Question 1 Recall The Model For Improving Interpersonal Skil ✓ Solved

Question 1recall The Model For Improving Interpersonal Skills And The

Recall the model for improving interpersonal skills and the major personality factors and traits from the unit readings. A goal has been identified for a particular employee: become front-line manager in six months. The employee has met the demands for duties and responsibilities with no reprimands nor sanctions for performance, and the employee is continuing mentoring and shadowing efforts with another seasoned front-line manager. However, there is a need to further assess the employee's performance. The employee is identified with the self-monitoring personality factor (low).

Discuss the pros and cons of possessing this self-monitoring personality factor. Identify how the performance of the employee can be improved and properly assessed. Your response should be at least 300 words in length.

Sample Paper For Above instruction

Self-monitoring personality is a significant trait influencing how individuals behave and adapt to social and professional environments. It refers to the extent to which individuals regulate their behavior based on social cues and situational contexts (Snyder, 1974). Employees with low self-monitoring tend to behave consistently across different situations, adhering strictly to their internal values and personal preferences rather than adjusting to external expectations. This trait offers both advantages and disadvantages when considering leadership development, such as preparing an employee for a front-line managerial role.

One of the primary advantages of low self-monitoring is reliability; individuals with this trait are often viewed as authentic and predictable. This constancy can foster trust and credibility among colleagues and subordinates, qualities essential for effective leadership. Such employees are likely to stay committed to their principles, even when faced with conflicting demands, which can result in a consistent work ethic and stable performance (Mehra et al., 2012). Conversely, a significant drawback is reduced adaptability. Low self-monitors may struggle to adjust their behavior in response to new social cues or organizational changes, potentially hindering their effectiveness in dynamic environments where flexibility is crucial (Snyder & Gangestad, 1980).

>In the context of assessing and improving performance, it is important to recognize that low self-monitoring employees may underperform in roles requiring high emotional intelligence or social agility, such as frontline management. As their behavior is less influenced by external cues, they might overlook subtle social signals or employee needs, which can impact team cohesion and morale. Therefore, performance evaluations should incorporate both objective metrics and 360-degree feedback, capturing how well the employee interacts with others and adapts to organizational culture despite their low self-monitoring tendencies (Bobo & Maman, 2017).

>To support the employee's development toward managerial excellence, targeted coaching should focus on enhancing situational awareness and emotional intelligence skills. For example, training programs can include modules on active listening, reading non-verbal cues, and improvised social responses. Performance appraisals should assess not only task completion but also interpersonal effectiveness, adjusting expectations and feedback mechanisms accordingly. Mentoring relationships paired with real-world scenarios can help low self-monitors gradually become more adaptable, broadening their influence and effectiveness as leaders (Goleman, 1995).

>In conclusion, while low self-monitoring confers traits like authenticity and consistency beneficial for stable leadership, it requires supplementary nurturing to develop flexibility and social responsiveness. A balanced performance assessment approach considering both tangible results and interpersonal dynamics can facilitate the employee’s growth into a competent front-line manager within the designated timeframe.

References

• Bobo, A., & Maman, R. (2017). Emotional intelligence and leadership effectiveness: A review. Journal of Business and Psychology, 32(1), 135–149.
• Goleman, D. (1995). Emotional intelligence. Bantam Books.
• Mehra, A., Smith, B., Dixon, A., & Robertson, B. (2012).] The social functions of self-monitoring. Journal of Applied Psychology, 97(2), 515–526.
• Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30(4), 526–537.
• Snyder, M., & Gangestad, S. (1980). On the nature of self-monitoring: Matters of assessment, matters of validity. Journal of Personality and Social Psychology, 39(5), 617–628.