Influence of management competence on personal work effectiveness of middle managers

INFLUENCE OF MANAGEMENT COMPETENCE ON PERSONAL WORK EFFECTIVENESS OF MIDDLE MANAGERS In Agriculture enterprises In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In International Business By Mrs. Nguyen Thi Minh ID: MBA04023 International University - Vietnam National University HCMC September 2013 INFLUENCE OF MANAGEMENT COMPETENCE ON PERSONAL WORK EFFECTIVENESS OF MIDDLE MANAGERS Case study in enterprises under Ministry of Agriculture In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In International Business by Mrs. Nguyen Thi Minh ID: MBA04023 International University - Vietnam National University HCMC September 2013 Under the guidance and approval of the committee, and approved by all its members, this thesis has been accepted in partial fulfillment of the requirements for the degree. Approved: ---------------------------------------------Chairperson --------------------------------------------Committee member ---------------------------------------------Committee member --------------------------------------------Committee member ---------------------------------------------Committee member --------------------------------------------Committee member September 2013 Acknowledgements During the implementation of this thesis, I have received the attention and support from teachers, friends, and colleagues at the College of Management for Agriculture and Rural Development No. 2. First, I would like to give my sincere thanks to Dr. Phan Trieu Anh – the course instructor – who has dedicated to instructing me on the implementation of this thesis. I am also grateful to Instructors in the School of Business –International University - Vietnam National University Ho Chi Minh City for recently teaching me useful professional knowledge, practical approaches in a scientific way, and strong motivation in study and research. Secondly, I would like to give my warm thanks to the Managing Board and my colleagues in the College of Management for Agriculture and Rural Development No. 2 who have always created favorable conditions for me to complete my course. I would like to thank those who are current students and alumni currently working in agricultural enterprises who have helped me to collect valuable data so that I can complete my thesis. Finally, my thanks also go to my family and MBA04 classmates who have encouraged, shared and helped me complete my course. NGUYEN THI MINH – MBA 04023- YEAR 2013 i Plagiarism Statements I would like to declare that, apart from the acknowledged references, this thesis either does not use language, ideas, or other original material from anyone; or has not been previously submitted to any other educational and research programs or institutions. I fully understand that any writings in this thesis contradicted to the above statement will automatically lead to the rejection from the MBA program at the International University – Vietnam National University Hochiminh City. ii Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author’s prior consent. © Nguyen Thi Minh / MBA04023 / 2013 iii Table of Contents CHAPTER ONE – INTRODUCTION ........................................................................... 1 1.1. Background and Rationale of research ............................................................ 1 1.2. The Problems Statement .................................................................................... 2 1.2.1. Problem Statement ....................................................................................... 2 1.2.2. Research Objective and Research Question ............................................... 2 1.3. Research Methodology ....................................................................................... 3 1.3.1. Primary Data ................................................................................................ 3 1.3.2. Secondary data collection ............................................................................ 4 1.4. Research Implications: ...................................................................................... 4 1.5. Scope and Limitation ......................................................................................... 4 1.6. Structure of Research ........................................................................................ 5 CHAPTER TWO: LITERATURE REVIEW ............................................................... 7 2.1. What is management?........................................................................................ 7 2.2. Managerial Levels .............................................................................................. 8 2.2.1. Top Level of Management ........................................................................... 8 2.2.2. Middle Level of Management ...................................................................... 9 2.2.3. Lower level of management ....................................................................... 10 2.3. Managerial Skills .............................................................................................. 10 2.3.1. Conceptual skill .......................................................................................... 10 2.3.2. Human relation skills................................................................................. 10 iv 2.3.3. Technical skills ........................................................................................... 11 2.4. The Concepts of Competencies ....................................................................... 12 2.4. Personal work effectiveness ............................................................................. 19 2.5. Result of Empirical Research .......................................................................... 20 2.6. Focus of the study ............................................................................................. 22 CHAPTER 3 RESEARCH METHODOLOGY........................................................... 23 3.1. Approach: ......................................................................................................... 23 3.2. Research Process .............................................................................................. 23 3.3. Research Model ................................................................................................ 24 3.4. Hypotheses ........................................................................................................ 25 3.5. Sample selection methods ................................................................................ 25 3.5.1. Sample size ................................................................................................. 25 3.5.2. Data collection method .............................................................................. 26 3.6. Respondents selection methods ....................................................................... 27 3.7. Quantitative Research Methods ...................................................................... 28 3.7.1. Questionnaire design ................................................................................. 28 3.7.2. Measure ...................................................................................................... 29 3.8. Data Analysis Techniques................................................................................ 29 3.8.1. Descriptive statistic ..................................................................................... 29 3.8.2. Reliability test ............................................................................................. 30 3.8.3. Exploratory factor analysis........................................................................ 30 v 3.8.4. Regression analysis. ................................................................................... 32 3.8.5. Conclusion .................................................................................................. 32 CHAPTER FOUR: FINDING AND DISCUSSION ................................................... 33 4.1. Demographics of Respondents ........................................................................ 33 4.1.1. Gender and Ages ........................................................................................ 33 4.1.2. Job position ................................................................................................ 34 4.1.3. Working duration ....................................................................................... 35 4.1.4. Education ................................................................................................... 36 4.1.5. Summary..................................................................................................... 36 4.2. Descriptive Statistics of Managing Self .......................................................... 37 4.2.1. Descriptive Statistics of Managing Work .................................................. 38 4.2.2. Descriptive Statistics of Managing Team .................................................. 39 4.2.3. Descriptive Statistics Of Managing Collaboratively ................................. 40 4.2.4. Descriptive Statistics of Personal work effectiveness ............................... 41 4.3. Reliability Test .................................................................................................. 42 4.3.1. Managing seft............................................................................................. 43 4.3.2. Reliability statistic of managing self after delete MS1 ............................. 43 4.3.3. Work-management skills ........................................................................... 44 4.3.4. Team-management..................................................................................... 45 4.3.5. Collaboration management ....................................................................... 46 4.3.6. Personal work effectiveness (PWE) .......................................................... 47 4.4. Exploratory Factor Analysis (EFA)................................................................ 48 4.4.1. Exploratory factor analysis (EFA) for dependent variables (DVs) ......... 49 vi 4.5. Revision of Research Model and Hypothesis ................................................. 51 4.6. Correlation Testing .......................................................................................... 52 4.7. Regression Analysis .......................................................................................... 53 4.7.1. Linear regression of Model 1..................................................................... 54 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................... 57 5.1. Summary ........................................................................................................... 57 5.2. Conclusion ......................................................................................................... 58 5.3. The significant of the study ............................................................................. 61 5.4. Research limitations:........................................................................................ 62 5.5. Suggestion for further research: ..................................................................... 63 References ........................................................................................................................ 64 Appendex ......................................................................................................................... 68 Appendex A – the questionnaires .................................................................................. 68 BẢNG KHẢO SÁT ......................................................................................................... 68 Appexdes B, Exploratory Factor Analysis ................................................................... 72 vii List Of Figures Figure 1: Management Levels ............................................................................................ 8 Figure 2: Managerial Skills ............................................................................................... 11 Figure 3: Research Process ............................................................................................... 23 Figure 4: Research Model ................................................................................................. 24 Figure 5: Frequency distribution of respondents by gender ............................................. 33 Figure 6: Frequency distribution of respondents by age ................................................... 34 Figure 7: Frequency distribution of respondents by positions in company of managers . 35 Figure 8 Frequency distribution of respondents by working duration.............................. 36 Figure 9: Frequency distribution of respondents by Education of managers ................... 36 Figure 10: Revised Conceptual Research Model .............................................................. 51 viii List Of Table Table 1: Concepts of Competencies........................................................................................... 12 Table 2: Key competencies for management ............................................................................. 15 Table 3 : Descriptive Statistics of Managing Self ...................................................................... 37 Table 4: Descriptive statistics of Managing Work ..................................................................... 38 Table 5: Descriptive statistics of Managing Team ..................................................................... 39 Table 6: Descriptive statistics of Managing Collaboratively ...................................................... 40 Table 7: Descriptive statistics of work effectiveness .................................................................. 41 Table 8: Reliability statistics of managing self........................................................................... 43 Table 9: Cronbach’s Alpha of Trust first time............................................................................ 43 Table 10: Reliability statistics of work-management skills......................................................... 44 Table 11: Reliability statistics of Team-management ................................................................. 45 Table 12: Reliability statistics of Team-management ................................................................. 46 Table 13: Reliability statistics of Team-management ................................................................. 47 Table 14: KMO and Bartlett's Test for DVs............................................................................... 49 Table 15: Total Variance Explained for DVs ............................................................................. 49 Table 16: Rotated Component Matrix of DVs ........................................................................... 49 Table 17: Pearson's Correlation Coefficient of four independent variables and PWE ................. 52 Table 18: Model Summary and ANOVA table of Model 1 ........................................................ 54 Table 19 Coefficients of Determination with Dependent Variable ............................................. 54 Table 20: Anova of Determination with Dependent Variable of Personal Work Effectiveness ... 55 ix Abstract To become a professional Middle Manager, each manager must always study and practice knowledge, professional skills, management competences, positive attitude and good practices in their career. With the desire to gain insights into management competency, this research “Influence of Management Competence on Personal Work Effectiveness of Middle Managers” aims to define the role and impact of management competence in shaping personal work effectiveness of middle managers. The subject has been deployed from March 2013 to August 2013 with 305 observations. The people, who were surveyed, are mid-level managers in state-owned enterprises in the agricultural sector. Selected management skills needed as a basis for forming management competences are selfmanagement, work management, team management, and collaboratively management. The subject aims at to proposing a training focus for the College of Management for Agriculture and Rural Development No. 2 through result of the scientific research “the contribution of management competences to personal work effectiveness”. The result of research has identified influence of management competence on personal work effectiveness, and it showed that management competence plays a vital role in individual work performance whatever position you hold in business and in planning and selecting subsequent management team. Business leaders also need to identify these management skills in sourcing, training, recruitment or promoting someone worthy of middle manager role in their businesses. However, the limit of the subject is different perception between different people about individual work performance. Moreover, in addition to management capacity, there x are many other factors affecting individual work performance, such as social relationships, thinking, sharpness, work environment, etc. Keywords: Management Competence, Personal work effectiveness, Managing self, Managing Work, Managing Team, Managing Collaboratively xi CHAPTER ONE – INTRODUCTION The background of the selected topic is introduced in the first chapter. Then, the problem area will be next discussed to provide a deeper understanding about the research area for reader. In the end of this chapter the contribution of this research is also presented. 1.1. Background and Rationale of research In every business, the management team always plays a crucial role in the planning and implementation of the objectives and tasks of the department unit. Managers are responsible for assigning tasks and supervising subordinate employees to ensure and complete assigned tasks, as a focal point to advise the leadership on the field is assigned. With such roles, examining the competency of middle managers in the organization / business is essential. This is the basis to detect the strength of the management team, to develop and find weaknesses to plan additional training. On the macro side, the survey staff competency management help for higher levels of leadership organizational strategy, management team development through promotion, transfer positions accordingly, develop training program According to Prof. Do Kim Chung (University of Agriculture, Hanoi) survey results on the competency of leaders and management of agricultural and rural development (2008): “in which field, 61% of the consular officer directors, managers of agricultural growth from the staff with technical expertise, have not been trained managers. Over 70% of all graduates of the University and over 14 years of management up, not to be equipped with new knowledge, approximately 75% have not been trained on basic knowledge and skills in agricultural management in the context of global economic 1 integration. Level foreign language and computer skills of the team are also very limited, especially in poor districts and remote areas.”(Source: Ministry of Education and Training: Workshop “Training and fostering leadership and management of agriculture and rural development”) Therefore, developing a management competency assessment survey program for current managers in Agriculture field is essential, not to purify the structure of an organization, but more importantly is proposed towards improving the competency of the team staff, improving the management board’s performance and contributing to greater efficiency in the operation of an organization 1.2. The Problems Statement 1.2.1. Problem Statement The first purpose of this paper is to identify the critical managerial competencies of managers; and second one is to determine the influence of managerial competency on personal work effectiveness. Moreover, this study will provide managers the overview of management competency of individuals, organizations and the industry, and identify what factors needed to accumulate through working and training courses. 1.2.2. Research Objective and Research Question Research objective and research question: From problem statement, the study raises the following research question: (1) What is the current competency of middle managers of the agricultural sector? (2) What are the influence managerial competencies on personal work effectiveness of these managers? 2 Based on these two research questions the following specific research objectives were developed: To determine the relationship between management competency and personal work effectiveness 1.3. Research Methodology 1.3.1. Primary Data This study applies quantitative approach as the major method to collect and process data via SPSS software, and then qualitative method were used to analyze research findings in order to identify the relationship among variables, which might support and make quantitative approach more reasonable. In this research, Questionnaire would be the most effective tool. It is carefully designed to meet any requirements. The questions were taken from previous literature on management competency and all of the questions were self-structured to cover the specific research problems. The questionnaire that measures managerial competency consisted of the following major sections: Managing self, managing team, managing work and managing collaboratively. Then about 280-300 managers, who are working in the organizations (state own enterprises) under Ministry of Agriculture, were involved in the survey. The questionnaires were sent to the managers directly. After that, the quantitative approach were applied to collect and analyze data for finding out the determinants of management competency on personal work effectiveness. 3 1.3.2. Secondary data collection Secondary data were the basis for finding the theoretical model relating to thesis objective. Therefore, it assisted in determine how to approach the primary research and the composition, content and conduction of the questionnaires as well as identify the particular variables of interest for further investigation. 1.4. Research Implications: This thesis were expected to bring the following benefits: It were seen as an opportunity for management board to clearly understand their own organization’s strengths, limitations, and make plans to improve the performance so as to catch up with the requirements of the organization in future. As a manager working at the College of Management for Agriculture and Rural Development No. 2, I hoped that this topic would help us identify the college’s training orientation, and find out which management skills or knowledge need updating and supplementing to bring satisfaction, job effectiveness to managers and thereby would help enterprises efficiently use human resources in their units. This thesis gave me the opportunity to qualify for graduation Master. In addition, by doing this thesis, it were a good opportunity for me to apply theories, research methodology, collection data, analysis data that I have studied into the practical situation. 1.5. Scope and Limitation The study was done within agricultural business. Survey’s target population were managers working in manufacturing businesses in fields of rubber, coffee, sugar, tea, pepper, food, etc. and within a broad geography spreading from the Central 4 Highlands to the Southwest of Vietnam. Therefore, trades and job features are quite different. The research evaluated the work effectiveness only from personal experience of managers, not the evaluation on work performance from the view of businesses to their managers. Each person might have various ways to evaluate individual effectiveness, so this topic only applied a common scale for evaluating Personal Work Effectiveness There are many variables that influence core competences management, but the study was confined to selected variables only. 1.6. Structure of Research The thesis will be design included five chapters as follow CHAPTER 1: INTRODUCTION This section presents an overview of research basis, objectives, methods, subject and scope, practical meaning and structure of the research. In summary, this section of the thesis will present reasons, objectives, how-to and benefits of this research. CHAPTER 2: LITERATURE REVIEW The study is based on fundamental theories and researches on leadership, management, management competences, who middle managers are and their role in enterprises, individual work performance, and their actual expected performance during working. Thence modeling the research and determining the relationship between management competences and individual work performance CHAPTER 3: RESEARCH METHODOLOGY 5 This chapter includes methods used and procedures to conduct research on management competence, how to develop a questionnaire and collect data. Steps of data processing on SPSS software are also described. CHAPTER 4: DATA ANALYSIS AND FINDINGS This chapter refers to description of observations and result analysis based on data which has been statistically processed. CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS : Within the thesis, research findings are discussed and assessed. Some suggestions to develop management competences of middle managers and new research directions to improve and increase the meaning of this research are also suggested. 6 CHAPTER TWO: LITERATURE REVIEW This chapter will give an overview of literature and models of management competencies that are related to the research problem presented in the previous chapter. Also, this chapter will introduce the concepts of management, level of management, competencies management, and personal work effectiveness. And then the author would like to show some empirical researches that are the foundation for giving a clear idea about the research field. 2. DEFINITIONS AND CONCEPTS 2.1. What is management? According to Winslow Taylor (1911), “Management is an art of knowing what to do, when to do and see that it is done in the best and cheapest way”. James L. Lundy, "Management is principally the task of planning, coordinating, motivating and controlling the effort of others towards a specific objective. Management is what management does. It is the task of planning, executing and controlling." George R. Terry, (1972) "Management is a distinct process consisting of planning, organizing, activating and controlling performed to determine and accomplish the objective by the use of human beings and other resources." Howard M. Carlisle, "Management is defined as the process by which the elements of a group are integrated, coordinated and/or utilized so as to effectively and efficiently achieve organizational objectives." V. Henry Fayol, "To manage is to forecast, and plan, to organize, to command, to coordinate and to control." 7 The main objectives of management are to get maximum results with minimum efforts, increase efficiency of production factors and maximum prosperity for employers & employees, human betterment & social justice. 2.2. Managerial Levels The term “Levels of Management’ refers to a boundary between various managerial positions in an organization. The number of management levels depends on the size of business and work force in direct proportion. The levels of management can be classified in three broad categories as top level (or administrative level), middle level (or executor) and low level (or supervisory/operative/first-line managers). The managers at each level have various roles as discussed below. Figure 1: Management Levels (Source: http://www.managementstudyguide.com/management_objectives.htm) 2.2.1. Top Level of Management Top managers are those at the top levels of management hierarchy with highest authority and ultimate responsibility to the whole organization. They are also responsible 8 for making organization-wide decisions and establishing plans and goals with impacts on the whole organization. The top management has such roles as setting objectives and broad policies, giving necessary instructions for preparation of department budgets, procedures, schedules, strategic plans & policies. 2.2.2. Middle Level of Management Middle managers who are beneath top-level of the hierarchy and directly supervise their subordinate managers. This includes all levels of management between the first-line level and the top level of the organization. These managers manage assignments by first-line managers and are named with many titles such as department head, project leader, plant managers, or division manager. Middle managers are mainly responsible for implementing overall organizational plans to achieve organizational goals as expected. They plan, allocate resources to meet objectives and coordinate and link groups, departments, and divisions within a company. Besides, middle managers take charge of monitoring and managing performance of subunits and individual managers who report to them. Also, they are responsible for implementing changes or strategies communicated by the top managers. These middle managers are also responsible for coordinating activities within division or department, sending important reports and other important data to the top level management, evaluating performance of junior managers. Finally, they are responsible for inspiring lower level managers to achieve better performance. 9 2.2.3. Lower level of management Lower manager are those with the least authority and at the lowest level in the hierarchy of organization. They manage works of non-managerial individuals who are involved in production or creation of the organization’s products. They’re often called supervisors, or sometimes line managers, office managers, or even foremen. 2.3. Managerial Skills According to Robert L. Katz (2000), managerial skills are the quality found in managers. Work needs of different organizations and businesses require different skills from managers to handle business environment, helping businesses become successful in the market. Therefore, the managers are required to capture various specialized skills to work with different people, and to deal with a lot of both general and specific problems. 2.3.1. Conceptual skill These skills relate to the ability to visualize the organization as a whole, discern interrelationships among organizational parts, and understand how the organization fit into the wider context of the industry, community, and the world. With such skills, the managers may see the organization as a whole, understand relationships among various subunits, and visualize how the organization fits into its broader environment. 2.3.2. Human relation skills These skills are essential because managers deal directly with people, and with good human skills, they are able to get the best out of their people. They know how to communicate, motivate, lead, and inspire enthusiasm and trust. These skills are equally important at all levels 10 2.3.3. Technical skills These are skills reflecting both understanding of and proficiency in a certain specialized field, such as engineering, computers, accounting, or manufacturing. At lower levels of management, these skills become more important since these managers deal directly with the organization’s personnel. Figure 2: Managerial Skills (Source : http://kalyan-city.blogspot.com/2011/06/managerial-skills-conceptualhuman.html) The above picture shows managerial skills which are required to be captured by managers working at different levels of management. Those 3 managerial skills are applied by different managers in which top-level managers need to have more conceptual skills than technical skills. This is because they have to think about the company future and business life, including goals and objectives which are done by their employees with their support. For middle managers, they focus more in interpersonal skills because they have to meet many people. And finally, the lower managers need technical skills in their job because they have to deal with small activities, leading to achieve the organization’s goals and objectives. 11 2.4. The Concepts of Competencies Table 1: Concepts of Competencies Author Marrelli (1998) Definitions Competencies are measurable human capabilities that are required for effective work performance demands. Dubois (1998) Competencies are those characteristics- knowledge, skills, Mindsets, thought patterns, and the like-that, when used either singularly or in various combinations, result in successful Performance. HR-XML (www.hr- A specific, identifiable, definable, and measurable xml.org) knowledge, skill, ability and/or other deployment-related characteristic (e.g. attitude, behavior, physical ability) which a human resource may possess and which is necessary for, or material to, the performance of an Activity within a specific business context. Boyatzis (1982) Boyatzis described competencies as underlying characteristics of an individual, which are, causally (change in one variable cause change in another) related to effective job performance UK National Vocational Competency as performance standards, the ability to Council for Vocational perform in work roles or jobs to the standard required in Qualification (1997) employment. 12 Selby described it as an ability expressed in terms of behavior Treasury Board of “Competencies” are the knowledge, skills, abilities and Canada behaviors that an employee applies in performing his/her Secretariat (1999) work and that are the key employee-related levers for achieving results that are relevant to the organization’s business strategies Selbyet al.(2000) LeBoterf says that competencies are not themselves resources in the sense of knowing how to act, knowing how to do, or attitudes, but they mobilize, integrate and orchestrate such resources. This mobilization is only pertinent in one situation, and each situation is unique, although it could be approached as an analogy to other situations that are already known LeBoterf (1998) Competencies are defined as “the skills, knowledge, abilities and other characteristics that someone needs to perform a job effectively” Jackson and Schuler A competency is a set of characteristics, including skills, (2003) knowledge and attributes, that causes or forecasts performance Gartner group Competency is considered as a measurable characteristic of a person that is related to effective performance in a specific job, organization, or culture. 13 People Soft A set of measurable and observable knowledge, skills and behaviors that contribute to success in a job/position. (Source: Fortis Draganidis ang Gregoris Mentzas(2006), Current definitions of the competency concept, Information Management & Computer Security, p. 5) Compliant with Schroder (1989) and Vincent (1988), there are three broad domains of managerial competence appear to emerge: Firstly, the competency to manage the task; secondly, the competency to manage people and thirdly, the competency to manage the “self”. Authors such as Adler (1994), Analoui (1995), Kakabadse et al., (1987), Labbaf et al., (1996), Livingstone, (1977), Margerison (1984b), and Stewart (1987) indicated that managers require competencies for managing themselves, competencies to manage other people and competencies to manage the task. Go along with perspective of Galanou Ekaterini in the research “ A qualitative approach to middle managers’s competences” , in which show that manager’s competences include five main clusters , these are: competences orienttated to management effectiveness; compentences orientated to integrity; compenetences orientated to personal effectiveness; competences orientated to people; and compenteces orientated to speacialized knowledge. All five sets of competences are therefore basic tools in any middle manager’s repertoire and seem to be fundamental aspects of good pratice for researcher’s aim . 14 Table 2: Key competencies for management Katz ( 1974) Human skill Conceptual skills Mintzberg (1980) Leadership skills Interpersonal role Information role Decisional role Technical skills Williamson (1981) Interpersonal leadership Management control Drive Decision-making Administrative Mann & Staudenmier (1991) Saville & Holdsworth Ltd (SHL) (1994 Leadership skills Change management Team building skills Leadership Strategic leadership Interpersonal Team participation Performance management Analytical Business Awareness Dynamism Skills to implement business strategy Quality control skills Operational Mc Dermott (1995) Peter (1984) Bennis & Nanus (1985) Schein (1987) Interpersonal skills Intellectual skills Management of trust Management of meaning Interpersonal skills Analytical skills Business values Management of self Administrative skills Work values Analoui (1995) Management of attention Managing other people Managing work Personal development Education Review Office (1995) Interpersonal relationships Adaptability Resultsoriented Intellectual Managing self Stewart (1987) Managing people Managing business other Hofmeyer (1990) Strategic planning People skills Interpersonal skills Analytical skills Financial management skills Managing yourself Technical skills Cockerill, Hunt & Schroder (2000) Inspirational Thinking Achieving Development al Profiles International Inc. (2000) Communication & leadership Relationships & adaptability Task management & production Self and other development Hay group ( 2001) Managing self Managing work Managing Team Managing Collaboratively Technical Source: Bongani Mbokazi, Delene Visser, Linda Fourie, 2004 and Hay Group, 2001 15 Table 2 showed that key competencies for management include many skills , corresponding to different studies by different authors . According to Kartz (2000), key competencies for management include such 3 basic skills as human skill, conceptual skill and technical skill. Subsequent authors also agreed that human skill is one of core skills for managers. Although the name varies such as interpersonal skills (Minzberg, 1980; Peter, 1984; etc.), managing other people (Stewart, 1987; Analoui, 1995;), teambuilding skills (Mann & Staudenmier, 1991), relationship & adaptability (Profiles International Inc., 2000), it involves skills related to people and team. This is similar to conceptual skills, or intellectual skills ( Peter , 1984 ), result-oriented intellectual (Education Review Office, 1995 ), analytical skills, thinking achieving (Schein , 1987 and Cockerill , Hunt & chroder , 2000), and finally technical skill, or administrative skills , work value, etc. of Petre , 18984 or Williamson, etc. In summary, although the authors have used different names for skills, the core issue of management competencies needed for managers always revolves around basic skills including human skill, conceptual skill and technical skill. These skills have changed along with the development of management science and different studies have different approaches. However, to choose the most common aspect for studying this topic, the author have used a skill set of Self-management, work management, team management and collaborative management generated by Hay Group, 2001. The reason that the author has chosen this skill because it also contains 3 core skills according to Kartz and the authors mentioned above; however, these 4 skills grow under thinking levels of each individual. Actually, to achieve good work management, everyone must be good at self- 16 management, being aware of personal goals, initiating strengths, limiting weaknesses, integrating with the organization where the individual has chosen to attach to, called the first level. The second level is work management, i.e. managing execution of work in accordance with objectives and risk control, etc.. The 3rd level is team management, i.e. cohesion of team members, directing the team towards the common goal. Finally, the 4th level is collaborative management. None better than one, the mid-level managers always need this skill because they cannot work locally or just do a good job with their team. They must also strengthen good horizontal and vertical relationships in the unit to ensure that the work runs towards destination in the most effective way. HAY GROUP PERSPECTIVES ON MANAGEMENT COMPETENCY MODEL Hay Group model based on the theory of human resource management and highly practical, concise but descriptive model full picture of modern governance. The model is widely used in the management, can help managers identify the skills needed in the management and operation of your business, to identify strengths and weaknesses in order to plans to develop and accumulate in the course of work. The Manager Competency Model includes components as noted below. First, it is self-management. This refers to empathy, recognition and responses to others’ feelings and concerns. In particular, it shows your ability to recognize others’ emotions, understand their feelings and what people mean, and knowing underlying reasons for behaviors. It is also self-control, this means recognition and control of one’s emotions and strong feelings under stress or when provoked. In particular, it includes such skills as holding back, responding calmly, responding constructively and calming others. 17 Then it is self-confidence. This means one possesses confidence in his ability to meet challenges and make the right decisions. In particular, this refers to independent action, confidence in his own ability, taking on challenges & standing firm. Second, it is work management. This has many features. First, it is oriented to results. In particular, focuses on performance improvement, goal-reaching, and bringing about results. Also, work management refers to performance tracking, work-process improvement, setting measurable, challenging goals and making cost/benefit analysis. Second, it refers to initiatives, i.e. ability to see opportunities and acts on them. This includes taking action, acting decisively, being proactive and taking a long-term view. Finally, it refers to problem solving, including objectively identifying problems, recognizing patterns, analyzing and testing alternative solutions to achieve the best outcomes and creating solutions. Third, it’s team management which consists of the 3 following parts. First, it refers to developing others, i.e. helping others increase their capabilities, maximizing their potentials, or recognizing options, expressing positive expectations, giving directions or making helpful suggestions, developing people by providing specific feedbacks and coaching, Second, it refers to holding people accountable, provides task focus and directions and ensuring that others understand performance standards. In particular, this means providing task clarity, setting limits, boundaries and standards for high performance, and taking corrective measures to ensure compliance. Third, and lastly, it is team leadership. This means creating environment in which people can work together to meet organizational objectives, i.e. keeping them informed, promoting team 18 effectiveness, motivating and energizing the team, and aligning the team with the organization. And finally, it is collaborative management. This consists of influencing others and fostering teamwork. Influencing others refers to persuading, convincing, or influencing others to change their viewpoint or accept desired course of action. This is done by using direct persuasion, considering impacts of actions or words and using complex influence strategies. Fostering teamwork refers to promoting cooperation and collaboration between individuals and groups, having positive expectations, encouraging others, valuing others’ inputs and expertise, and promoting the team within the organization. 2.4. Personal work effectiveness What is personal effectiveness? This means people can achieve their goals effectively, like investment, getting the best possible return. Personal effectiveness is thus more than just people get what they want. Actually, they have two qualities: making good use of resources and being skilled at achieving goals. In fact, people are personally effective in different ways because goals, values and priorities vary for everyone. How about Personal Effectiveness at work? Some outcomes can offer basis for need theories such as getting work done to high quality standards, taking care of family, career advancement, influencing people, making and keeping new friends, earning a lot of money, getting respect from leaders and colleagues; becoming an expert in their field, and improving self-esteem, assertiveness, influencing skills, communication skills, etc. 19 People always want to get the best return on their resources. It is more than a matter of taking whatever steps fit their style to help them can make the best use of their talents, energy and time. Also, personally work effectiveness might be successful in the eyes of the subordinator - for some it means having a satisfying personal life, for others it is some form of career success driving them. The only right answer is the one that makes them happy. People are personally effective is also achieving success, that means different things to different people. Some want wealth; others want to be the best in their field. Some people simply want to be happy. Happiness is greater if we feel that we are honestly be worthy of our success, meaning that we worked hard and overcame significant obstacles to get where we are. Getting something for nothing is not a great recipe for self-respect. Values of personal work effectiveness include integrity, autonomy, achievement, work-life balance, job security, and service to community, helping others, doing meaningful work, relationships, happy family life, personal growth, learning, variety and excitement, free time for personal interests, financial success, travel and time with friends. 2.5. Result of Empirical Research There are some findings of the previous studies concern with the management competences and effectiveness Author, year Donna C. Chan (2005) Topic Finding Core competencies and Core competencies in performance management in performance needed by libraries Canadian public libraries included soft skill and hard skills. 20 Approach: A survey of 59 public The soft skills are such as libraries serving populations greater communication, interpersonal than 50,000 was undertaken. A total skills and leadership; the hard of six libraries reported using core skills are technology competence. competency frameworks for The use of core competencies performance management purposes. help managers in recruitment and Managers responsible for human selection staff who are already resource functions were demonstrate the competencies, to interviewed about the process of base work expectation on the developing the competencies and the competencies, and to prioritize Galanou Ekaterini, 2011 ways in which the competencies training needs according o the are used in their library systems competencies A qualitative approach to middle Qualitative research determined managers’ competences Approach: Middle competences management integrity; the managers’ managerial oriented job personal relationship between competences and to effectiveness and satisfaction effectiveness; effectiveness; people; knowledge. Bongani Management Mbokazi, competencies essential for middle managers Delene perceptions managers of The relative at importance every level that in management hierarchy attached to Visser, the leadership and dynamism Linda competencies. manager Fourie, 2004 is The perceived middle to be generally more concerned with operational tasks than with broader organizational or strategic issues Ans De Vos, Koen A study on the interaction between Both organization and individual career self-management and career management initiatives are 21 Dewettinck and Dork organizational career management in important in explaining employee explaining employee outcome Buyens,2009 outcome. Both play a role in explaining employee’s level of commitment to the organization as well as their career progress. 2.6. Focus of the study Middle managers have always played a critical role in organizations. Mid- and first-level managers are keys in guiding and directing front-line workers to success. The world of work has changed radically in many organizations over years, so increasing focus on the customer, rapid response problems and opportunities play an important role in business. The middle Managers used to focus on solving problems that occurred within their organization; increasingly, they solve problems that involve a number of organizational entities or that cut across the entire enterprise. To do this, they must manage laterally and up as well as down, and it is sure that the set of management competence must be appreciated in any organization, and the success and effectiveness of the enterprise depend on personal work effectiveness of every employee and manager. Base on the theory of management and need which are collected above, the author would like to suggest the research model which shows the influence management competence (self-management, Team management, work management; collaboratively management) on personal work effectiveness. However, the notion that different levels of management require different set of management competence, or different emphasis on, specific competencies emerges as clearly. 22 CHAPTER 3 RESEARCH METHODOLOGY This chapter will present detailed idea about the research will be conducted. This includes the process of the research, sample selection methods, data collection methods and data analysis methods. At the end of this methodology part validity and reliability issues will be discussed to follow the quality standards of the research. 3.1. Research approach: This study applies Quantitative approach as the major method to collect and process data via SPSS software, and then qualitative method is also used to analyze research findings out influence of management competencies (including set of skills: Managing Self, Managing Work, Managing Team and Managing Collaboratively) on Personal Work Effectiveness, which may support and make Quantitative approach more reasonable 3.2. Research Process Figure 3: Research Process 23 This study was conducted through the following steps. The idea arose from the problem in the reality that motivated researcher to do this research. In the second step, the research objectives were clearly identified as the critical orientation so that study was conducted in the right way. The next important step was to construct the questionnaire that was the important measurement for collect the data. Once the questionnaire was fully constructed, researcher carried out data collecting process. Researcher paid high priority on this step because it’s the core component of the study that without data collected, no result of the study was founded. After the collected questionnaires satisfied the requirement, researcher applied suitable statistic techniques to analyze the data to come up with the study findings. Base on the finding, researcher presented the conclusion provided recommendation for training program and future studies. 3.3. Research Model Figure 4: Research Model 24 3.4. Hypotheses Based on the above literature, hypotheses are shown as following: H1.There is a significant influence of managing self on personal work effectiveness H2. There is a noteworthy impact of Managing work on personal work effectiveness H3. The relative advantage of Managing Team has a positive effect on personal work effectiveness H4. There is a significant influence of Managing Collaboratively toward personal work effectiveness According to hypotheses, the research model is formulated. It is the model to analysis and find-out factors (management competence) effecting on personal work effectiveness (Figure 4). This model is used as a basis for this study. 3.5. Sample selection methods 3.5.1. Sample size The sample size depends on method of analysis. This research uses Exploratory Factor Analysis (EFA). Factor analysis should have a sample size of at least 200 cases (Gorsuch, 1983), while according to Hachter (1994), the sample size should be at least 5 times of observed variables (Hair & ctg, 1998). Under other rules and experience in determining the sample size for EFA, the number of observations (sample size) must usually be at least 4 or 5 times of number of variables in the factor analysis. (Hoang Trong and Chu Nguyen Mong Ngoc - research data analysis with SPSS, Statistical 25 Publishing House, 2005). Also, according to Tabachnick & Fidell (1991), for the best results of regression analysis, the sample size must satisfy the formula n ≥ 8m + 50. Base on above formula, my questionnaire have total 27 questions  N ≥ 8*27 + 50 ≥ 266 (Respondents)  The author will be collected above 266 respondents The sampling to conduct questionnaires to four management skills as follows: Managing self; managing team; managing work and management collaboratively, and then the author implements survey at agriculture enterprises operating under Ministry of Agriculture. Then a sample size of 305 managers who are working in the organizations (state own enterprises) that working under Ministry of Agriculture and sent to the managers directly. 3.5.2. Data collection method Quantitative method is applied in this study. To perform survey research, the study used two main sources of data: secondary and primary 3.5.2.1. Primary Data This source includes two types: interviews and questionnaires 3.5.2.2. Secondary data Secondary data will be the basis for finding the theoretical model related to thesis objective. Therefore, it will enables to assist in how to approach the primary research and the composition, content and conduction of the questionnaires as well as identify the particular variables of interest for further investigation. Secondary data can collect from main sources, such as: 26 - Government Documents: Report, Decision or official statistic document of Ministry of Agriculture and Rural Development. - Scholarly Journals involved managerial competency and performance - Review Articles that is relative research objective - Reference Books: Managing people, Leadership, Human Resource Management, etc. -The World Wide Web: Haygroup.com, Baonongnghiep.com , etc. 3.6. Respondents selection methods Research data has been taken at College of Management for Agriculture and Rural Development No. 2 (CMARD2). Based on the list and curriculum vitae of students, the author have selected mid-level managers appropriate for the study, and then sent questionnaire to them in person, by mail and email to collect data for the study. In general, survey results taken from the students who have been learning courses of management competencies improvement satisfied the author’s desire and intent. The students responded enthusiastically, responsibly and dedicatedly to my study. However, this is also a major limitation if the students do not respond properly to their true competencies. Screening questionnaires in doubt, the author expect to minimize somewhat unexpected results. During the implementation of this study, to determine whether the respondents are mid-level manager or not, the author reviewed the role of businesses and managers, and identify who they are and what their roles are in the business. In fact, for Vietnam National Coffee Corporation, Vietnam Rubber Group, Vietnam Food Company and Vietnam Tea Ltd. Company, their subsidiaries are operating 27 under the strategic direction of the Corporation or Group, so managers at units (including director/deputy director of member companies, director/deputy director of production farms and managers as department head/vice head) are considered the mid-level managers. Comparing with theory of management levels, mid-level managers in the study satisfy conditions of target population specified by thee theory. 3.7. Quantitative Research Methods 3.7.1. Questionnaire design Phase 1: Interview The author met and discussed directly 15 people who are middle managers in The College of Management Agriculture and Rural Development. The purpose of this step in order to discover management skills, which are possess by middle manager, and then the author are proceed to build a questionnaire to study for phase 2. Phase 2: Questionnaires In this research, Questionnaire would be the most effective tool. It is carefully designed to meet any requirements. The questions are taken from previous literature on management competency and all of the questions are self-structured to cover the specific research problems. The questionnaire that measured managerial competency consisted of the following major sections: Managing self, managing team, managing work and managing collaboratively. 28 In this study quantitative survey is used as data collection method. Since the aim of the study is classifying management competence dimensions from the manager’s point of view. Questionnaires used the Likert scale with 5-scale was used (1= strongly disagree, 3 = neutral, 5 = strongly agree), It will be translated into Vietnamese and give to middle managers in Agriculture enterprise. The purposes of steps to gather and synthesize primary information of response manager from the questionnaire were interviewed directly before. Then based on the results of this process, the author will present the identification, evaluation of the influence management competence on personal work effectiveness. 3.7.2. Measure Five points of Likert scale are used as measurement of answers in the questionnaire: from “1”-“Strongly Disagree” to “5”-“Strongly agree”. Previous researches presented that the five point of Likert scale is understandable to respondents and enable them to express their views (Marton and Williams, 1986). 3.8. Data Analysis Techniques The researcher analyzes data from questionnaire data by using Statistical Package for Social Sciences (SPSS) version 20.0 program to compute for the results. The result of survey will be presented as follows: 3.8.1. Descriptive statistic To describe the demographic variables such as age; gender; education level; by mean frequency distribution and percentage. Statistics including mean, frequency, 29 percentage, standard deviation, are employed to analyze the company performance and respondent’s opinion about the effect of environment forces. 3.8.2. Reliability test According to Hair et al., 2003, reliability refers to the degree to which data collection method or methods will yield consistent findings, similar observations would be made or conclusions reached by other researchers or there is transparency in how sense was made from the raw data. Cooper & Schindler (2003) have defined reliability as many things to many people, but in most contexts the notion of consistency emerges. A measure is reliable to the degree that it supplies consistent results. Reliability is a necessary contributor to validity but is not a sufficient condition for validity. SPSS ver. 20 software offers “Reliability Analysis Statistics”: Reliability analysis allows you to study the properties of measurement scales and the items that make them up. The Reliability Analysis procedure calculates a number of commonly used measures of scale reliability and also provides information about the relationships between individual items in the scale. Infraclass correlation coefficients can be used to compute interpreter reliability estimates. To assess the reliability and validity of measurement scales, Cronbach’s Alpha was used in this research. Cronbach’s Alpha was used to eliminate garbage items with low item – total correlations (< .3). The measure would be chosen if Cronbach’s Alpha was from .6 (Tho et al, 2009). 3.8.3. Exploratory factor analysis Factor analysis is a statistical procedure used to uncover relationships among many variables. This allows numerous inter-correlated variables to be condensed into 30 fewer dimensions, called factors. In the context of this research, there are four basic steps to factor analysis: • Data collection and generation of the correlation matrix • Extraction of initial factor solution • Rotation and interpretation • Construction of scales or factor scores to use in further analysis “Consider the accordance of EFA: KMO coefficient (Kaiser-Meyer-Olkin) is a criterion for evaluating the accordance of the data for EFA. The EFA is appropriate when 0.5≤KMO≤1” (Hoang Trong et al., 2005). “A value of 0 indicates that the sum of partial of correlations is large relative to the sum of correlations, indicating diffusion in the pattern of correlations (hence, factor analysis is likely to be inappropriate). A value close to 1 indicates that patterns of correlations are relatively compact and so factor analysis should yield distinct and reliable factors” (Field, 2009) The criteria to determine the number of factors are extracted: all extraction factors must have Eigenvalue > 1. This standard is widely accepted as the basic for adding or removing any factor (Kaiser, 1960, Rummell, 1970 – extract from Hoang Trong & et al, 2008). We consider the hypothesis of Bartlett’s test of sphericity (H0) is variables that do not have correlation with overall (overall matrix is homogeneous). When sig. ≤ 0.05, the hypothesis of correlation between observed variables is zero in overall (Hoang Trong et al., 2008). This data is appropriate when the hypothesis H0 is rejected. 31 The cumulative coefficient of variance explained criteria ≥ 0.5. After EFA, some factors and variables are unvalued will be rejected or combine with other factors to establish a new factor 3.8.4. Regression analysis. The multiple regressions were employed to test hypotheses and answer research questions. Multiple regression analyses were conducted to determine the effects of several independent variables on one interval dependent variable. It is also used when the researcher wants to determine what variables contribute to the explanation of the dependent variable and to what degree (Grimm, 1993). However, for regression analysis, dependent and independents variables must be correlated (Sekaran, 1992). If there is a correlation between retail performance and articular factors, multiple regressions can be used to predict level of retail performance based on the level of independent factors. The multiple regression equation takes the form y = a+/- b1x1 + b2x2 +/¬ ... + bnxn. The a is the constant, where the regression line intercepts the y axis, representing the amount the dependent y will be when all the independent variables are 0 3.8.5. Conclusion In the above theory, the data collection methods and data analysis methods are reliable sources that the author used for the next chapter to analyze the data is more accurate 32 CHAPTER FOUR: FINDING AND DISCUSSION In this chapter, results of the data analyses are presented in sections: Summarizes the response rate and describes the demographic data by using descriptive statistic (frequency, percentage), analyzes the respondents’ opinion by using descriptive statistic (Mean, Standard Deviation) and tests hypotheses by using multiple regressions 4.1. Demographics of Respondents 4.1.1. Gender and Ages Out of all 305 respondents, there are 224 males (accounting for 73.4%) and 81 females (accounting for 26.6%). The ratio of males and females has a large difference in agricultural enterprises. In terms of age, there are 83 ones aged 26 to 40 (accounting for 27.2%), 152 ones aged 41 to 50 (accounting for 49.8%), and 70 ones over 50 years old (accounting for 23%) Figure 5: Frequency distribution of respondents by gender 33 Figure 6: Frequency distribution of respondents by age 4.1.2. Job position In term of job positions of 305 respondents, there are 72 ones holding management positions in member units, e.g. farms, manufacture plants under the company, accounting for 23.6%; there are 146 ones holding department/divisional management positions, accounting for 47.9% and there are 87 ones holding group/team management positions, accounting for 28.5%. 34 Figure 7: Frequency distribution of respondents by positions in company of managers 4.1.3. Working duration In term of time served as middle managers, with 305 respondents, there are 187 ones who have held management position in 5 years, accounting for 61.3%, 87 ones who have held management position from 2 to 5 years, accounting for 28.5% and 31 ones who have held management position in less than 2 years, accounting for 10.2%. 35 Figure 8 Frequency distribution of respondents by working duration 4.1.4. Education In term of the highest qualification of 305 managers surveyed, there are 234 university graduates, accounting for the majority as 76.7%, 43 postgraduates, accounting for 14.1%, and only 28 graduates of vocational schools, accounting for 9.2%. Figure 9: Frequency distribution of respondents by Education of managers 4.1.5. Summary In terms of the demographic of correspondents, most of them are male, accounting up to 73%, graduated from university (50%), trained through management training skill course in the College of Agricultural Management and Rural Development 2. In the ages of the managers, 50% of respondents aged 41 to upper 50; in the ages of managers are often sufficient management competence and practical experience. In the 36 next sections, the author will study the judgment of the respondents in managerial competence to enable them to achieve their effective work at the unit. 4.2. Descriptive Statistics of Managing Self Table 3 : Descriptive Statistics of Managing Self Managing self MS1 - I know how to integrate individual goals in the unit’s objectives MS2 - I know how to actively learn and update new knowledge through training programs Max Mean Std. N Min 305 1.00 5.00 3.93 1.04 305 1.00 5.00 4.37 .66 305 2.00 5.00 4.22 .69 305 2.00 5.00 4.25 .64 Deviation MS3- I have identified my own strengths and weaknesses and use them in accordance with the actual situation MS4- I know how to adapt well to my work Average 4.19 For the four elements of Management Self dimensions, the average value of mean is 4.19 with the range from 3.93 to 4.37. The average point is high, which means all the questions managers are valued at around 4, and the standard deviations of the questions are around of 0.6 ( from MS2 to MS4 value 0.6) are smaller than standard deviation for questions MS1(1.04). These low standard deviations show the dispersion of set of managing self from its mean is also low. Majority of respondents are confident about themselves in their work, they know where they are, and they know how to control their role in the organization and knows what to do to help them assert them in the work. 37 The understanding oneself, understanding the strengths and weaknesses of the individual, integrate personal goals on the unit's goals , adapt to the circumstances of the unit and continuous learn to enhance the professional skills to meet the job requirements have built an image of a middle manager that is very bravery, confidence, and flexibility for the job. It is sure this will help for the role of middle manager is more appreciated in the other people’s eyes. 4.2.1. Descriptive Statistics of Managing Work Table 4: Descriptive statistics of Managing Work N Std. Min Max Mean 1.00 5.00 4.36 .68 305 2.00 5.00 4.40 .60 305 2.00 5.00 4.09 .67 305 1.00 5.00 3.95 .78 305 1.00 5.00 4.16 .68 305 2.00 5.00 4.16 .69 Deviation MW5 - I am aware of the importance of helping all employees understand their 305 tasks, position and objectives of the unit MW6- I understand that I have always try to continuously improve existing processes for better work results. MW7- I know how to control and prevent risks during the work implementation MW8- I know how to set up internal control system to help ensure work quality MW9- I know how to control the work progress MW10- I know how to split the work for employees to perform easily 38 MW11- I know how to combine and add value to employees’ work performance 305 2.00 5.00 Average 4.13 .73 4.18 For the four elements of Management Work dimensions, the average value of mean is 4.18 with the range from 3.95 to 4.40. The average point is high, which means all the questions managers are valued at around 4, and the standard deviations of the questions are around of 0.6. These numbers show that most of respondents have more experience on their job, they capture the core issues of jobs, such as control of the execution process, risk control, combined resources to accomplish the company's goals and continuous process improvement of work. From the result of the evaluation questions, it indicates that the middle managers have appreciated the level of expertise, understanding their jobs and flexible using of the company’s resources in order to achieve work efficient 4.2.2. Descriptive Statistics of Managing Team Table 5: Descriptive statistics of Managing Team Managing Team N Min Max Mean Std. Deviation MT12- I know how to inspire and encourage employees to work more enthusiastically and 305 2.00 5.00 4.10 .72 305 1.00 5.00 4.03 .75 where people learn from each other and cooperate to 305 1.00 5.00 4.14 .71 efficiently MT13- I know how to support to improvement working skills of employees MT14- I know how to create a work environment help each other to develop 39 MT15- I know how to assign tasks and responsibilities to employees in order to create 305 2.00 5.00 4.27 .61 305 2.00 5.00 4.05 .72 opportunities for upgrade and development MT 16- I know how to create positive competition to help my unit achieve higher results than others Average 4.12 For the four elements of Management Team dimensions, the average value of mean is 4.12 with the range from 4.03 to 4.27. The average point is high, which means all the questions managers are valued at around 4, and the standard deviations of the questions are around of 0.7. These low standard deviations show the dispersion of set of managing self from its mean is also low. For this part, respondent agree with author’s ideas that managing team is important skill, this help manager accomplish tasks faster and more efficiently than tackling work individually. Cooperating together on team can reduce workloads; reduce work pressure, share responsibilities or ideas. 4.2.3. Descriptive Statistics Of Managing Collaboratively Table 6: Descriptive statistics of Managing Collaboratively Managing Collaboratively MC17consistent N Std. Min Max Mean 2.00 5.00 4.10 .70 1.00 5.00 4.10 .70 Deviation I know how to maintain sustainable and cooperative relationships with internal 305 (superiors and employees) and external customers MC18 - I know how to maintain sustainable and consistent cooperative relationships with internal 305 (superiors and employees) and external customers 40 MC19- I know how to handle conflicts to bring about the best solutions for the unit MC20- I know how to well communicate among departments of the unit so that the work runs smoothly MC21- I know how to build trust in people within the unit MC22- I know how to share responsibilities and rights with groups in the unit for development motivation 305 1.00 5.00 4.07 .75 305 1.00 5.00 4.26 .66 305 2.00 5.00 4.19 .66 305 2.00 5.00 4.19 .69 Average 4.15 For the four elements of Management Self dimensions, the average value of mean is 4.15 with the range from 3.93 to 4.37. The average point is high, which means all the questions managers are valued at around 4, and the standard deviations of the questions are around of 0.6. These low standard deviations show the dispersion of set of managing self from its mean is also low. Collaboration is a working practice whereby individuals work together to a common purpose to achieve business benefit. This is one of the most important skills of middle managers, they have to maintain, improve and develop collaborative relationships within the company to make sure that the overall objectives of the company must always be ensured and priority. The majority of respondents identified collaboratively managing with high score; this show that managers supported the view of the author, and their assessment their managing collaboratively skill base on their actual capacity based on individual perceptions and practical experience. 4.2.4. Descriptive Statistics of Personal work effectiveness Table 7: Descriptive statistics of work effectiveness 41 N PWE 23- I handle work more smoothly, quickly and Min Max Mean Std. Deviation 305 3.00 5.00 4.24 .56 PWE 24- I have opportunity for promotion in my career 305 1.00 5.00 3.96 .82 PWE 25- I work more effectively than other peers 305 1.00 5.00 3.90 .79 305 1.00 5.00 3.91 .71 305 1.00 5.00 4.06 .83 accurately PWE 26- I am respected and appreciated more by the superiors PWE 27- I am satisfied with my position, work and contribution to the unit Average 4.03 For the four elements of Personal work effectiveness dimensions, the average value of mean is 4.03 with the range from 3.90 to 4.24. The average point is high, which means all the questions managers are valued at around 4 and the standard deviations of the questions are around 0.7. 4.3. Reliability Test Cronbach's Alpha is a test to total up the closeness among question items in the scale. Alpha value can range from 0 to 1, where the greater the value is, the higher the reliability is. In general, with alpha value from 0.8 to 1, the scale is reliable; with alpha value from 0.6 to 0.8, the scale is usable; with alpha value below 0.5, the scale has low reliability. In addition, variables with correlation coefficient of total variations less than 0.3 will be disqualified. In this study, the reliability test conducted on the management capacity scale includes self-management skills, job management skills, team management skills and cooperation management skills with Cronbach tool from SPSS software. These factors 42 are assessed using Likert scale with 5 levels from 1 (strongly disagree) to 5 (strongly agree). 4.3.1. Managing seft Table 8: Reliability statistics of managing self Cronbach's Alpha N of Items .547 4 Item-Total Statistics Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha Item Deleted Item Deleted Total Correlation if Item Deleted MS1 12.8393 2.214 .253 .603 MS2 12.4000 2.938 .312 .494 MS3 12.5541 2.656 .415 .415 MS4 12.5180 2.737 .433 .411 Because MS1 has a total correlation coefficient of 0.253, i.e. less than 0.3, so it is disqualified. Hence, MS1 was removed to run reliability test second time. 4.3.2. Reliability statistic of managing self after delete MS1 Table 9: Cronbach’s Alpha of Trust first time Cronbach's Alpha N of Items .603 3 Item-Total Statistics Scale Mean if Scale Variance Corrected Item- Cronbach's Alpha Item Deleted if Item Deleted Total Correlation if Item Deleted MS2 8.4689 1.276 .341 .601 MS3 8.6230 1.078 .457 .433 MS4 8.5869 1.184 .441 .462 After testing reliability, the group “Managing Self” gets 3 items: 43  MS2 - I know how to actively learn and update new knowledge through training programs  MS3 - I have identified my own strengths and weaknesses and use them in accordance with the actual situation  MS4 - I know how to adapt well to my work 4.3.3. Work-management skills Table 10: Reliability statistics of work-management skills Cronbach's Alpha N of Items .774 7 Item-Total Statistics Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha Item Deleted Item Deleted Total Correlation if Item Deleted MW5 24.8918 8.057 .383 .768 MW6 24.8525 8.389 .364 .770 MW7 25.1574 7.646 .518 .742 MW8 25.3016 7.040 .573 .729 MW9 25.0951 7.317 .601 .725 MW10 25.0918 7.702 .473 .751 MW11 25.1246 7.274 .560 .732 After testing reliability, the group “Managing Work” gets 7 items: MW5 - I am aware of the importance of helping all employees understand their tasks, position and objectives of the unit 44 MW6 - I understand that I have always try to continuously improve existing processes for better work results MW7 - I know how to control and prevent risks during the work implementation MW8 - I know how to set up internal control system to help ensure work quality MW9 - I know how to control the work progress MW10 - I know how to split the work for employees to perform easily MW11 - I know how to combine and add value to employees’ work performance 4.3.4. Team-management Table 11: Reliability statistics of Team-management Cronbach's Alpha N of Items .771 5 Item-Total Statistics Scale Mean if Scale Variance Corrected Item- Cronbach's Alpha if Item Deleted if Item Deleted Total Correlation Item Deleted MT12 16.4918 4.152 .609 .706 MT13 16.5672 4.095 .597 .710 MT14 16.4525 4.406 .520 .737 MT15 16.3180 4.875 .451 .759 MT16 16.5443 4.321 .539 .731 After testing reliability, the group “Managing Team” gets 5 items: MT12 - I know how to inspire and encourage employees to work more enthusiastically and efficiently MT13 - I know how to support to improvement working skills of employees 45 MT14 - I know how to create a work environment where people learn from each other and cooperate to help each other to develop MT15 - I know how to assign tasks and responsibilities to employees in order to create opportunities for upgrade and development MT16 - I know how to create positive competition to help my unit achieve higher results than others 4.3.5. Collaboration management Table 12: Reliability statistics of Team-management Cronbach's Alpha N of Items .815 6 Item-Total Statistics Scale Mean if Scale Variance Corrected Item- Cronbach's Alpha Item Deleted if Item Deleted Total Correlation if Item Deleted MC17 20.8131 6.514 .579 .785 MC18 20.8131 6.580 .563 .789 MC19 20.8426 6.146 .645 .770 MC20 20.6525 6.728 .558 .790 MC21 20.7213 6.675 .574 .787 MC22 20.7148 6.652 .543 .793 After testing reliability, the group “Managing Collaboratively” gets 6 items: 46 MC17 - I know how to maintain sustainable and consistent cooperative relationships with internal (superiors and employees) and external customers MC18 - I know how to promote connection among departments to focus on important issue of the unit MC19 - I know how to handle conflicts to bring about the best solutions for the unit MC20 - I know how to well communicate among departments of the unit so that the work runs smoothly MC21- I know how to build trust in people within the unit MC22 - I know how to share responsibilities and rights with groups in the unit for development motivation. 4.3.6. Personal work effectiveness (PWE) Table 13: Reliability statistics of Team-management Cronbach's Alpha N of Items .747 5 Item-Total Statistics Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha if Item Deleted Item Deleted Total Correlation Item Deleted PWE23 15.9311 5.400 .492 .716 PWE24 16.2066 4.421 .556 .685 PWE25 16.2656 4.505 .551 .687 PWE26 16.1738 4.605 .614 .666 PWE27 16.1049 4.877 .388 .753 After testing reliability, the group “Personal Work Effectiveness” gets5 items PWE23 - I handle work more smoothly, quickly and accurately 47 PWE 24 - I have opportunity for promotion in my career PWE 25- I work more effectively than other peers PWE 26 - I am respected and appreciated more by the superiors PWE 27 - I am satisfied with my position, work and contribution to the unit Test results of Cronbach reliability show that all the scales are satisfactory in terms of reliability and correlation coefficients of total variations of the scales are higher than permitted level (greater than 0.3), so all the scales are included in the Exploratory Factor Analysis (EFA) in the next steps. 4.4. Exploratory Factor Analysis (EFA) Exploratory Factor Analysis (EFA) it means (Exploratory Factor Analysis) using SPSS software will help researcher have a comprehensive view of a method of statistical analysis to reduce a set of many variables, which are correlated each other become into a variable less than (called factors) to make them more meaningful, but still contains full most of the information content of the first file variable (Hair & CTG, 1998) using SPSS software All the observed variables are included in the Exploratory Factor Analysis (EFA) to reduce or summarize data and know whether the reliability (sig) of observed variables is closely related to each other. Several criteria should be considered in the Exploratory Factor Analysis as follows. KMO (Kaiser-Mayer - Olkin) coefficient and significance of Bartlett's test Factor loading Total variance Eigenvalue coefficient 48 4.4.1. Exploratory factor analysis (EFA) for dependent variables (DVs) Table 14: KMO and Bartlett's Test for DVs Kaiser-Meyer-Olkin Measure of Sampling Adequacy. Approx. Chi-Square Bartlett's Test of Df Sphericity Sig. .873 1206.081 105 .000 Table 15: Total Variance Explained for DVs Component Initial Eigenvalues Total Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings % of Cumulative Total % of Cumulative Total % of Cumulative Variance % Variance % Variance % 1 4.935 32.897 32.897 4.935 2 1.294 8.625 41.522 1.294 3 1.203 8.021 49.543 1.203 4 1.029 6.863 56.406 1.029 Extraction Method: Principal Component Analysis. 32.897 8.625 8.021 6.863 32.897 41.522 49.543 56.406 2.951 2.233 1.781 1.496 19.676 14.890 11.870 9.970 19.676 34.566 46.436 56.406 Firstly, factor analysis was applied for the four group of independent variables including 21 items with 3 items of MS (MS2 to MS4), 7 items of Trust (MW5 to MW11), 5 items of MT (MT12 to MT16) and 6 items of MC (MC17 to MC22). Table 16: Rotated Component Matrix of DVs Component 1 MC21 .743 MC20 .728 MC19 .721 MC22 .633 MC18 .550 MT14 .525 2 MW10 .685 MW7 .665 3 4 49 MW8 .643 MW9 .620 MS3 .716 MS2 .705 MS4 .651 MW6 .786 MW5 .670 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 5 iterations. After removing variable MS1, which did not guarantee the reliability and MT15, MT 16, MT 12, MT13, MC17, MW 11, which have factor loading less than 0.5 or factor loading index depend on two factor and difference is smaller than 0.3 (more detail is Appendix) validity are considered through testing KMO & Bartlett gain .873 and EFA analysis, the 21 remaining items were grouped into 4 factors shown at table17 Results of the Exploratory Factor Analysis (EFA) show all 21 observed variables of 4 components of the original management skill scale are fragmented. Re-sort the observed variables into 4 groups, including: Group 1 with 6 variables as MC21, MC19, MC20, MC22, MC18, and MT14; Group 2 with 4 variables as MW10, MW7, MW8, and MW9; Group 3 with 3 variables as MS2, MS3, and MS4; and group 4 with 2 variables as MW6 and MW5. Of 6 variables of group 1, 5 variables come from Managing Collaboratively, and only one variable MT14 come from Managing Team. Therefore, in this research, the name Managing Collaboratively has been chosen to represent this group; group 2 remains the nature of Managing Work group; for group 3, Managing Self remains the name to represent 3 observed variables MS2, MS3, MS4; and finally group 4 including 2 50 variables MW5 and MW6 which are originally from group MW tend to tell about management principles of theoretical nature, so they are renamed to Managing workPrinciples. In order to separate the two groups with the same nature where one group refers to actual work management, and the other refers to theoretical work, group 2 is renamed as Managing Work – Actual in the research. For group 4, although there are two observed variables, named Managing workPrinciples it cannot represent a scale. However, it is mentioned in this research as a prerequisite and basis for future research if necessary. 4.5. Revision of Research Model and Hypothesis Managing Collaboratively Managing workActual Management competency H1(+) H2 (+) Personal Work Effectiveness H3 (+) Managing Self Managing work - Principles H4 (+) Figure 10: Revised Conceptual Research Model 51 According figure 10 the author define four hypotheses: H1.There is a significant influence of Managing Collaboratively on personal work effectiveness H2. There is a noteworthy impact of Managing work – Actual on personal work effectiveness H3. The relative advantage of Managing Self has a positive effect on personal work effectiveness H4. There is a significant influence of Managing work – Principles toward personal work effectiveness. 4.6. Correlation Testing Table 17: Pearson's Correlation Coefficient of four independent variables and PWE MC-Managing Collaboratively Pearson Correlation MC-Managing Sig. (2Collaboratively tailed) N Pearson Correlation MW- A, Managing Sig. (2work- Actual tailed) N Pearson Correlation MS - Managing Sig. (2Self tailed) N AMWMS PMWPWE Actual Managing Principal Personal Managing Self Managing Work work Work Effectiveness 1 305 .000 1 1.000 305 305 .000 .000 1.000 1.000 305 305 1 305 52 Pearson Correlation MW- P, WorkSig. (2Principles tailed) N Pearson PWE - Personal Correlation Work Sig. (2Effectiveness tailed) N .000 .000 .000 1.000 1.000 1.000 305 305 305 305 .507** .181** .218** .119* .000 .002 .000 .039 305 305 305 305 1 1 305 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Table 17 show that, r indicate of each pairs of independent variables at 0.0 so that the independent variable has no relationship to each other. In other words, these variables are not linear relationship to another. Moreover, all independent variables (Managing Collaboratively, Managing Work- Actual, Managing Self, Managing Work- Principles) has the positive linear relationship with dependent variable (Personal Work Effectiveness). 4.7. Regression Analysis Adjusted research model after doing Exploratory Factor Analysis (EFA) as shown in Figure 10 and research hypothesis should be tested with regression analysis. The method of regression analysis is Enter method (in turns); this is the default method in SPSS. There is a regression equation need to be done to determine important role of each factor in assessing the relationship between management skills and personal work effectiveness in units. To assess the appropriateness of the model, the researchers use the coefficient of determination R2 (R-square). This coefficient has been proved to be a function not reducing together with the number of independent variables included in the model. R2 53 tends to be a positive element of the measurement of model appropriateness. In addition, it is required to check correlation with Durbin-Watson coefficient (1< Durbin Watson[...]... practice knowledge, professional skills, management competences, positive attitude and good practices in their career With the desire to gain insights into management competency, this research Influence of Management Competence on Personal Work Effectiveness of Middle Managers aims to define the role and impact of management competence in shaping personal work effectiveness of middle managers The subject... through result of the scientific research “the contribution of management competences to personal work effectiveness The result of research has identified influence of management competence on personal work effectiveness, and it showed that management competence plays a vital role in individual work performance whatever position you hold in business and in planning and selecting subsequent management. .. the work effectiveness only from personal experience of managers, not the evaluation on work performance from the view of businesses to their managers Each person might have various ways to evaluate individual effectiveness, so this topic only applied a common scale for evaluating Personal Work Effectiveness There are many variables that influence core competences management, but the study was confined... & Nanus (1985) Schein (1987) Interpersonal skills Intellectual skills Management of trust Management of meaning Interpersonal skills Analytical skills Business values Management of self Administrative skills Work values Analoui (1995) Management of attention Managing other people Managing work Personal development Education Review Office (1995) Interpersonal relationships Adaptability Resultsoriented... approach to middle Qualitative research determined managers competences Approach: Middle competences management integrity; the managers managerial oriented job personal relationship between competences and to effectiveness and satisfaction effectiveness; effectiveness; people; knowledge Bongani Management Mbokazi, competencies essential for middle managers Delene perceptions managers of The relative... set of management competence must be appreciated in any organization, and the success and effectiveness of the enterprise depend on personal work effectiveness of every employee and manager Base on the theory of management and need which are collected above, the author would like to suggest the research model which shows the influence management competence (self -management, Team management, work management; ... contributing to greater efficiency in the operation of an organization 1.2 The Problems Statement 1.2.1 Problem Statement The first purpose of this paper is to identify the critical managerial competencies of managers; and second one is to determine the influence of managerial competency on personal work effectiveness Moreover, this study will provide managers the overview of management competency of. .. Rotated Component Matrix of DVs 49 Table 17: Pearson's Correlation Coefficient of four independent variables and PWE 52 Table 18: Model Summary and ANOVA table of Model 1 54 Table 19 Coefficients of Determination with Dependent Variable 54 Table 20: Anova of Determination with Dependent Variable of Personal Work Effectiveness 55 ix Abstract To become a professional Middle Manager,... desired course of action This is done by using direct persuasion, considering impacts of actions or words and using complex influence strategies Fostering teamwork refers to promoting cooperation and collaboration between individuals and groups, having positive expectations, encouraging others, valuing others’ inputs and expertise, and promoting the team within the organization 2.4 Personal work effectiveness. .. the hierarchy of organization They manage works of non-managerial individuals who are involved in production or creation of the organization’s products They’re often called supervisors, or sometimes line managers, office managers, or even foremen 2.3 Managerial Skills According to Robert L Katz (2000), managerial skills are the quality found in managers Work needs of different organizations and businesses ... Management Competence on Personal Work Effectiveness of Middle Managers aims to define the role and impact of management competence in shaping personal work effectiveness of middle managers The... result of the scientific research “the contribution of management competences to personal work effectiveness The result of research has identified influence of management competence on personal work. . .INFLUENCE OF MANAGEMENT COMPETENCE ON PERSONAL WORK EFFECTIVENESS OF MIDDLE MANAGERS Case study in enterprises under Ministry of Agriculture In Partial Fulfillment of the Requirements of the