The Microskills System for High‐speed Leadership

Cavaleri, Steven; DeCormier, Ray A.

doi:10.1108/01437739110006116

Cited by 3 publications

(2 citation statements)

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“…Instead, we deal with a system and sequence of behaviors (Boyatzis, 1982) that consists of several discrete, specific actions, sometimes referred to as micro-skills (Hayes, 1994(Hayes, , 2002. Cavaleri and DeCormier (1991) developed a high-speed leadership model of discrete skills designed to help managers develop the ability to successfully direct interpersonal exchanges in the present while also maintaining the quality of working relationships over the long term. Hayes (1994), noting that "interpersonal skills are goal-directed behaviors used in face-to-face interactions which are effective in bringing about a desired state of affairs" (p. 5), used discrete skills as the basis for management interpersonal skills training.…”

Section: Relevant Learning Theoriesmentioning

confidence: 99%

“…In light of this, another way management education programs can facilitate the development of interpersonal competence for business students would be to help them build a repertoire of individual skills that are learned one at a time via practice and feedback in the classroom after an initial introduction to the theoretical foundations of the behaviors (Cavaleri & DeCormier, 1991;DeCormier & Jobber, 1993;Hargie & Dickson, 2004). This method of instruction is supported by a similar training process that Bedwell et al (2014) recommended for the development of interpersonal skills that consists of four steps: (1) providing students with information about the skills to be developed, (2) demonstrating the effective use of the skill, (3) allowing students to practice the skill, and (4) finally providing them with feedback on their performance of the skill.…”

Section: Relevant Learning Theoriesmentioning

confidence: 99%

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Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs

Fulmore

Olson

Maellaro

2022

Journal of Management Education

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A disconnect has long existed between what is typically taught in management education programs and what real-world organizations seek in their leadership candidates, particularly regarding interpersonal skills. Primary complaints from the business community revolve around issues of curriculum relevance and delivery methodologies that do not facilitate the transfer of skills learned in the classroom to the workplace. A review of the literature yields very few examples of business programs that have added courses, or topics within existing courses, that address interpersonal skills. We describe a graduate-level course designed to intentionally develop interpersonal skills to meet the needs of local hiring managers, maximize organizational outcomes, and enhance leaders’ career opportunities. The course is delivered via active, experiential instructional methodologies to facilitate the transfer of new knowledge and skills to the workplace. A pre- and post-test comparison of students’ results on a competency-based behavioral model of emotional intelligence showed an increase in students’ scores, indicating that the course has been effective in developing students’ practical interpersonal skills. This article describes the fundamental design and delivery elements of this successful leadership course that can be replicated and implemented at other universities to more effectively align what students learn with what organizations need.

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Section: Relevant Learning Theoriesmentioning

confidence: 99%

Section: Relevant Learning Theoriesmentioning

confidence: 99%

Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs

Fulmore

Olson

Maellaro

2022

Journal of Management Education

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Anatomy of a good sales introduction ‐ part II

DeCormier

Jackson

1999

Industrial and Commercial Training

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First impressions last forever! Often this initial meeting sets the impression buyers will have about the salesperson and his or her company. For this reason, the introduction cannot be taken lightly. The introduction consists of these steps, the first three of which were presented in part I: assess the environment and prospect personality type; introduce the salesperson to include name, company name, reason and anticipated length of time for the call; establish first‐name terms; state the rules, business philosophy and payment terms; request permission to ask questions; reposition the salesperson ‐ remove physical barriers. To understand what constitutes a successful introduction, we also need to know what the goals or objectives of the introduction stage are and how they can be achieved. A successful introduction should enhance trust and establish a fair and level “playing field” between the buyer and seller.

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