Symbolic Skills of a Manager

‭Symbolic skills of a manager‬ ‭ ully aware of the potentially conflicting nature of the collective identities that the members‬ F ‭of the organization want to embody, the manager has every interest in thinking about the‬ ‭point of junction between the identities. In fact, it is possible to glimpse points of‬ ‭connection between the six identities. In fact, it is possible to glimpse points of connection‬ ‭between the six identities based on three identity poless, namely the community,‬ ‭individuation and technical poles.‬ ‭ ommunity hub‬ C ‭Identify‬ ‭Identify‬ ‭traditional‬ ‭civic‬ ‭ ole of individuation‬ P ‭Identity of‬ ‭Identify‬ ‭of innovation‬ ‭prestige‬ ‭ echnical center‬ T ‭Identify‬ ‭Identify‬ ‭ rofessional‬ p ‭Merchant‬ ‭ ased on the identity poles, it appears that certain organizational identities have affinities‬ B ‭with others while other identities do not appear to be easily reconcilable. Where‬ ‭organizational identities come together around an identity pole, it is easy for the manager to‬ ‭identify a common value around which to bring together the members of the organization and‬ ‭to integrate their values into collective action.‬ ‭ he community hub puts into action, as its name indicates, an identity logic according to‬ T ‭which the community is important to the members of the organization. This pole brings‬ ‭together the identities‬ t‭ raditional and civic which, both, make the community, whether thought of in terms of family‬ ‭or civil society, an ideal of organizational life. Then, the individuation pole brings together the‬ ‭identities of innovation and prestige. These two identities combine easily since they have in‬ ‭common a certain ideal of differentiation through innovation or prestige. Finally, the technical‬ ‭pole brings together professional and commercial identities which have in common the‬ ‭privileged use of a technical management logic, whether, for one, to organizational efficiency‬ ‭management techniques or to strategic management techniques. for the other.‬ ‭Each of the identity poles therefore puts into action a double legitimacy.‬ I‭dentity dynamics‬ ‭Identity poles‬ ‭Community‬ ‭Individuation‬ ‭Technical‬ ‭Traditional‬ I‭dentity focused on‬ ‭external dynamics‬ ‭Civic‬ ‭ he tradition‬ T ‭Innovation‬ ‭Products‬ ‭Professional‬ ‭ he society‬ T ‭Prestige‬ ‭The admirers‬ ‭Merchant‬ ‭How it works‬ ‭The market‬ I‭dentity centered on‬ ‭internal dynamics‬ ‭Identities can compete within the organization. An identity shock can result.‬ ‭ he manager's ability to bring together and integrate is exercised to arrive at compromises‬ T ‭and the definition of a common good.‬ ‭The psychological perspective‬ ‭ political playground and identity space, organizations are also deeply psychological‬ A ‭universes that bring together actors with different personalities who all seek to fill a‬ ‭variety of psychological needs by participating in the organization. The psychological‬ ‭perspective is thus juxtaposed with the technical system which it decodes in terms of‬ ‭needs.‬ ‭ sychological organization‬ P ‭Like other perspectives, the psychological perspective offers managers keys to‬ ‭understanding the action of members of the organization. Here, the main key lies in the‬ ‭observation that humans seek to fill needs within organizations. In fact, the organization‬ ‭would fundamentally be a place serving the needs of humans and it would then be up to‬ ‭managers to identify these needs and accordingly design management practices that‬ ‭would make it possible to satisfy them while ensuring that the organization achieves its‬ ‭performance objectives.‬ ‭ eeds‬ N ‭In psychological terms, organizational actors would be largely motivated by an endless‬ ‭quest to satisfy psychological needs. In fact, this quest would even be irresistible to the‬ ‭extent that the needs would impose themselves on the will of the actors who would then‬ ‭have no other choice than to act in order to satisfy them.‬ ‭ aslow's hierarchy of needs‬ M ‭Physiological needs (eating, drinking,‬ ‭sleeping)‬ ‭Need for security (access to health care, social and financial stability, access to property)‬ ‭Need for belonging (friendship, love, integration into a group)‬ ‭Need for self-esteem (autonomy, social recognition, freedom of expression)‬ ‭Need for achievement (personal development, general culture, personal development, etc.)‬ ‭ enerally presented in the form of a pyramid of needs in order to highlight the fact that actors‬ G ‭must first meet their primary needs (physiological and security needs) before expecting to‬ ‭meet higher needs (belonging needs). self-esteem and achievement), this hierarchy allows us‬ ‭to glimpse the complexity of the task of a manager who, through his practices, seeks to meet‬ ‭the needs of the members of the organization.‬ ‭ irst, not all members of the organization are necessarily seeking to satisfy the same needs.‬ F ‭Then, over time, everyone modifies their quest to satisfy their needs. Thus, actors generally try‬ ‭to satisfy their primary needs before embarking on satisfying higher needs. Therefore, the‬ ‭satisfaction of needs is a deeply subjective reality.‬ ‭ ersonalities‬ P ‭The quest for psychological needs to be satisfied at work therefore always bears the‬ ‭personal signature of the actors of the organization, the imprint of their personality.‬ I‭n addition to the impact of personality on the quest to satisfy needs, it follows that even the‬ ‭slightest complex organization can quickly become the scene of personality conflicts.‬ ‭Organizational actors do not leave their personality at the door of the organization to take‬ ‭on any organizational personality, which would be based on the requirements of the work to‬ ‭be carried out, the role to be played, the relationships to be assumed. Personality in fact‬ ‭represents the primary material that actors mobilize to engage in their relationships with‬ ‭others and personality conflicts should not surprise anyone.‬ I‭f we classify managers into three personality types, namely artists, THE artisans and the‬ ‭technocrats, it is clear that under the leadership of one or other of these personality types, the‬ ‭organization can take on a very different psychological coloring. Each of these personality‬ ‭types can translate into management practices that will build very different organizations.‬ ‭The artist favors innovation and risk, but can lose sight of daily realities.‬ ‭The craftsman favors stability and minor adjustments, but can slip into routine.‬ ‭ HEtechnocratfavors planning and control, but takes the risk of excessively bureaucratizing‬ T ‭the organization.‬ ‭ he organizational climate‬ T ‭In management, the importance of psychological dimensions on the reality of organizations is‬ ‭often discussed in terms of organizational climate or psychological field. This organizational‬ ‭climate is the result of the subjective perception of the actors who decode their work‬ ‭environment in positive or negative terms. Generally speaking, sources of motivation at work,‬ ‭communications, interactions, decision-making processes and controls would be among the‬ ‭vectors taken into consideration in establishing a perception of the organizational climate.‬ ‭ rganizational climate according to Likert‬ O ‭Likert identified two main types of organizational climate which in fact bring together four‬ ‭management systems. While an authoritarian organizational climate would not be conducive‬ ‭to the development of work motivation, management systems which are based on‬ ‭participatory climates would be conducive to the achievement of higher needs which are‬ ‭generally perceived as sources of motivation at work.‬ ‭Climates‬ ‭Management system‬ ‭Authoritarian‬ ‭Exploiter‬ ‭Paternalistic‬ ‭Participatory‬ ‭Advisory‬ ‭Democratic‬ ‭Psychological skills‬ ‭ rom a psychological perspective, the manager is the central pivot of work motivation and‬ F ‭organizational climate. As a manager of work design and administrative practices, he is‬ ‭directly responsible for the possibilities offered to everyone to meet their psychological needs.‬ ‭ he cognitive perspective‬ T ‭Just like the previous ones, the cognitive perspective is juxtaposed with the technical‬ ‭system which it decodes in terms of knowledge that the members of the organization bring‬ ‭into play in the flow of their daily activities. Furthermore, it is the organization itself which is‬ ‭seen as a system of tangled knowledge, a system which takes the form of collective‬ ‭intelligence‬ ‭ ble to learn, innovate and process information. In this collective intelligence,‬ a ‭management then plays a pivotal role which contributes to organizational learning by‬ ‭feeding it with the fruit of its reflections and by managing organizational knowledge.‬ ‭ ognitive organization‬ C ‭Under the gaze of the cognitive perspective, the members of the organization are reflexive‬ ‭beings who construct and mobilize knowledge throughout their daily actions. Thus, they‬ ‭build a collective intelligence which serves as a basis for organizational learning,‬ ‭cross-breeding conducive to innovation and the processing of information required to‬ ‭achieve the performance objectives of the technical system.‬ ‭ nowledge‬ K ‭In cognitive terms, organizational actors are reflexive beings, that is to say they think in‬ ‭action, interpret their reality, construct concepts to describe it, construct theories to give‬ ‭meaning to what they see and live, express ideas, formulate projects, codify their‬ ‭environment in the form of data and information, acquire a diversity of knowledge, embed‬ ‭their knowledge in tools and etc…‬ ‭ nowledge‬ K ‭Tacit‬ ‭Explicit‬ ‭Individual‬ ‭Collective‬ -‭‬‭Practical knowledge‬ ‭-‬‭Expertise‬ ‭-‬‭Fantasy knowledge‬ -‭‬‭Common meaning‬ ‭-‬‭Social norms‬ ‭-‬‭Instinctive knowledge‬ ‭-‬‭General culture‬ ‭-‬‭Inside information‬ ‭-‬‭Scientific knowledge‬ ‭-‬‭Personal analyzes‬ -‭‬‭Administrative rules‬ ‭-‬‭Formal procedures‬ ‭-‬‭Information and data‬ -‭‬‭Formalized ideas‬ ‭-‬‭Personal interpretations‬ ‭and opinions‬ ‭-‬‭Organizational history‬ ‭ acit knowledge is by definition implicit, implied, sometimes unconscious, most often‬ T ‭difficult to verbalize and always embedded in action. In a way, it is a knowledge that cannot‬ ‭find the words to express itself. It is therefore fundamentally knowledge in action. It is in‬ ‭action that it takes on its full meaning, reveals its existence and proves its value.‬ ‭ t the individual level, tacit knowledge takes the form of practical knowledge and expertise‬ A ‭which allows actors to know how to do things without them being fully aware of the extent‬ ‭of their knowledge, or even of its existence. Tacit knowledge also takes the form of largely‬ ‭unconscious fantasies that are embodied in desires, moods, dreams and visions.‬ ‭ t the collective level, tacit knowledge is embodied in the rumors and myths that circulate‬ A ‭within the organization, in its history which is a reservoir of past experiences.‬