading Positive Change
Consistent with our focus on promoting effective management practice, the ma-
terial in these chapters provides guidance for a variety of contemporary management
challenges, including: “How can I help others accept new goals, new ideas, new ap-
proaches?” “How can I invigorate those who feel outdated and left behind?” “How do I
help the ‘survivors’ of a downsizing pick up the pieces and move on?” “How do I help
people with very different agendas and philosophies work together, especially during peri-
ods of high stress and uncertainty?”
Anyone tempted to dismissively argue that the answers to these questions are “com-
mon sense” would do well to recall Will Rogers’ pithy observation: “Common sense ain’t
common.” In addition, the research reported in the Introduction suggests that, in many
cases, managers’ “common sense” isn’t “good sense.”
The premise of this book and associated course is that the key to effective management
practice is practicing what effective managers—those with “good sense”—do consistently.
Reason #2: It is consistent with proven principles of effective

teaching and learning.
A seasoned university professor advised a young colleague, “If your students aren’t learn-
ing, you’re not teaching—you’re just talking!” Here’s what some authorities on higher
education have to say about how effective teachers foster learning:
“All genuine learning is active, not passive. It is a process of discovery in which the
student is the main agent, not the teacher.” (Adler, 1982)
“Learning is not a spectator sport. Students do not learn much just by sitting in a
class listening to teachers, memorizing pre-packaged assignments, and spilling out
answers. They must talk about what they are learning, write about it, relate it to past
experiences, apply it to their daily lives. They must make what they learn part of
themselves.” (Chickering & Gamson, 1987)
In their classic book, Bonwell and Elson (1991) list seven defining characteristics of active
learning:
1. Students are involved in more than passive listening.
2. Students are engaged in activities (e.g., reading, discussing, writing).
3. There is less emphasis placed on information transmission and greater
emphasis placed on developing student skills.
4. There is greater emphasis placed on the exploration of attitudes and values.
5. Student motivation is increased, especially in adult learners.
6. Students receive immediate feedback from their instructor and peers.
7. Students are involved in higher order thinking (analysis, synthesis,
evaluation).
xx PrefaCe
Our goals in writing this book were to bridge the academic realm of theory and research
and the organizational realm of effective practice and to help students consistently trans-
late proven principles from both realms into personal practice. To accomplish these goals,
we formulated a five-step “active” learning model, described in the Introduction. Based
on the positive feedback we’ve received from teachers and students, we can state with
confidence that the form of active learning pioneered in this book is a proven pedagogy for
management skill mastery.
MyManaGeMentlaB suGGesteD aCtIvItIes

For the 9th edition we the authors are excited that Pearson’s MyManagementLab has
been integrated fully into the text. These new features are outlined below. Making assess-
ment activities available on line for students to complete before coming to class will allow
you the professor more discussion time during the class to review areas that students are
having difficulty in comprehending.
Watch It
Recommends a video clip that can be assigned to students for outside classroom viewing
or that can be watched in the classroom. The video corresponds to the chapter material
and is accompanied by multiple choice questions that re-enforce student’s comprehension
of the chapter content.
Personal Inventory Assessments (PIA)

Students learn better when they can connect what they are learning to their personal
experience. PIA (Personal Inventory Assessments) is a collection of online exercises designed
to promote self-reflection and engagement in students, enhancing their ability to connect
with concepts taught in principles of management, organizational behavior, and human
resource management classes. Assessments are assignable by instructors who can then track
students’ completions. Student results include a written explanation along with a graphic
display that shows how their results compare to the class as a whole. Instructors will also
have access to this graphic representation of results to promote classroom discussion.
DetaIleD ChaPter By ChaPter ChanGes

Based on suggestions from reviewers, instructors, and students, we have made a number
of changes in the ninth edition of Developing Management Skills.
• Chapter 2 now includes a major focus not only on managing stress—usually
observed to be a negative influence on individuals—but it focuses on how to
enhance and encourage well-being. Stress can be turned to good outcomes if
managed effectively, and this 9th edition adopts this positive approach. It high-
lights ways to flourish and enhance well-being even in the presence of stressful
circumstances.
• Chapter 8 replaces the discussion on “delegation” with a focus on “engagement.”
The theme of employee engagement has become a very important topic in modern
organizations as they attempt to enhance their performance and help their em-
ployees flourish. That is, employee engagement has become a very hot topic. This
chapter provides a framework that helps you engage employees effectively.
• In an environment filled with instantaneous technology, sound bites of data, and
short attention spans, we have been motivated to shorten each of the book’s
PrefaCe xxi
chapters substantially. With these reductions, however, we have maintained the
empirical evidence and the foundational models and frameworks that distinguish
this book from others on the market. We have maintained the scientific and
scholarly basis for the prescriptions in each of the chapters because, to be effec-
tive managers, students need more substance than found in traditional airport
bookstore advice.
• Research continues to appear on factors that predict managerial effectiveness and
skillful performance. Therefore, we have updated references, studies, and exam-
ples to enhance each chapter’s currency. Whereas many of the classic studies and
foundational investigations remain in the text, you will find many up-dated studies
and examples through the book. This is also the case with exercises, cases, and
assessment instruments.
• In each chapter, references to video examples found in Pearson’s
MyManagementLab are noted. You will want to use these video supplements to
illustrate certain concepts and practices discussed in the chapters. They provide
real examples of management skill practices in the workplace.
tips for Getting the Most out of this Course

Whether you are an undergraduate or MBA student, or an experienced manager, based on
our years of teaching management skills, here are some suggestions for making this course
a personally meaningful learning experience:
• Read the Introduction carefully. Although this is not a typical management text-
book, it is important that you understand its distinctive learner-focused features,
especially the five-step learning model: Skill Assessment, Skill Learning, Skill
Analysis, Skill Practice, and Skill Application. You’ll also find informative research
on how much managers’ actions impact individual and organizational perfor-
mance and the characteristics of effective managers.
• Thoughtfully complete the Skill Assessment surveys for each chapter. These diag-
nostic tools are designed to help you identify which specific aspects of each skill
topic most warrant your personal attention.
• Carefully study the Behavioral Guidelines and the summary model at the conclu-
sion of the Skill Learning section of each chapter before reading that section. These
written and graphical summaries are designed to bridge the research-informed
description of each topic with the skill development activities that follow. To help
you internalize research-informed “good sense,” be sure to use the Behavioral
Guidelines as your frame of reference when reading and discussing Skill Analysis
cases and participating in Skill Practice and Skill Application exercises.
• Be sure to complete the Skill Application exercises in each chapter. Management
skill mastery requires out-of-class skill practice. How to do this is pretty straightfor-
ward if you are currently working in an organization, regardless of whether you
are an experienced manager or a new, part-time employee. Whether or not you
are currently employed, we encourage you to seek out skill practice opportunities
in all aspects of your life, including working in assigned teams in this and other
courses, planning social events for a campus or community organization, counsel-
ing a troubled sibling or friend, managing end-of-semester deadlines, or handling a
difficult issue with a boy/girlfriend or spouse. The sooner you begin—and the more
you persist in—practicing what you learn in this course, the more you’ll be able to
count on these skills as “automatic responses” when you need them as a manager.
xxii PrefaCe
InstruCtor resourCes
At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily
register to gain access to a variety of instructor resources available with this text in down-
loadable format. If assistance is needed, our dedicated technical support team is ready to
help with the media supplements that accompany this text. Visit http://247.pearsoned.
com for answers to frequently asked questions and toll-free user support phone numbers.
The following supplements are available with this text:
• Instructor’s Resource Manual
• Test Bank
• TestGen® Computerized Test Bank
• PowerPoint Presentation
2015 QualItatIve BusIness vIDeo lIBrary

Additional videos illustrating the most important subject topics are available in
MyManagementLab, under the Instructor Resources: Business Today.
CoursesMart textBooks onlIne

CourseSmart eTextbooks were developed for students looking to save money on required
or recommended textbooks. Students simply select their eText by title or author and
purchase immediate access to the content for the duration of the course using any major
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numbers, take notes online, print out reading assignments that incorporate lecture notes,
and bookmark important passages for later review. For more information or to purchase a
CourseSmart eTextbook, visit www.coursesmart.com.
acknowledgments
In addition to the informal feedback we have received from colleagues around the world,
we would especially like to thank the following people who have formally reviewed ma-
terial and provided valuable feedback, vital to the revision of this and previous editions:
Richard Allan, University of Tennessee– Joseph V. DePalma, Farleigh Dickerson

Chattanooga University
Joseph S Anderson, Northern Arizona Todd Dewett, Wright State University
University Andrew J. Dubrin, Rochester Institute
Forrest F. Aven, University of Houston of Technology
Lloyd Baird, Boston University Steven Edelson, Temple University
Bud Baker, Wright State University Crissie M. Frye, Eastern Michigan
John D. Bigelow, Boise State University University
Ralph R. Braithwaite, University of Norma Givens, Fort Valley State University
Hartford Barbara A. Gorski, St. Thomas University
Julia Britt, California State University Sara Grant, New York University
Tim Bothell, Brigham Young University David Hampton, San Diego State
David Cherrington, Brigham Young University
University Jason Harris-Boundy. San Francisco
John Collins, Syracuse University State University
Kerri Crowne, Temple University Stanley Harris, Auburn University
PrefaCe xxiii
Richard E. Hunt, Rockhurst College J. Randolph New, University of
Daniel F. Jennings, Baylor University Richmond
Avis L. Johnson, University of Akron Jon L. Pierce, University of Minnesota–
Jay T. Knippen, University of South Duluth
Florida Lyman Porter, University of California–
Roland Kushner, Lafayette College Irvine
Roy J. Lewicki, Ohio State University Lyle F. Schoenfeldt, Appalachian State
Michael Lombardo, Center for Creative University
Leadership Jacop P. Siegel, University of Toronto
Charles C. Manz, University of Charles Smith, Hofstra University
Massachusetts–Amherst Noel M. Tichy, University of Michigan
Ralph F. Mullin, Central Missouri State Wanda V. Trenner, Ferris State
University University
Thomas J. Naughton, Wayne State Ulya Tsolmon, Brigham Young University
University Kenneth M. York, Oakland University
We especially thank our collaborators who adapted the book for the European and
Australian markets as well as those who translated Developing Management Skills into
Spanish, Russian, Chinese, and Dutch.
We are grateful for the assistance of many dedicated associates who have helped us
continually upgrade and enhance Developing Management Skills. We wish to acknowledge
our colleague, Jeffrey Thompson, Director of the Romney Institute of Public Management,
Brigham Young University. Jeff has been a valuable collaborator on our recent revisions and
has become a major part of the authoring team.
We would also like to thank Kris Ellis-Levy, Sarah Holle, Rebecca Groves, Meghan
DeMaio, and Judy Leale of Pearson Education. In addition, we’d like to express our gratitude
to Kristin Jobe of Integra-Chicago for her expert assistance with this edition, as well as Erikson
Daniel Conkling, Ivy Tech Community College/Northeast and Linda Hoffman, Ivy Tech
Community College/Fort Wayne for their contributions to the MyLab assessment content.
Finally, and most importantly, we express appreciation to our families for their ongoing
patience and support, which is reflected in their willingness to share their time with this com-
peting “labor of love”—and to forgive our own gaps between common sense and common
practice.
David A. Whetten
Kim S. Cameron
xxiv PrefaCe
ManageMent ConCepts
■ The Critical Role of Management Skills
IntroductIon
■ The Importance of Competent Managers
■ The Skills of Effective Managers
■ What Are Management Skills?
■ Improving Management Skills
■ An Approach to Skill Development
■ Leadership and Management
■ Contents of the Book
■ Organization of the Book
■ Diversity and Individual Differences
■ Summary
suppleMentary
The Critical
Material Role of
■
■
Personal Assessment of Management Skills (PAMS)
What Does It Take to Be an Effective Manager?
SSS Software In-Basket Exercise
Management
Skills
Scoring Key and
coMpariSon Data
Learning
Objectives
1. Introduce the Importance
of management SkIllS
2. IdentIfy eSSentIal
management SkIllS
3. explaIn a learnIng
model for developIng
management SkIllS
4. revIew the contentS of
the Book
1
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Introduction
The Critical Role of Management Skills

No one doubts that the twenty-first century will continue to be characterized by chaotic,
transformational, rapid-fire change. In fact, almost no sane person is willing to predict
what the world will be like 50, 20, or even 10 years from now. Change is just too rapid
and ubiquitous. Three quarters of the content on the web was not available three years
ago. The development of “nanobombs” has caused some people to predict that personal
computers and desktop monitors will land on the scrap heap of obsolescence within 20
years. The new computers will be a product of etchings on molecules leading to personal-
ized data processors injected into the bloodstream, implanted in eyeglasses, or included
in wristwatches.
Warren Bennis, a colleague of ours, half-jokingly predicted that the factory of the future
would have only two employees, a person and a dog. The person would be there to feed
the dog. The dog would be there to keep the person from touching the equipment! Almost
no one would argue with the claim that “permanent white water” best characterizes our
current environment. Almost everything is in flux, from our technology and methods of
transacting business to the nature of education and the definition of the family.
Despite all this change in our environment, there is something that has remained rel-
atively constant. With minor variations and stylistic differences, what have not changed
in several thousand years are the basic skills that lie at the heart of effective, satisfying,
growth-producing human relationships. Freedom, dignity, trust, love, and respect in re-
lationships have always been among the goals of human beings, and the same principles
that brought about those outcomes in the second or seventeenth centuries still bring
them about in the twenty-first century. Despite our circumstances, in other words, and
despite the technological resources we have available to us, the same basic human skills
still lie at the heart of effective human interaction.
This book is built on the presumption that developing management skills—that
is, the skills needed to manage one’s own life as well as relationships with others—is a
ceaseless endeavor. These skills were largely the same a century ago as they are today.
The basic behavioral principles that lie at the foundation of these skills are timeless. This
is one reason why the shelves of bookstores. blogs, and on-line newsletters are filled with
IntroductIon 3
prescriptions of how one more executive or one more company struck it rich or beat out
the competition. Thousands of books trumpet prescriptions for how to be successful in
business, or in life. Many of these books have made it to the best-seller lists and have
enjoyed lengthy stays.
Our intention in this book is not to try to duplicate the popular appeal of the best-
selling books nor to utilize the common formula of recounting anecdotal incidents of suc-
cessful organizations or well-known managers. We have produced a book that remains
true to, and is based on, social science and business research. We want to share with you
what is known and what is not known about how to develop management skills and
how to foster productive, healthy, satisfying, and growth-producing relationships with
others in your work setting. Developing Management Skills is designed to help you actu-
ally improve your personal management competencies—to change your behavior.
This book, therefore, serves more as a practicum or a guide to effective managerial
behavior than a description of what someone else has done to successfully manage an
organization. It will surely help you think, and it will provide examples of success, but
it will have failed if it also does not help you behave more competently in your own life.
Whereas the skills focused on in this book are called “management skills,” their
relevance is not limited just to an organization or work setting. This book could be
retitled “life skills,” or even “leadership skills.” We focus mainly on work settings here
because our primary goal is to help you prepare for and improve your own competency
in a managerial role. You will discover, however, that these skills are applicable in most
areas of your life—with families, friends, volunteer organizations, and your community.
In the next section, we review some of the scientific evidence that demonstrates
how management skills are associated with personal and organizational success, and we
review several studies of the key management skills that seem to be the most important
in our modern-day environment. It is those key skills that this book has targeted. We
then describe a model and a methodology for helping you to develop management skills.
A large number of fads abound proclaiming a new way to be a leader, get rich, or
both, but our intent is to rely on a proven methodology that has grounding in the scien-
tific literature. We present what has been shown to be a superior process for improving
management skills, and we base our claims on scholarly evidence. This Introduction
concludes with a brief description of the organization of the rest of the book and
the importance of keeping in mind individual differences among people.
The Importance of Competent Managers

In the last couple of decades, an abundance of evidence has been produced demonstrating
that skillful management is the single most powerful determinant of organizational success.
These studies have been conducted across numerous industry sectors, international settings,
and organization types. The research findings now make it almost unquestionable that if
organizations want to succeed, they must have competent, skillful managers.
For example, in one study of 968 firms, representing all major industries in the
United States, organizations whose managers effectively managed their people—that is,
they implemented effective people management strategies and demonstrated personal
competency in management skills—had, on the average, a decrease in turnover of more
than 7 percent, increased profits of $3,814 per employee, $27,044 more in sales per
employee, and $18,641 more in stock market value per employee, compared to firms
that had less effective people management (Huselid, 1995; Pfeffer & Veiga, 1999). In a
follow-up study of 702 firms, shareholder wealth was an amazing $41,000 per employee
higher in companies demonstrating strong people management skills than in firms that
had a lower emphasis on people management (Huselid & Becker, 1997).
4 IntroductIon
A study of German firms in 10 industrial sectors produced similar results:
“Companies that place workers at the core of their strategies produce higher long-term
returns . . . than their industry peers” (Blimes, Wetzker, & Xhonneux, 1997). A study
of five-year survivability in 136 nonfinancial companies that issued IPOs in the late
1980s found that the effective management of people was the most significant factor
in predicting longevity, even when accounting for industry type, size, and profits. Firms
that did a good job of managing people tended to survive; others did not (Welbourne &
Andrews, 1996).
A study by Hanson (1986) investigated the factors that best accounted for financial
success over a five-year span in 40 major manufacturing firms. The five most power-
ful predictors were identified and assessed. They included market share (assuming that
the higher the market share of a firm, the higher its profitability); firm capital intensity
(assuming that the more a firm is automated and up-to-date in technology and equipment,
the more profitable it is); size of the firm in assets (assuming that economies of scale and
efficiency can be used in large firms to increase profitability); industry average return on
sales (assuming that firms would reflect the performance of a highly profitable industry);
and the ability of managers to effectively manage their people (assuming that an emphasis
on good people management helps produce profitability in firms). The results revealed that
one factor—the ability to manage people effectively—was three times more powerful than
all other factors combined in accounting for firm financial success over a five-year period!
We repeat, good management was more important than all other factors taken together in
predicting profitability.
This is just a small sampling of studies that indicate overwhelmingly that good
management fosters financial success, whereas less effective management fosters financial
distress. Successful organizations have managers with well-developed management skills.
Moreover, the data are clear that management skills are more important in accounting for
success than industry, environment, competition, and economic factors combined.
The Skills of Effective Managers

What, then, differentiates effective managers from less effective managers? If develop-
ing management skills is so crucial for organizational success, what skills ought to be
the focus of our attention? The management literature is filled with lists of attributes,
behaviors, orientations, and strategies for enhancing successful performance. In writing
this book, we wanted to identify the skills and competencies that separate extraordinarily
effective performers from the rest of us. So, in addition to reviewing the managerial and
leadership literatures, we also identified 402 individuals who were rated as highly effec-
tive managers in their own organizations in the fields of business, health care, education,
and state government by asking senior officers to name the most effective managers in
their organizations. We then interviewed those people to determine what attributes were
associated with managerial effectiveness. We asked questions such as:
❏ How have you become so successful in this organization?
❏ Who fails and who succeeds in this organization and why?
❏ If you had to train someone to take your place, what knowledge and what skills
would you make certain that person possessed in order to perform successfully as
your successor?
❏ If you could design an ideal curriculum or training program to teach you to be a
better manager, what would it contain?
❏ Think of other effective managers you know. What skills do they demonstrate that
explain their success?
IntroductIon 5
Table 1 Skills of Effective Managers—One Study
1. verbal communication (including listening)
2. managing time and stress
3. rational and creative decision making
4. recognizing, defining, and solving problems
5. motivating and influencing others
6. delegating and engaging others
7. Setting goals and articulating a vision
8. Self-awareness
9. team building
10. managing conflict
Our analysis of the interviews produced about 60 characteristics of effective manag-

ers. The 10 identified most often are listed in Table 1. Not surprisingly, these 10 charac-
teristics are all behavioral skills. They are not personality attributes or styles, nor are they
generalizations such as “luck,” “charisma,” or “timing.” They also are common across
industries, levels, and job responsibilities. The characteristics of effective managers are
not a secret.
What Are Management Skills?

There are several defining characteristics of management skills that differentiate them
from other kinds of characteristics and practices. First, management skills are behavioral.
They are not personality attributes or stylistic tendencies. Management skills consist of
actions that lead to positive outcomes. Skills can be observed by others, unlike attributes
that are purely mental, stylistic, or are embedded in personality.
Second, management skills are controllable. The performance of these behaviors is
under your own control. Skills may involve other people and require cognitive work, but
they are behaviors that you can govern yourself.
Third, management skills are developable. Performance can improve. Unlike IQ or
certain personality or temperament attributes that remain relatively constant throughout
life, you can improve your competency in skill performance through practice and feed-
back. You can progress from less competence to more competence in management skills,
and that outcome is the primary objective of this book.
Fourth, management skills are interrelated and overlapping. It is difficult to demon-
strate just one skill in isolation from others. Skills are not simplistic, repetitive behaviors,
but they are integrated sets of complex responses. Fifth, management skills are some-
times contradictory or paradoxical. For example, the core management skills are neither
all soft and humanistic in orientation nor all hard-driving and directive. They are oriented
neither toward teamwork and interpersonal relations exclusively nor toward individual-
ism and technical entrepreneurship exclusively. A variety of skills are typical of the most
effective managers, and some of them appear incompatible.
To illustrate, Cameron and Tschirhart (1988) assessed the skill performance of more
than 500 midlevel and upper-middle managers in about 150 organizations. The most
frequently mentioned 25 management skills taken from about a dozen studies in the aca-
demic literature (such as those in Table 2) were measured. Statistical analyses revealed
6 IntroductIon
that the skills fell into four main groups or clusters. One group of skills focused on par-
ticipative and human relations skills (for example, supportive communication and team
building), while another group focused on just the opposite, that is, competitiveness and
control (for example, assertiveness, power, and influence skills). A third group focused on
innovativeness and individual entrepreneurship (for example, creative problem solving),
while a fourth group emphasized the opposite type of skills, namely, maintaining order
and rationality (for example, managing time and rational decision making). One conclu-
sion from that study was that effective managers are required to demonstrate paradoxical
skills. That is, the most effective managers are both participative and hard-driving, both
nurturing and competitive. They were able to be flexible and creative while also being
controlled, stable, and rational (see Cameron, Quinn, DeGraff, & Thakor, 2014). Our
objective in this book is to help you develop that kind of behavioral competency and
complexity.
Improving Management Skills

It is a bit unnerving that while average IQ scores have increased in the population over
the last half-century, social and emotional intelligence scores have actually declined. In
the population in general, people are less skilled at managing themselves and managing
others than they were 50 years ago (Goleman, 1998). While average IQ scores have
jumped approximately 25 points, emotional intelligence scores (EQ) have fallen. In a
recent survey of 110 Fortune 500 CEOs, 87 percent were satisfied with the level of
competence and analytic skills of business school graduates, 68 percent were satisfied
with conceptual skills of graduates, but only 43 percent of the CEOs were satisfied with
graduates’ management skills, and only 28 percent were satisfied with their interpersonal
skills and EQ!
The good news is that improvement in developing management skills has been
found in both students and managers who have been exposed to in the learning model
presented in Developing Management Skills. For example, MBA students showed
improvement of from 50 to 300 percent on social skills over two years by enrolling
in courses based on the approach to developing management skills presented here.
A greater amount of improvement occurred among students who applied these skills
to aspects of their lives outside the classroom. In addition, a cohort of 45- to 55-year-
old executives produced the same results as the MBA students. They also improved
dramatically in their management skills even though most were already experienced
in senior managerial positions (Boyatzis, 1996, 2000, 2005; Boyatzis, Cowen, &
Kolb, 1995; Boyatzis, Leonard, Rhee, & Wheeler, 1996; Leonard, 1996; Rhee, 1997;
Wheeler, 1999).
An Approach to Skill Development

The method that has been found to be most successful in helping individuals develop
management skills is based on social learning theory (Bandura, 1977; Boyatzis et al.,
1995; Davis & Luthans, 1980). This approach marries rigorous conceptual knowledge
with opportunities to practice and apply observable behaviors. It relies on cognitive work
as well as behavioral work. This learning model, as originally formulated, consisted of
four steps: (1) the presentation of behavioral principles or action guidelines, generally us-
ing traditional instruction methods such as lecture and discussion; (2) demonstration of
the principles by means of cases, films, scripts, or incidents; (3) opportunities to practice
the principles through role plays or exercises; and (4) feedback on performance from
peers, instructors, or experts.
IntroductIon 7
Our own experience in teaching complex management skills, as well as research
on management skills development among MBA students (e.g., Boyatzis et al., 1995;
Vance, 1993) has demonstrated that three important modifications are necessary in order
for this model to be most effective. First, the behavioral principles must be grounded in
social science theory and in reliable research results. To ensure the validity of the behav-
ioral guidelines being prescribed, the learning approach must include scientifically based
knowledge about the effects of the management principles being presented.
Second, you must be aware of your current level of skill competency and be mo-
tivated to improve upon that level. Most of us receive very little feedback about our
current level of skill competency. Most organizations provide some kind of annual or
semiannual evaluation (for example, course grades in school or performance appraisal in-
terviews in firms), but these evaluations are usually infrequent and narrow in scope, and
they fail to assess performance in most critical skill areas. To help you understand what
skills to improve and why, an assessment activity must be part of the model.
In addition, most people find change uncomfortable and therefore avoid taking the
risk to develop new behavior patterns. An assessment activity in the learning model helps
encourage you to change by illuminating your strengths and weaknesses. This makes it
possible to target your improvement efforts more specifically. Assessment activities gen-
erally take the form of self-evaluation instruments, case studies, or problems that help
highlight personal strengths and weaknesses in a particular skill area.
Third, an application component is needed in the learning model. Most manage-
ment skill training takes place in a classroom setting where feedback is immediate, and
it is relatively safe to try out new behaviors and make mistakes. Therefore, transferring
learning to an actual job setting is often problematic. Application exercises help to apply
classroom learning to examples from the real world of management. Application exer-
cises often take the form of an outside-of-class intervention, a consulting assignment,
self-analysis through journal writing, or a problem-centered intervention, which you can
analyze to determine its degree of success or failure.
In summary, evidence suggests that a five-step learning model is most effective for
helping you develop management skills (see Cameron & Whetten, 1984; Kolb, 1984;
Vance, 1993; Whetten & Cameron, 1983). Table 2 outlines such a model. Step 1 involves
the assessment of current levels of skill competency and knowledge of the behavioral
Table 2 A Model for Developing Management Skills
Components Contents objeCtives

1. Skill assessment Survey instruments assess current level of skill competence and
role plays knowledge; create readiness to change.
2. Skill learning written text teach correct principles and present a rationale
Behavioral guidelines for behavioral guidelines.
3. Skill analysis cases provide examples of appropriate and inappropriate
skill performance. analyze behavioral principles and
reasons they work.
4. Skill practice exercises practice behavioral guidelines. adapt principles to
Simulations personal style. receive feedback and assistance.
role plays
5. Skill application assignments (behavioral and transfer classroom learning to real-life situations.
written) foster ongoing personal development.
8 IntroductIon
Another random document with
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Improvised apparatus may be used, but it requires much more labor and is not as
satisfactory.
All milk should be sterilized or pasteurized before being used as a food for infants.
The following table shows an analysis of milks and infant foods helpful in the
selection of a food to supply deficiencies indicated by a chemical analysis of the infant.
COMPARATIVE ANALYSIS OF MILKS AND INFANT FOODS (COMPILED)
(Percentage of Composition of the Dry Substance)
Borden’s Mellin’s Eskay’s
Borden’s Horlick’s Nestle’s
Mother’s Cow’s Condensed Food Food
COMPONENTS Malted Malted Food (Milk
Milk Milk Milk (Eagle (Milk (Milk
Milk Milk Substitute)
Brand) Modifier) Modifier)
Protein 14.00 27.00 15.10 13.83 10.10 12.40 12.10 6.82
Fat 31.00 31.00 9.20 7.90 12.10 4.15 0.25 3.58
Cane-Sugar None None None None 59.1 22.10 None None
Other Soluble
Carbohydrates
52.00[18] 36.00[18] 69.77[19] 66.56[19] 16.0[18] 35.00[19] 84.00[19] 56.78[20]
(Lactose,
Maltose, etc.)
Starch None None None None None 25.70 None 30.42
Ash (Mineral
2.00 5.00 3.46 3.42 2.4 1.62 3.78 1.00
Content)
The following table from Holt shows at a glance the comparative average
composition of human and cow’s milk:
HUMAN AND COW’S MILK COMPARED
Human Milk Cow’s Milk
Fat 4% 4%
Sugar 7% 4.5%
Proteins 1.5% 3.5%
Salts 0.2% 0.75%
Water 87.30% 87.25%
Total 100.00% 100.00%
Barley, rice, oatmeal, corn meal and soy-bean flour are

generally used. If the grains of the cereals are used, they must Gruels
be cooked from three to four hours.
As a rule, cereal gruels are made by cooking the flour and water for from fifteen to
twenty minutes. Two ounces to the quart is about as strong as plain gruels can be
made.
Dextrinized gruels may be made as high as eight ounces to the quart. Four level
tablespoonfuls of the cereal flour weigh one ounce.
As the soy bean contains no starch, it does not thicken when cooking.
About 1 level tablespoonful to 3 ounces of soy-bean flour are used to the quart. One
or 2 tablespoonfuls of barley, oat, or wheat gruel may be added before cooking to
increase the nutritive value. One ounce of soy-bean flour, or 2 ounces of barley flour,
to 1 quart of water makes a very good standard gruel. It contains 2 per cent. protein,
0.6 per cent. fat, 5.1 per cent. carbohydrates, giving a food value of ten calories per
ounce, just one-half the value of milk. In certain forms of intestinal trouble in which
cow’s milk is not assimilated, this gruel is valuable used with condensed milk.
Malted gruels are made by adding 1 teaspoonful of good malt extract or diastase to
a cereal gruel after it has been cooled. It should be stirred in very thoroughly.
In artificial feeding “spitting” is usually an annoying symptom

Vomiting that does not indicate anything more serious than an overloaded
stomach. This condition is usually relieved by lengthening the
feeding intervals to four hours.
On the other hand, vomiting usually indicates something more serious in a bottle-fed
baby, especially if it is very persistent. It is usually a sign that cow’s milk, or the
preparation of it, is not agreeing with the infant. It also indicates a digestive
disturbance that should be treated only by the physician, who will probably change the
formula.
Occasional vomiting is sometimes due to too rich food and too frequent feeding.
Lengthening the feeding hours and decreasing the amount of fat in the mixture will
usually eliminate the trouble.
This is the most common of all of baby’s troubles. It is often

Colic due to too rapid feeding either from the breast or bottle, and
when there is a tendency to colic, the feeding should be slower.
The baby should not be fed while it is suffering from colic, even though it seems that
the drinking of warm milk relieves it temporarily. Hot water should be given every half-
hour or hour until relieved. If the baby seems cold, hot water slightly sweetened, and a
hot bath, should be given at once. A hot-water bottle may be placed near it as well.
In colic there is severe pain in the abdomen, which is swollen and hard. Sudden and
violent crying is usually a symptom of colic, which often ceases very suddenly after the
emission of gas from the mouth or bowels.
If the baby seems exhausted, the physician should be summoned at once, but these
suggestions may be helpful until the physician arrives.
When colic is very frequent in a bottle-fed baby, the food should be modified.
The character of the stools depends primarily on the

composition of the food. They are varied according to the The Stools in
digestive powers of the infant, and according to the amount and Infancy
rapidity of absorption of the products of digestion. The amount of
absorption depends to a considerable extent on the rapidity with which the contents
pass through the intestinal tract.
The nature of the food, of course, influences the character of the stools. The
examination of the stools is of the greatest aid in determining whether or not any given
food element is properly digested and assimilated, and, in many diseased conditions,
in telling what element is at fault. This, however, can only be determined by analysis,
but a little information on this subject will be of value to the mother or nurse.
During the first few weeks or months of life, the breast-fed infant has three or four
stools daily. These are of about the consistency of thick pea soup and are golden
yellow. The number of stools gradually diminishes to two or three in the twenty-four
hours, and the consistency becomes more salve-like.
It is not uncommon for thriving breast-fed babies to have a large number of stools of
diminished consistency and of a brownish color; in such instances, the examination of
the breast milk will show that the proteins are high.
It is best not to pay too much attention to the stools if the baby is gaining in weight
and appears well. It is not unusual to find many soft fine curds and sometimes mucus
in the stools of healthy breast-fed babies.
It is not only unnecessary, but decidedly wrong to wean a baby simply because the
stools are abnormal, if it is doing well in other ways. The breast-fed infant will often go
weeks or months without a normal stool and yet thrive perfectly. On the other hand, if
a baby has such stools when it is taking cow’s milk it is a decided evidence of
malnutrition.
Infants that are thriving on cow’s milk have, as a general rule, fewer movements in
the twenty-four hours than do breast-fed babies and these movements are firmer in
consistency.
Constipation seems to be the chief difficulty in artificial feeding,

Constipation due usually to the poor absorption of fat, or the low percentage
necessary to prevent indigestion. If the constipation is not
severe, the substitution of oatmeal for barley water in the mixture will usually relieve
the trouble.
If the constipation is severe, causing occasional attacks of colic or straining at stool,
it is sometimes advisable to give a little higher percentage of fat in the mixture, but this
should be done very cautiously and usually on the advice of the physician.
If, however, this does not relieve the trouble, the best plan is to substitute one of the
dextrin-maltose mixtures for milk-sugar or cane-sugar. The malt itself is not especially
laxative but it prevents the excessive fermentation which usually occurs when the
bowels are very costive.
Two, three, or more green and loose evacuations, even though

they may contain whitish particles of undigested fat, are of no Diarrhea
great significance in the breast-fed infant, but should be regarded
as danger signals in bottle-fed babies.
Even a mild attack of diarrhea is usually a symptom of fat-dyspepsia which, if taken
in time, may usually be promptly checked.
A dose of castor-oil at the beginning of the attack may relieve any irritation that
might have caused the trouble.
It is best to omit all food for at least twenty-four hours. Plain water should be given
very freely and occasionally barley water, if the baby is hungry. After that it is best to
start with a mixture low in fat. Skimmed milk or boiled milk free from all fat, diluted with
cereal water, may be given at regular intervals.
Should slight diarrheal attacks continue, or should the stools be of a diarrheal
character, the wisest plan is to substitute a dextrin-maltose mixture for the sugar, as
malt decidedly favors fat absorption.
In almost every case of infantile diarrhea it is advisable to consult the physician,
especially if there is considerable restlessness and rise in temperature.
Diarrhea is more frequent in summer among bottle-fed babies, as the heat often
promotes the growth of germs in the milk. Therefore to sterilize or pasteurize milk
during the heated months is especially necessary.
A chill, due to insufficient clothing, will sometimes cause diarrhea. The abdomen,
arms, and legs should be kept warm by close-fitting garments of soft wool.
In treating anemia in infants, as in adults, the cause should be

Anemia removed by correcting any errors in diet and treating any other
physical deficiencies.
The cause of infantile anemia is an insufficient absorption of iron from the food.
The amount of iron in both human milk and cow’s milk is small and is insufficient for
the needs of the growing infant. However, Nature has deposited enough iron in the
liver of the new-born infant to last until it can digest foods which contain iron in
sufficient amounts. The iron in human milk is apparently more easily retained than that
in the milk of animals.
The iron content of human milk is dependent on the general condition of the mother.
It is higher in healthy individuals and lower in those under par.
Anemia in infants is apt to become severe and often take on a pernicious form. A
prolonged intestinal disturbance often brings on anemia, and not infrequently anemia
is due to a deficiency of protein in the food.
The treatment consists largely of additions or changes in the diet, depending on the
age of the infant. Purées of vegetables that contain much iron, such as spinach and
carrots, and also fruit juices, are valuable and in proper proportions can be added to
the diet after the age of six months. It is best that the physician decide on the
advisability of this as it will depend on the general condition of the infant.
Rickets, a chronic impairment of nutrition, affects not only the

bones, but all of the tissues of the body, particularly the nervous Rickets
system. Artificial feeding is the chief cause of rickets on account
of the poor absorption of fats, and often because of protein starvation.
Prepared foods, on account of their large percentage of starch and their lack of
protein and butter-fat are frequently the cause of rickets.
In addition to its fuel value, milk-fat contains the elements which promote growth.
As previously stated, the infant requires a certain percentage of protein, fat, and
mineral for the blood and tissue building and the growth of the bones. In artificial
feeding, the preparations given are often deficient in these important elements.
Climate and poor hygienic surroundings sometimes cause rickets in breast-fed
babies, probably on account of the lowered vitality of the mother and the child and
consequently poor digestion and assimilation, but it is most frequently found in babies
improperly fed.
Dr. Winfield S. Hall says:
Fresh milk, appropriately modified and in proper amount, together with such other
food as is indicated for the age and weight, is the important point in the treatment of
rickets. Fresh air, day and night, sunshine and outdoor life, are only next in happiness.
Cod-liver oil, especially with the addition of phosphorus, is a very valuable addition to
the treatment.
Rickets is a chronic condition, while scurvy is an acute disease.

This difficulty is considered as entirely due to improper feeding
Scurvy and therefore must be overcome by a change of diet. Recovery
is usually very rapid when the child is properly fed.
Pains and tenderness about the joints, particularly of the legs, are the usual
symptoms, causing the baby to cry when it is lifted or moved about. The gums
sometimes become swollen and bleed. In almost every case it is found that infants
suffering from scurvy have been on a continuous diet of prepared foods like malted
milk, condensed milk, or boiled milk which Dr. Hall terms “dead food,” presumably on
account of a lack of the life-giving proteins and butter-fat.
When boiled milk has been used, the change should be made to pasteurized milk or
raw milk if it can be secured clean and fresh. If prepared foods have been given, the
amount should be greatly decreased and replaced by a cow’s-milk preparation in
which a small percentage of the prepared food may be included, or, better still, omitted
entirely, if a cow’s-milk preparation including a good substantial gruel will agree.
In scurvy, orange juice or other fruit juices should be given, from 1 to 4 ounces a
day, according to the age. Orange juice is particularly valuable, 2 or 3 teaspoonfuls
being given before each feeding.
A lack of fresh air often aids in producing scurvy.
After the baby has reached the age of one year, we often feel
that it is not necessary to be so careful of its diet. However, the Feeding during the
number of deaths due to digestive disturbances caused by Second Year
improper feeding during the second year is significant.
After the child is a year old it should be given solid food very gradually to develop its
digestive functions as well as its teeth. A soft-boiled egg or a little beef juice may be
added to the diet. Until the appearance of the anterior molar teeth, however, the child’s
diet should be confined largely to milk. A thin slice of buttered bread or a little plain
rice or rice pudding, a soda cracker or bread crumbs in milk may be given. The year-
old child may also begin to drink cow’s milk. One or two glasses a day may be given,
until the child is at least 13 or 14 years old.
Good judgment should be used in feeding children, as habits and tastes are being
formed, and whether they are normal or abnormal will depend on the kind of food
given and when.
Four meals a day, at regular intervals, and nothing but water between these
intervals, is considered the best plan.
Dry toast, zwieback, and crackers may be gradually added to the diet, also well-
cooked cereals, like cream of wheat, rice, and oatmeal. The oatmeal should be
strained the first few months it is given. Very little sugar should be added to the
cereals, as children very quickly cultivate a desire for sweets, rejecting other more
nourishing foods, and too much sugar is apt to disturb the digestion. It is best during
the first few months that no sugar be added to cereals.
The amount of whole milk, or milk diluted with barley or oatmeal gruel, should be
limited to one quart when the other foods are given.
Beef juice (from one to two ounces), mutton broth, chicken broth, and cereal broths
may be given after the age of one year; not more than two ounces at first, gradually
increasing in a few months’ time to four ounces. This is best given at the beginning of
the noon feeding. These broths have little nutritive value, but usually stimulate the
appetite for other foods.
The child must build muscle, bone, and sinew, and more protein is required as soon
as he begins to walk. Milk, eggs, and cereals will furnish this. The heavier protein diet
is best given at eighteen months to two years, in eggs, cooked soft. An egg may be
given every other day, soft boiled for about two minutes, or coddled for four minutes.
At the age of two years an egg may be given every day. These soft-cooked eggs are
best when mixed with broken dry toast or broken whole wheat or Graham crackers,
because if dry food is served with them they will be better masticated, hence more
saliva be mixed with them.
The habit of thorough mastication should be cultivated at this period.
Oatmeal, thoroughly cooked, and shredded wheat, with cream and sugar, ripe fruit,
bread and butter, milk, soft-cooked eggs (poached or boiled), constitute a rational diet
at this age.
Bread is better broken in milk because the chewing movements mix the saliva with
the milk and smaller curds are formed as the milk enters the stomach.
Custard may after two years be added to the diet, also baked or mashed potato,
plain boiled macaroni, also a little butter on the potato, toast, or bread.
Also after the age of eighteen months, a small quantity of very lean meat, like
scraped or chopped beef or lamb, or finely minced chicken, may be given once a day.
Also well-cooked and mashed vegetables like peas, spinach, carrots, and
asparagus tips. For the first few months these should be strained.
Some fruit should also be given each day, orange juice, apple sauce, or the pulp of
stewed prunes; the latter especially is valuable when the bowels are inclined to be
constipated.
Tea, coffee, and cocoa are absolutely objectionable, and before the age of two
years no kind of candy should be given.
One of the most important things to teach the child, when it is taking foods other
than milk, is thorough mastication, not only to assist the proper growth of the teeth, but
to prevent the digestive disturbances that invariably occur from the bolting of food, and
children are especially liable to do this.
Dry toast and zwieback compel mastication and strengthen the gums. These should
be given in the hand, a piece at mealtime and occasionally between meals, if the child
seems hungry. The child will then gradually get into the habit of chewing other solid
foods when they are given.
If the child is hungry between meals, he should be fed at a regular period, midway
between breakfast and luncheon and between luncheon and the evening meal. The
food should be dry (toast or a dry cracker) to induce thorough and slow mastication.
Many object to “piecing” between meals, but if this piecing be done at hours as
regular as his meal hour, and the food be dry and well masticated, it will readily digest
and will not interfere with his meals. The growing child needs more frequent meals
than the adult. His stomach is not so large, he is active in outdoor exercise, and
eliminates waste freely. He also requires much heat and energy. The active child at
outdoor play uses almost as much energy as the laboring man.
Many mothers are in doubt as to whether the baby’s food should be salted. It is
necessary to add a very little salt to the food for the baby; broths should be seasoned
slightly and a pinch of salt added to potatoes and eggs. Cereals and vegetables are
cooked in water to which a little salt has been added.
Experienced observers of children and their ailments and diseases have said that
more babies are killed by overfeeding than by underfeeding. Especially in summer,
when the child’s condition reflects that of the mother, too much food will cause
indigestion, irritation of the stomach, and diarrhea.
Often the child is fretful because it is too warm or is thirsty. It will often be benefited
by giving it less food and more water. This fretful mind affects the child’s digestion just
as it affects the digestion of the mother.
If a healthy child refuses good, wholesome food because it wishes some other than
what is offered it, it is not hungry and doesn’t need the food.
The growing child craves sweets, but a child should not be given candy whenever it
wants it during the day. Candy or sugar is quickly converted into heat and is best
eaten immediately following a meal. Sugar may be spread on bread for the four
o’clock lunch or a little candy may be eaten at this time. Two or three pieces of candy
an inch square are sufficient.
FOOTNOTES:
[18] All lactose (milk-sugar).

[19] Mostly maltose (a hard, crystalline sugar formed by the action of malt on
starch).
[20] Mostly lactose.
APPENDIX
MEASURES AND WEIGHTS
A few tables of measures may be helpful here because accurate

measurements are necessary to insure success in the preparation of
any article of food.
All dry ingredients, such as flour, meal, powdered sugar, etc.,
should be sifted before measuring.
The standard measuring cup contains one-half pint and is divided
into fourths and thirds.
To measure a cupful or spoonful of dry ingredients, fill the cup or
spoon and then level off with the back of a case-knife.
In measures of weight the gram is the unit.
A “heaping cupful” is a level cup with two tablespoonfuls added.
A “scant cupful” is a level cup with two tablespoonfuls taken out.
A “saltspoon” is one-fourth of a level teaspoon.
To measure butter, lard, and other solid foods, pack solidly in
spoon or cup and level with a knife.
TABLE OF MEASURES AND WEIGHTS[21]
4 saltspoons = 1 teaspoon, tsp.
3 teaspoons = 1 tablespoon, tbsp.
4 tablespoons = 1/4 cup or 1/2 gill.
16 tablespoons (dry ingredients) = 1 cup, c.
12 tablespoons (liquid) = 1 cup.
2 gills = 1 cup.
2 cups = 1 pint.
2 pints = 1 quart.
4 quarts = 1 gallon.
2 tablespoons butter = 1 ounce.
1 tablespoon melted butter = 1 ounce.
4 tablespoons flour = 1 ounce.
2 tablespoons granulated sugar = 1 ounce.
2 tablespoons liquid = 1 ounce.
2 tablespoons powdered lime = 1 ounce.
1 cup of stale bread crumbs = 2 ounces.
1 square Baker’s unsweetened chocolate = 1 ounce.
Juice of one lemon = (about) 3 tablespoons.
5 tablespoons liquid = 1 wineglassful.
4 cups of sifted flour = 1 pound.
2 cups of butter (packed solidly) = 1 pound.
2 cups of finely chopped meat (packed solidly) = 1 pound.
2 cups of granulated sugar = 1 pound.
22/5 cups of powdered sugar = 1 pound.
22/3 cups brown sugar = 1 pound.
22/3 cups oatmeal = 1 pound.
43/4 cups rolled oats = 1 pound.
9 or 10 eggs = 1 pound.
1 cup of rice = 1/2 pound.
APOTHECARIES’ WEIGHTS[22]
20 grains = 1 scruple, ℈
3 scruples = 1 drachm, ʒ
8 drachms (or 480 grains) = 1 ounce, ℥
12 ounces = 1 pound, lb.
APOTHECARIES’ MEASURES[22]
60 minims (M) = 1 fluid drachm, fʒ
8 fluid drachms = 1 fluid ounce, f℥
16 fluid ounces = 1 pint, o or pt.
2 pints = 1 quart, qt.
4 quarts = 1 gallon, gal.
APPROXIMATE MEASURES[23]
One teaspoonful equals about 1 fluid drachm.
One dessertspoonful equals about 2 fluid drachms.
One tablespoonful equals about 4 fluid drachms.
One wineglassful equals about 2 ounces.
One cup (one-half pint) equals about 8 ounces.
METRIC MEASURES OF WEIGHT[23]
In measures of weight the gram is the unit.
1 gram 1.0 gm.
1 decigram 0.1 gm.
1 centigram 0.01 gm.
1 milligram 0.001 gm.
FOOTNOTES:
[21] Practical Dietetics, Alida Frances Pattee.

INDEX
Absorption of food, 145

Achlorhydria, 258
Acne, 295
Adulteration of foods, 118
Age, 165
Diet in, 230
Affecting digestion, 165
Albumin, 10
Albumin water, 309
Albuminoids, 12, 56
Alcohol, 184
Alkalies, 45
Almond oil, 25
Anemia, 37, 245-250
Appetite, affecting digestion, 160, 161, 163, 164
Apples, 47, 49, 51
Apricots, 47
Arrowroot, 20
Asparagus, 43, 44
Asthma, 282
Athlete, diet for, 228
Baking soda, 136

Balanced diets, 232
Bananas, 48, 49-50
Barley, 74
Barley water, 310
Beans, 43, 82, 85-86
Beef, 53, 54
Beets, 39, 41
Beverages, 103-109
Bile, 144
Biliousness, 267
Biscuits, 68
Blackberries, 48
Blood, affecting digestion, 157
Bouillons, 57
Boy or girl, diet for, 226-228
Bread, 66
Bread and crackers, 61, 62
Graham bread
Rye bread
Wheat bread
Graham crackers
Oatmeal ”
Oyster ”
Soda ”
Breakfast foods, 72-80
Breathing, 3
Blight’s disease, 272
Brussels sprouts, 43
Business man, diet for, 224
Butter, 89
Buttermilk, 89, 101
Cabbage, 44
Caffein, 106
Calcium, 4, 6, 34, 36, 59
Calories, 127-129
Candy, 15-16
Carbohydrates, 13
Carbon, 4, 122
Carbon dioxid, 20
Carbonaceous foods, 4, 9, 10, 38-53
Carbonaceous foodstuffs, 13-25
Carbo-nitrogenous foods, 9, 61-102
Carrots, 39, 41
Casein, 90
Cassava, 20
Catarrh of intestines, 264
Catarrh of stomach, 253
Celery, 43, 44
Cells, formation of, 1, 2
Cellulose, 45
Cereal coffees, 80-81
Cereals, 61-80
Cheese, 89, 100
Cherries, 47
Chicken, 57
Chlorin, 4
Chocolate, 108
Chorea, 291
Circulation affecting digestion, 181
Citrates, 45
Citric acid, 45
Citrus fruits, 216
Clams, 55
Classification of foods, 38-102
Carbonaceous, 38-53
Fruits, 45
Green vegetables, 42
Roots and tubers, 38
Carbo-nitrogenous foods, 61-102
Cereals, 61
Legumes, 82
Milk, 89
Nitrogenous foods, 53-59
Eggs, 58
Meat, 53
Cocoa, 108
Cod-liver oil, 24
Coffee, 106-107
Condiments, 109-111
Capers
Catsup
Cinnamon
Ginger
Horseradish
Mustard
Pepper
Salt
Spices
Tabasco sauce
Worcestershire sauce
Constipation, 96, 97, 262
Convalescent, feeding the, 302
Cooking, 185-199
Corn, 71
Cornstarch, 10
Cotton-seed oil, 24
Crabs, 55
Cranberries, 48
Cream, 89
Cucumbers, 43
Currants, 48, 52
Custards, 314, 315
Dates, 48
Diabetes, 279
Diet, in abnormal conditions, 242-304
In age, 230, 231
For athlete, 228
For boy or girl, 226-228
For business man, 224
For laboring man, 229-230
In sedentary occupation, 222-224
In traveling, 213
Mixed, versus vegetable, 210
Diets, 216-231
Digestion, 133-150
Intestinal, 143
Salivary, 135
Stomach, 140
Dilatation of the stomach, 259
Diuretic foods, 126
Dysentery, 265
Dyspepsia, 250
Economy in food, 148

Eczema, 294
Effervescing waters, 109
Eggnog, 60, 308
Egg preparations, 308
Eggs, 58
Elimination, 2, 130-133
Energy, 2, 13, 120-129
Enteritis, 264
Epithelium, 136
Exercise, 2
Exercise and breathing affecting digestion, 171-174
Fatigue, 174
Fats, 13, 21-25, 58, 59
Almond oil
Butter
Cod-liver oil
Cotton-seed oil
Cream
Meat fat
Nut oils
Olive oils
Figs, 48
Fish, 54, 55, 58
Flaxseed tea, 276
Flour and meals, 62-65, 73, 74
Bran
Corn
Gluten
Graham
Nutri meal
Oatmeal
Wheat
Whole wheat
Food elements, 3, 8, 9
Foodstuffs, 8-10
Frequency of meals affecting digestion, 169
Fruits, 45-53
Bland, 47
Dates
Figs
Prunes
Raisins
Sweet, 47
Apples
Bananas
Blackberries
Blueberries
Grapes
Peaches
Pears
Plums
Raspberries
Fruit juices, 305
Fruit sugar (levulose), 14, 15
Gallstones, 269
Gastritis, 253
Gelatinoids, 12, 56
Glucose, 10, 15, 16, 40
Gluten, 5, 10
Glycerin, 22
Glycogen, 16, 21, 151
Gooseberries, 47
Gout, 277
Grapefruit, 46
Grape juice, 307
Grapes, 48, 50
Greens, 43
Gruels, 314, 317
Gum-chewing, 139
Ham, 54
Heat and energy, 3, 120-129
Hives, 293
Honey, 10, 15
Hydrochloric acid, 34, 35, 46, 140
Hydrogen, 4
Hyperchlorhydria, 257
Hypochlorhydria, 257
Ice-cream, 115
Improperly balanced diet, 221
Indigestion, 250
Mental effect on, 135
Nervous, 252
Infant feeding, 320-356
Influence of mind, 177-178
Insufficient diet, effect of, vii
Intestinal disorders, 262
Intestinal indigestion, 143
Intestines, work of, 141-148
Invalids, foods for, 305
Iron, 4, 37, 59
Itching, 295
Jellies, 313, 314

Junket, 102, 314
Kidneys, derangements of, 271

Affecting digestion, 155, 160
Kumyss, 98
Laboring man, diet for, 229-230

Lactose, 15
Leanness, 298
Legumes, 63, 82-87
Beans
Lentils
Peanuts
Peas
Lemonade, 60, 108, 306
Lemons, 46, 48

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PArt II InterPersonal skIlls 187

PArt III GrouP skIlls 363

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the critical role of management skills 3

scoring keY anD comParison Data 32

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skill Practice 121

skill aPPlication 128

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skill assessment 134

skill learning 139

skill analYsis 172

skill Practice 175

skill aPPlication 182

PArt II InterPersonal skIlls 187

4 BuildiNg rElAtioNShipS By coMMuNicAtiNg SupportivEly 189

skill assessment 190

skill learning 190

skill analYsis 216

skill Practice 219

scoring keYs anD comParison Data 226

5 gAiNiNg powEr ANd iNfluENcE 227

skill assessment 228

skill learning 228

skill analYsis 253

skill Practice 254

skill aPPlication 259

scoring keYs anD comParison Data 261

6 MotivAtiNg othErS 263

skill assessment 264

skill learning 264

skill analYsis 289

skill Practice 295

skill aPPlication 301

scoring keYs anD comParison Data 304

7 MANAgiNg coNflict 305

skill assessment 306

skill learning 306

skill analYsis 332

skill aPPlication 358

scoring keYs anD comParison Data 362

PArt III GrouP skIlls 363

8 EMpowEriNg ANd ENgAgiNg othErS 365

skill assessment 366

skill learning 366

skill analYsis 389

skill Practice 391

skill aPPlication 397

scoring keYs anD comParison Data 399

9 BuildiNg EffEctivE tEAMS ANd tEAMwork 401