Basic management skills

WelcomeWelcome
‫مرحبا‬‫مرحبا‬ًً

Basic ManagementBasic Management
SkillsSkills
By:By: Khaled A. AnterKhaled A. Anter

Ground RulesGround Rules
Timing is everything ( 9 amTiming is everything ( 9 am –– 2 pm )2 pm )
Breaks at 10:30amBreaks at 10:30am –– 12:30pm.12:30pm.
Phones silent plz.Phones silent plz.
No politics, religions or sports debatesNo politics, religions or sports debates
Feel free to shareFeel free to share
Relax & have funRelax & have fun

Who are youWho are you??
&&
Why are you hereWhy are you here??

Course objectivesCourse objectives
 The management processThe management process
 An introduction to the management process:An introduction to the management process:
components of the management functions.components of the management functions.
 Functions and responsibilities of supervisorsFunctions and responsibilities of supervisors
 Vertical and horizontal relationshipsVertical and horizontal relationships
 Skills needed for successful management:Skills needed for successful management:
 Technical skillsTechnical skills
 Behavioral skillsBehavioral skills
 Conceptual skillsConceptual skills

Where do you thinkWhere do you think
we arewe are??

““A class of semi-skilled corporateA class of semi-skilled corporate
hirelings whose rise within thehirelings whose rise within the
organization correlates directly withorganization correlates directly with
the amount of work they delegate tothe amount of work they delegate to
their more talented underlingstheir more talented underlings..””
Rick BayanRick Bayan (1997(1997((
The CynicThe Cynic’’s dictionarys dictionary

"..."...the remarkable thing aboutthe remarkable thing about
management is that a manager can gomanagement is that a manager can go
on for years making mistakes thaton for years making mistakes that
nobody is aware of, which means thatnobody is aware of, which means that
management can be a kind of a conmanagement can be a kind of a con
jobjob..””
Quoted in "Quoted in "The Wit and Wisdom ofThe Wit and Wisdom of
Grace HopperGrace Hopper" by" by Philip SchieberPhilip Schieber

What is ManagementWhat is Management??
ManagementManagement in all business andin all business and
organizational activities is the act oforganizational activities is the act of
getting peoplegetting people togethertogether to accomplishto accomplish
desireddesired goalsgoals andand objectivesobjectives usingusing
availableavailable resourcesresources efficientlyefficiently andand
effectivelyeffectively..

What is ManagementWhat is Management??
A human action, including design, toA human action, including design, to
facilitate the production of usefulfacilitate the production of useful
outcomes from a system. (systemoutcomes from a system. (system
approach)approach)
This view opens the opportunity toThis view opens the opportunity to
'manage' oneself, a pre-requisite to'manage' oneself, a pre-requisite to
attempting to manage others.attempting to manage others.

““The basic task of aThe basic task of a
management is twofold:management is twofold:
marketing and innovationmarketing and innovation””
Peter DruckerPeter Drucker (1909(1909––20052005((

Modern definitionModern definition
As a discipline, management comprisesAs a discipline, management comprises
the interlocking functions of formulatingthe interlocking functions of formulating
corporate policy and organizing, planning,corporate policy and organizing, planning,
controlling, and directing the firm'scontrolling, and directing the firm's
resources to achieve the policy'sresources to achieve the policy's
objectivesobjectives

History of managementHistory of management
The verbThe verb managemanage comes from the Italiancomes from the Italian
maneggiaremaneggiare (to handle(to handle —— especiallyespecially
tools), which in turn derives from the Latintools), which in turn derives from the Latin
manusmanus (hand). The French word(hand). The French word
mesnagementmesnagement (later(later mméénagementnagement))
influenced the development in meaning ofinfluenced the development in meaning of
the English wordthe English word managementmanagement in the 17thin the 17th
and 18th centuriesand 18th centuries

Management GurusManagement Gurus

Henri FayolHenri Fayol (1841(1841––19251925((
 Considers managementConsiders management
to consist of sixto consist of six
functions:forecasting,functions:forecasting,
planning, organizing,planning, organizing,
commanding,commanding,
coordinating, andcoordinating, and
controlling.controlling.
 He was one of the mostHe was one of the most
influential contributors toinfluential contributors to
modern concepts ofmodern concepts of
management.management.

Mary Parker FollettMary Parker Follett (1868(1868––19331933((
 Defined managementDefined management
as "as "the art of gettingthe art of getting
things done throughthings done through
peoplepeople". She". She
describeddescribed
management asmanagement as
philosophyphilosophy
 ““Management is whatManagement is what
managers domanagers do""
No photo

Early writings aboutEarly writings about
managementmanagement

Sun Tzu'Sun Tzu'ss The Art of WarThe Art of War
Written by Chinese general Sun Tzu in theWritten by Chinese general Sun Tzu in the
6th century BC,6th century BC, The Art of WarThe Art of War is ais a
military strategy book that, for managerialmilitary strategy book that, for managerial
purposes, recommends being aware ofpurposes, recommends being aware of
and acting on strengths and weaknessesand acting on strengths and weaknesses
of both a manager's organization and aof both a manager's organization and a
foe'sfoe's

Chanakya'sChanakya's Arth-ash-astraArth-ash-astra
ChanakyaChanakya wrote thewrote the ArthashastraArthashastra
around 300BC in which various strategies,around 300BC in which various strategies,
techniques and management theoriestechniques and management theories
were written which gives an account onwere written which gives an account on
the management of empires, economythe management of empires, economy
and family. The work is often compared toand family. The work is often compared to
the later works ofthe later works of MachiavelliMachiavelli

Niccolò Machiavelli'Niccolò Machiavelli' ss The PrinceThe Prince
Believing that people were motivated byBelieving that people were motivated by
self-interest,self-interest, Niccolò MachiavelliNiccolò Machiavelli wrotewrote
The PrinceThe Prince in 1513 as advice for the city ofin 1513 as advice for the city of
Florence, Italy. Machiavelli recommendedFlorence, Italy. Machiavelli recommended
that leadersthat leaders use fearuse fear——but not hatredbut not hatred——toto
maintain control.maintain control.

Adam Smith'Adam Smith'ss The Wealth ofThe Wealth of
NationsNations
Aims for efficient organization of workAims for efficient organization of work
throughthrough Specialization of laborSpecialization of labor . Smith. Smith
described how changes in processesdescribed how changes in processes
could boost productivity in thecould boost productivity in the
manufacture of pins. While individualsmanufacture of pins. While individuals
could produce 200 pins per day, Smithcould produce 200 pins per day, Smith
analyzed the steps involved inanalyzed the steps involved in
manufacture and, with 10 specialists,manufacture and, with 10 specialists,
enabled production of 48,000 pins perenabled production of 48,000 pins per
day.day.

&&OthersOthers
John Stuart MillJohn Stuart Mill (1806(1806––1873)1873)
Eli WhitneyEli Whitney (1765(1765––1825)1825)
James WattJames Watt (1736(1736––1819)1819)
Alfred MarshallAlfred Marshall (1842(1842––1924)1924)
LLééon Walrason Walras (1834(1834––1910)1910)
Frederick W. TaylorFrederick W. Taylor (1856(1856 ––1915)1915)
Peter DruckerPeter Drucker (1909(1909––2005)2005)

Business managementBusiness management
Human resource managementHuman resource management
Operations management or productionOperations management or production
Strategic managementStrategic management
Marketing managementMarketing management
Financial managementFinancial management
Information technology managementInformation technology management

Management in 21st centuryManagement in 21st century
Public administrationPublic administration
Educational managementEducational management
Non-profit managementNon-profit management
Workplace democracyWorkplace democracy
Personality disordersPersonality disorders

The Big QuestionThe Big Question……
Is ManagementIs Management
Art or ScienceArt or Science??

Basic functions ofBasic functions of

The Basic functionsThe Basic functions
Management operates through various functions,Management operates through various functions,
often classified as:often classified as:
PlanningPlanning
OrganizingOrganizing
StaffingStaffing
LeadingLeading
DirectingDirecting
ControllingControlling
MonitoringMonitoring
MotivationMotivation

PlanningPlanning
Deciding what needs to happen in theDeciding what needs to happen in the
future (today, next week, next month, nextfuture (today, next week, next month, next
year, over the next 5 years, etc.) andyear, over the next 5 years, etc.) and
generating plans for action.generating plans for action.

OrganizingOrganizing
(Implementation) making optimum use of(Implementation) making optimum use of
the resources required to enable thethe resources required to enable the
successful carrying out of plans.successful carrying out of plans.

StaffingStaffing
Job Analyzing, recruitment, and hiringJob Analyzing, recruitment, and hiring
individuals for appropriate jobs.individuals for appropriate jobs.

Leading/DirectingLeading/Directing
Determining what needs to be done in aDetermining what needs to be done in a
situation and getting people to do it.situation and getting people to do it.

Controlling/MonitoringControlling/Monitoring
Checking progress against plans.Checking progress against plans.

MotivationMotivation
Motivation is also a kind of basic functionMotivation is also a kind of basic function
of management, because withoutof management, because without
motivation, employees cannot workmotivation, employees cannot work
effectively.effectively.
If motivation doesn't take place in anIf motivation doesn't take place in an
organization, then employees may notorganization, then employees may not
contribute to thecontribute to the other functionsother functions ((whichwhich
are usually set by top level managementare usually set by top level management))

Basic roles of aBasic roles of a
ManagerManager

Basic roles of a ManagerBasic roles of a Manager
Interpersonal:Interpersonal: roles that involveroles that involve
coordination and interaction withcoordination and interaction with
employeesemployees..
Informational:Informational: roles that involveroles that involve
handling, sharing, and analyzinghandling, sharing, and analyzing
informationinformation..
Decisional:Decisional: roles that require decision-roles that require decision-
makingmaking

Management skillsManagement skills

Management skillsManagement skills
 TechnicalTechnical: used for specialized knowledge: used for specialized knowledge
required for work.required for work.
 PoliticalPolitical: used to build a power base and: used to build a power base and
establish connections.establish connections.
 ConceptualConceptual: used to analyze complex: used to analyze complex
situations.situations.
 InterpersonalInterpersonal: used to communicate, motivate,: used to communicate, motivate,
mentor and delegate.mentor and delegate.
 DiagnosticDiagnostic: ability to visualise most appropriate: ability to visualise most appropriate
response to a situationresponse to a situation

Formation of theFormation of the
Business PlanBusiness Plan

Formation of the Business PlanFormation of the Business Plan
TheThe missionmission of the business is the mostof the business is the most
obvious purposeobvious purpose——which may be, forwhich may be, for
example, to make soapexample, to make soap
TheThe visionvision of the business reflects itsof the business reflects its
aspirations and specifies its intendedaspirations and specifies its intended
direction or future destinationdirection or future destination
TheThe objectivesobjectives of the business refers toof the business refers to
the ends or activity at which a certain taskthe ends or activity at which a certain task
is aimedis aimed

Formation of the businessFormation of the business
strategystrategy
The business'sThe business's strategystrategy is ais a guideguide thatthat
specifies rules, regulations and objectives,specifies rules, regulations and objectives,
and may be used in the managers'and may be used in the managers'
decision-making. It must bedecision-making. It must be flexibleflexible andand
easily interpretedeasily interpreted and understood byand understood by
all employees.all employees.

Formation of the businessFormation of the business
strategystrategy
 TheThe business's strategybusiness's strategy refers to therefers to the
coordinated plancoordinated plan of action that it is going toof action that it is going to
take, as well as thetake, as well as the resourcesresources that it will use, tothat it will use, to
realize itsrealize its visionvision and long-termand long-term objectivesobjectives..
 It is aIt is a guideline/roadmapguideline/roadmap to managers,to managers,
specifying how they ought tospecifying how they ought to allocateallocate andand
utilizeutilize the factors of production to thethe factors of production to the
business's advantage. Initially, it could help thebusiness's advantage. Initially, it could help the
managers decide onmanagers decide on what type of businesswhat type of business
they want to formthey want to form

Implementation of policies andImplementation of policies and
strategiesstrategies
All policies and strategies must beAll policies and strategies must be
discussed with all managerial personneldiscussed with all managerial personnel
and staffand staff
Managers must understandManagers must understand wherewhere andand
howhow they can implement their policies andthey can implement their policies and
A plan of action must be devised for eachA plan of action must be devised for each
departmentdepartment

Policies and strategies must be reviewedPolicies and strategies must be reviewed
regularlyregularly
Contingency plans must be devised inContingency plans must be devised in
case the environment changescase the environment changes
Assessments of progress ought to beAssessments of progress ought to be
carried out regularly by top-levelcarried out regularly by top-level
managersmanagers

A good environment and team spirit isA good environment and team spirit is
required within the businessrequired within the business
The missions, objectives, strengths andThe missions, objectives, strengths and
weaknesses of each department must beweaknesses of each department must be
analyzed to determine their roles inanalyzed to determine their roles in
achieving the business's mission.achieving the business's mission.
TheThe forecasting methodforecasting method develops adevelops a
reliable picture of the business's futurereliable picture of the business's future
environmentenvironment

AA planning unitplanning unit must be created tomust be created to
ensure that all plans are consistent andensure that all plans are consistent and
that policies and strategies are aimed atthat policies and strategies are aimed at
achieving the same mission andachieving the same mission and
objectivesobjectives

Policies and strategiesPolicies and strategies
in the planning processin the planning process

Policies and strategies in thePolicies and strategies in the
planning processplanning process
They give mid- and lower-level managersThey give mid- and lower-level managers
a good idea of the future plans for eacha good idea of the future plans for each
department in an organizationdepartment in an organization
A framework is created whereby plans andA framework is created whereby plans and
decisions are madedecisions are made
Mid- and lower-level management mayMid- and lower-level management may
add their own plans to the business'sadd their own plans to the business's
strategic onesstrategic ones

Levels of managementLevels of management

levels of managers are classified in alevels of managers are classified in a
hierarchy of importance and authority, andhierarchy of importance and authority, and
are also arranged by the different types ofare also arranged by the different types of
management tasks that each role does.management tasks that each role does.

 In many organizations, the number ofIn many organizations, the number of
managers in every level resembles amanagers in every level resembles a
pyramid, in which the first-level has manypyramid, in which the first-level has many
more managers than middle-level and top-more managers than middle-level and top-
level managers, respectively.level managers, respectively.
 Each management level is explainedEach management level is explained
below in specifications of their differentbelow in specifications of their different
responsibilities and likely job titlesresponsibilities and likely job titles

Top-Level ManagersTop-Level Managers
Typically consist ofTypically consist of Board of DirectorsBoard of Directors ,,
PresidentPresident,, Vice PresidentVice President,, ChiefChief
Executive OfficersExecutive Officers , etc., etc.
 These individuals are mainly responsibleThese individuals are mainly responsible
forfor controllingcontrolling andand overseeingoverseeing all theall the
departments in the organization.departments in the organization.

 They developThey develop goalsgoals,, strategic plansstrategic plans ,,
andand policiespolicies for the company, as well asfor the company, as well as
make many decisions on themake many decisions on the direction ofdirection of
the businessthe business..
 In addition, top-level managers play aIn addition, top-level managers play a
significant role in thesignificant role in the mobilization ofmobilization of
outside resourcesoutside resources and are for the mostand are for the most
part responsible for thepart responsible for the shareholdersshareholders
andand general publicgeneral public. (think of SCM ?). (think of SCM ?)

According toAccording to Lawrence S. KleimanLawrence S. Kleiman, the, the
following skills are needed at the topfollowing skills are needed at the top
managerial level:managerial level:
““Broadening their understanding of howBroadening their understanding of how
factors such asfactors such as competitioncompetition,, worldworld
economieseconomies,, politicspolitics, and, and socialsocial
trendstrends influence the effectiveness of theinfluence the effectiveness of the
organizationorganization””..

Middle-Level ManagersMiddle-Level Managers
Typically consist ofTypically consist of General ManagersGeneral Managers,,
Branch ManagersBranch Managers,, DepartmentDepartment
ManagersManagers, etc., etc.
 These individuals are mainly responsibleThese individuals are mainly responsible
to the top management for theto the top management for the
functioning of their departmentfunctioning of their department ..

 They devote more time toThey devote more time to organizationalorganizational andand
directionaldirectional functions.functions.
 Their roles can be emphasized asTheir roles can be emphasized as executingexecuting
plansplans of the organization in conformance withof the organization in conformance with
the company'sthe company's policiespolicies and theand the objectivesobjectives of theof the
top management,top management,
 They define and discuss information andThey define and discuss information and
policies frompolicies from top managementtop management toto lowerlower
managementmanagement, and most importantly they, and most importantly they
inspireinspire andand provide guidanceprovide guidance to lower levelto lower level
managers towards better performance.managers towards better performance.

1.1. Designing and implementingDesigning and implementing effective groupeffective group
and intergroup work and information systems.and intergroup work and information systems.
2.2. Defining and monitoringDefining and monitoring group-levelgroup-level
performance indicators (GPIs)performance indicators (GPIs) ..
3.3. Diagnosing and resolvingDiagnosing and resolving problemsproblems withinwithin
and among work groups.and among work groups.
4.4. Designing and implementingDesigning and implementing rewardreward
systemssystems that support cooperative behavior.that support cooperative behavior.
(think of HRM ?)(think of HRM ?)

First-Level ManagersFirst-Level Managers
Typically consist ofTypically consist of SupervisorsSupervisors,,
Section OfficersSection Officers ,, ForemanForeman, etc., etc.

 These individuals focus more on theThese individuals focus more on the
controllingcontrolling andand directiondirection of managementof management
functions.functions. For instanceFor instance, they, they assign tasksassign tasks andand
jobs to employees,jobs to employees, guideguide andand supervisesupervise
employees on day-to-day activities, look afteremployees on day-to-day activities, look after
thethe quantityquantity andand qualityquality of the production ofof the production of
the company,the company, make recommendationsmake recommendations ,,
suggestionssuggestions, and, and communicatecommunicate employeeemployee
problems to the higher level above, etc.problems to the higher level above, etc.

 In this level, managers are the "In this level, managers are the "imageimage
buildersbuilders" of the company considering they" of the company considering they
are theare the only onesonly ones who have directwho have direct
contact with employeescontact with employees

1.1. Basic supervision.Basic supervision.
2.2. Motivation.Motivation.
3.3. Career planning.Career planning.
4.4. Performance feedbackPerformance feedback

The Tool BoxThe Tool Box
Personal skills developmentPersonal skills development
Communicating successfullyCommunicating successfully
Creating successful solutionsCreating successful solutions
Empowering workgroupEmpowering workgroup
Building Great teamBuilding Great team

Interpersonal RoleInterpersonal Role

Group leaderGroup leader
 The group leader takes the initiative andThe group leader takes the initiative and
generates action. As a group leader, your rolegenerates action. As a group leader, your role
involves:involves:
 Being responsible for managing a group ofBeing responsible for managing a group of
people.people.
 Resolving problems within your group.Resolving problems within your group.
 Deciding and agreeing on courses of action forDeciding and agreeing on courses of action for
your group.your group.
 You need to connect, stay in contact with, andYou need to connect, stay in contact with, and
be highly visible to everyone on your team andbe highly visible to everyone on your team and
in your organization.in your organization.

MediatorMediator
The mediator role involves communicatingThe mediator role involves communicating
with other individuals and groups onwith other individuals and groups on
behalf of your group. This role does notbehalf of your group. This role does not
usually involve mediating betweenusually involve mediating between
members of the same team. There aremembers of the same team. There are
different situations in which the mediatordifferent situations in which the mediator
role can come into play. Perhaps yourrole can come into play. Perhaps your
team is in a dispute with another team inteam is in a dispute with another team in
the company. As mediator, you could helpthe company. As mediator, you could help
to resolve this dispute.to resolve this dispute.

Performance evaluatorPerformance evaluator
 The performance evaluator role involvesThe performance evaluator role involves
discussing individual performance withdiscussing individual performance with
subordinates on a regular and planned basis. Assubordinates on a regular and planned basis. As
a good performance evaluator, you:a good performance evaluator, you:
 Ensure that everyone on the team is subject toEnsure that everyone on the team is subject to
evaluation.evaluation.
 Clarify job descriptions.Clarify job descriptions.
 Include and follow up on objectives for theInclude and follow up on objectives for the
current yearcurrent year

TrainerTrainer
 The trainer role means developing andThe trainer role means developing and
implementing training programs and processes.implementing training programs and processes.
As a trainer, you implement training programs toAs a trainer, you implement training programs to
develop team members. A good trainer:develop team members. A good trainer:
 Selects and uses appropriate learning methods.Selects and uses appropriate learning methods.
 Defines specific learning objectives.Defines specific learning objectives.
 Maintains a positive learning climate to keepMaintains a positive learning climate to keep
learners motivated.learners motivated.
 Encourages maximum team interaction andEncourages maximum team interaction and
involvementinvolvement

Decisional RolesDecisional Roles

Disturbance handlerDisturbance handler
 The disturbance handler role deals with conflictsThe disturbance handler role deals with conflicts
within the team. In your role as disturbancewithin the team. In your role as disturbance
handler, you respond to and cope with conflictshandler, you respond to and cope with conflicts
and discipline problems. Disturbances can ariseand discipline problems. Disturbances can arise
from staff disagreements,from staff disagreements,
 Resources, threats, mistakes, or unexpectedResources, threats, mistakes, or unexpected
consequences. Being a disturbance handlerconsequences. Being a disturbance handler
means stepping inmeans stepping in to calm mattersto calm matters ,,
evaluating the situationevaluating the situation ,, supporting thesupporting the
people involvedpeople involved , and, and buying timebuying time, if, if
necessarynecessary

DelegatorDelegator
The delegator role involves allocatingThe delegator role involves allocating
tasks to team members. The delegatortasks to team members. The delegator
role involves deciding what tasksrole involves deciding what tasks
individuals do in your team. Effectiveindividuals do in your team. Effective
delegation can provide:delegation can provide:
Better time management.Better time management.
Valuable staff development.Valuable staff development.
Cost efficiency.Cost efficiency.
Team responsibility and competenceTeam responsibility and competence

NegotiatorNegotiator
The negotiator role involvesThe negotiator role involves conferringconferring
with otherswith others in order toin order to reach anreach an
agreementagreement. Being a negotiator means. Being a negotiator means
bargaining with individuals both within andbargaining with individuals both within and
outside your team. Those outside theoutside your team. Those outside the
team may include other teams inside theteam may include other teams inside the
company or outside of the organization. Incompany or outside of the organization. In
a successful negotiation,a successful negotiation, everyoneeveryone
winswins. The objective should be. The objective should be
agreement, not victoryagreement, not victory

Informational RolesInformational Roles

Information seekerInformation seeker
 The information seeking role is aboutThe information seeking role is about gatheringgathering
informationinformation. As the information seeker, you. As the information seeker, you
obtain information from the team and other partsobtain information from the team and other parts
of the organization. You do this toof the organization. You do this to evaluateevaluate
performanceperformance andand identify whereidentify where
improvements can be madeimprovements can be made . This role is. This role is
aboutabout buildingbuilding andand usingusing anan intelligenceintelligence
systemsystem. As a manager, you can maintain this. As a manager, you can maintain this
information system byinformation system by building contactsbuilding contacts . You. You
also need toalso need to train staff to provide you withtrain staff to provide you with
information they collect.information they collect.

Information sharerInformation sharer
The information sharing role involvesThe information sharing role involves
distributing the informationdistributing the information
receivedreceived. Your job as information sharer. Your job as information sharer
means youmeans you distribute information bothdistribute information both
within the team and throughout thewithin the team and throughout the
organizationorganization. This information can. This information can
consist ofconsist of valuesvalues,, preferencespreferences,,
changeschanges,, problemsproblems, and, and
opportunitiesopportunities. On the basis of this. On the basis of this
information, you can make decisionsinformation, you can make decisions

InnovatorInnovator
 The innovator role allows for theThe innovator role allows for the developmentdevelopment
of ideasof ideas. Being an innovator means. Being an innovator means
developingdeveloping andand assistingassisting in thein the
implementation of ideasimplementation of ideas . As a manager, you. As a manager, you
need to encourage your staff to put forward theirneed to encourage your staff to put forward their
ideas and suggestions. This can be achieved by:ideas and suggestions. This can be achieved by:
 Inviting your team to tell you about their ideas atInviting your team to tell you about their ideas at
any time.any time.
 ListeningListening without comment, criticism, orwithout comment, criticism, or
evaluation.evaluation.
 AcceptingAccepting andand actingacting on appropriate ideason appropriate ideas
and solutionsand solutions

SpokespersonSpokesperson
The spokesperson role is aboutThe spokesperson role is about
representing the team. This role involves:representing the team. This role involves:
You representing the organization to otherYou representing the organization to other
organizations and the outside world.organizations and the outside world.
This representation could involveThis representation could involve
communicating with customers andcommunicating with customers and
suppliers of the organizationsuppliers of the organization

Personal SkillsPersonal Skills
DevelopmentDevelopment
Key Development AreasKey Development Areas

Sample Areas of DevelopmentSample Areas of Development

Changing and updating yourChanging and updating your attitudeattitude,,
knowledgeknowledge, and, and skillsskills are at the heart ofare at the heart of
personal skills development.personal skills development.
AttitudeAttitude refers to how you feel about yourrefers to how you feel about your
job and your relationship with others. Itjob and your relationship with others. It
involves the willingness to acquire newinvolves the willingness to acquire new
skills and a genuine interest in keeping upskills and a genuine interest in keeping up
to date, such that you may provideto date, such that you may provide
enlightened leadership for your team.enlightened leadership for your team.

 KnowledgeKnowledge refers to what you need to know inrefers to what you need to know in
order to perform your job effectively.order to perform your job effectively.
 Being knowledgeable means having up-to-dateBeing knowledgeable means having up-to-date
information in your department and havinginformation in your department and having
sufficient knowledge to make informedsufficient knowledge to make informed
decisions.decisions.
 SkillsSkills refers to what you need to be able to dorefers to what you need to be able to do
in order to be more effective. These mightin order to be more effective. These might
include team-building, negotiation and conﬂictinclude team-building, negotiation and conﬂict
resolution, computer skills, and sales skillsresolution, computer skills, and sales skills

Managing Your DevelopmentManaging Your Development
 In addition to updating your knowledge, attitude,In addition to updating your knowledge, attitude,
and skills, you must also systematicallyand skills, you must also systematically
manage your own developmentmanage your own development . To achieve. To achieve
this, it is recommended that you:this, it is recommended that you:
 Note where your strengths andNote where your strengths and
weaknesses lieweaknesses lie . The objective of this exercise. The objective of this exercise
is to locate the areas in which you need tois to locate the areas in which you need to
improve and to draw up a plan to do so. Whenimprove and to draw up a plan to do so. When
you do this, you need to be objective and honestyou do this, you need to be objective and honest
with yourself about the attitudes, skills, andwith yourself about the attitudes, skills, and
knowledge that you lack.knowledge that you lack.

 Decide on what you want to achieveDecide on what you want to achieve byby
establishing your objectives. You can do this byestablishing your objectives. You can do this by
setting the level of competencesetting the level of competence you aim toyou aim to
achieveachieve within a speciﬁed time periodwithin a speciﬁed time period ..
 Look for opportunities to improve yourLook for opportunities to improve your
skillsskills, such as courses, tasks, or discussions, such as courses, tasks, or discussions
with colleagues. Try to create and use availablewith colleagues. Try to create and use available
opportunities to further your development.opportunities to further your development.

Keep track of how you areKeep track of how you are
progressingprogressing to ensure that theto ensure that the
development is taking effect.development is taking effect.
You can do this in a number of ways,You can do this in a number of ways,
including keeping aincluding keeping a progress chartprogress chart,,
monitoring your own performance by usingmonitoring your own performance by using
measurable targetsmeasurable targets andand goalsgoals, and, and
holding feedback sessionsholding feedback sessions with staffwith staff
membersmembers

Some of the resources you can useSome of the resources you can use
include:include:
Your own experienceYour own experience –– Use your ownUse your own
experience of tackling problems andexperience of tackling problems and
dealing with situations in the normaldealing with situations in the normal
course of your work.course of your work.
ObservationsObservations –– Observing the actions ofObserving the actions of
other managers and developingother managers and developing modelsmodels
of good practiceof good practice also help.also help.

 DiscussionsDiscussions –– Talk with other managers andTalk with other managers and
non-managers to discover their views and testnon-managers to discover their views and test
out your own ideas.out your own ideas.
 ResearchResearch –– Reading books on management orReading books on management or
researching on the Internet can yield goodresearching on the Internet can yield good
results.results.
 Courses and seminarsCourses and seminars –– Attending trainingAttending training
courses, taking online courses, and participatingcourses, taking online courses, and participating
inin management development programsmanagement development programs are goodare good
for ideasfor ideas

CommunicatingCommunicating
SuccessfullySuccessfully

Communicating SuccessfullyCommunicating Successfully
 In this lesson, you will discover how to detectIn this lesson, you will discover how to detect
silent messages through body language andsilent messages through body language and
other means of nonverbal communication. Youother means of nonverbal communication. You
will also bolster your listening skills throughwill also bolster your listening skills through
active listening. You will:active listening. You will:
 Discover the key principles of nonverbalDiscover the key principles of nonverbal
communication.communication.
 Examine the concept of active listening.Examine the concept of active listening.
 Discover how to express your needs assertively.Discover how to express your needs assertively.

““Speak WithoutSpeak Without
TalkingTalking””

The communication processThe communication process

Communication ChannelsCommunication Channels
WordsWords, which relate to the, which relate to the verbalverbal form ofform of
ToneTone, which also relates to the, which also relates to the verbalverbal
form of communication.form of communication.
ExpressionsExpressions, which relate to the, which relate to the
nonverbalnonverbal form of communication.form of communication.

Breakdown of a typical messageBreakdown of a typical message

Body languageBody language
Carries More Weight Than WordsCarries More Weight Than Words
Reinforces Your MessageReinforces Your Message
Can Reveal Weakness in a MessageCan Reveal Weakness in a Message
Creates RapportCreates Rapport

Nonverbal Signals ofNonverbal Signals of
the Bodythe Body

11..Body ContactBody Contact
1.1. The extent to which you touch or allowThe extent to which you touch or allow
yourself to be touchedyourself to be touched
2.2. The amount of distance or space youThe amount of distance or space you
maintain with peoplemaintain with people

Various methods of physicalVarious methods of physical
orientationorientation
 Evidence suggests that when people sitEvidence suggests that when people sit side byside by
sideside they tend to work togetherthey tend to work together as equalas equal
partnerspartners. They are cooperative. However, if. They are cooperative. However, if
they sitthey sit too closelytoo closely, one or the other will feel, one or the other will feel
threatenedthreatened..
 When you sitWhen you sit face to faceface to face with someone,with someone,
across some distance or a desk, the atmosphereacross some distance or a desk, the atmosphere
can becan be more competitivemore competitive oror
confrontationalconfrontational ..
 Sitting atSitting at 90 degrees90 degrees to each other is ato each other is a usefuluseful
orientation to maintain. It produces aorientation to maintain. It produces a friendly,friendly,
collaborativecollaborative atmosphere with someatmosphere with some degreedegree
of formality.of formality.

PosturePosture
Your posture is an underestimated butYour posture is an underestimated but
powerful way of communicating.powerful way of communicating.
You have a range of postures that you useYou have a range of postures that you use
in different situations.in different situations.
To some extent, your posture can reflectTo some extent, your posture can reflect
your past.your past.
Just by examining someoneJust by examining someone’’s posture,s posture,
you can often tell if they are confident oryou can often tell if they are confident or
shy, aggressive or submissive, happy orshy, aggressive or submissive, happy or
sad.sad.

““Depending on how you carryDepending on how you carry
yourself, you can give others ayourself, you can give others a
particular impression withoutparticular impression without
saying a wordsaying a word..””

InterestedInterested
Leaning forward, especially whenLeaning forward, especially when sittingsitting
downdown, usually indicates a positive attitude, usually indicates a positive attitude
toward the other person involved in thetoward the other person involved in the
communication process. It indicatescommunication process. It indicates
interest in the other person and subjectinterest in the other person and subject
mattermatter

ControllingControlling
Standing uprightStanding upright withwith chin held upchin held up
indicates an intention to control an inter-indicates an intention to control an inter-
action. If you stand up in aaction. If you stand up in a relaxedrelaxed
posture, you come across asposture, you come across as conﬁdent.conﬁdent.

RelaxedRelaxed
Leaning back with hands behindLeaning back with hands behind
your headyour head can have different meanings,can have different meanings,
depending on the context. In andepending on the context. In an
established relationshipestablished relationship , it can, it can
indicate aindicate a relaxed moderelaxed mode; in a; in a newnew
relationshiprelationship, it can be interpreted as a, it can be interpreted as a
desire for control or powerdesire for control or power ..

ResistantResistant
Standing or sitting with yourStanding or sitting with your armsarms
crossedcrossed in front of you indicates ain front of you indicates a nega-nega-
tive attitudetive attitude . It can express. It can express resistanceresistance
toto what is being saidwhat is being said , and can, and can
sometimessometimes create a barriercreate a barrier

DominatingDominating
Standing with your hands on yourStanding with your hands on your
hipships indicates that you areindicates that you are
condescendingcondescending oror domineeringdomineering..

NervousNervous
Putting yourPutting your hands in your pockethands in your pocket
indicates that you areindicates that you are nervousnervous oror timidtimid..
It can also result inIt can also result in ringing any changeringing any change
oror keyskeys that might be therethat might be there

GesturesGestures
Gestures also help you to improve yourGestures also help you to improve your
Gestures are probably the most obviousGestures are probably the most obvious
dimensions of body language.dimensions of body language.
As you speak, you generally tend to talkAs you speak, you generally tend to talk
with your hands.with your hands.
You also use gestures to reinforce yourYou also use gestures to reinforce your
verbal message.verbal message.

““the gestures you make canthe gestures you make can
give a silent message togive a silent message to
your audienceyour audience..””

ReflectiveReflective
When youWhen you stroke your chinstroke your chin , you, you
indicate that you are reflecting on what theindicate that you are reflecting on what the
other person has just said.other person has just said.

SuspiciousSuspicious
When youWhen you rub your eyesrub your eyes oror raise anraise an
eyebroweyebrow, you are indicating that you are, you are indicating that you are
suspicioussuspicious of the other person or whatof the other person or what
he has said.he has said.

OpennessOpenness
When you gesture withWhen you gesture with open handsopen hands, you, you
are indicating that you are involved in theare indicating that you are involved in the
conversation, open to the other personconversation, open to the other person
andand conﬁdentconﬁdent..

AccusingAccusing
Pointing your ﬁngerPointing your ﬁnger at someoneat someone
makes you lookmakes you look accusatoryaccusatory. You can. You can
also bealso be warningwarning someone about doingsomeone about doing
something wrong.something wrong.

BoredBored
When youWhen you doodledoodle oror ﬁdgetﬁdget, you are, you are
showing that you areshowing that you are boredbored andand notnot
listeninglistening..

IndifferentIndifferent
If youIf you shrug your shouldersshrug your shoulders whenwhen
someone is talking to you, you aresomeone is talking to you, you are
indicating to her thatindicating to her that you do not care.you do not care.

AppearanceAppearance
Your appearance is an element of yourYour appearance is an element of your
body language that you canbody language that you can completelycompletely
controlcontrol. Think for a moment about how. Think for a moment about how
you could use your appearance to suit ayou could use your appearance to suit a
particular occasion and communicate theparticular occasion and communicate the
right impression.right impression.
Often different departments and positionsOften different departments and positions
require different appearancesrequire different appearances

Nonverbal Signals ofNonverbal Signals of
the Headthe Head

Nonverbal Signals of the HeadNonverbal Signals of the Head
Head MovementsHead Movements
Facial ExpressionsFacial Expressions
Eyes (the window)Eyes (the window)

ParalanguageParalanguage
While language consists of the wordsWhile language consists of the words
used when delivering a message toused when delivering a message to
someone, paralanguage issomeone, paralanguage is the way yourthe way your
voice varies when you speakvoice varies when you speak ratherrather
than the words you use.than the words you use.
For example,For example, variations of tonevariations of tone ,, speedspeed
of deliveryof delivery,, voice levelvoice level, and, and pitchpitch cancan
give you clues as to how someone isgive you clues as to how someone is
feeling.feeling.

ExampleExample
““Oh, John wouldOh, John would nevernever steal from your desksteal from your desk,,””
““Oh,Oh, JohnJohn would never steal from your deskwould never steal from your desk,,””
““Oh, John would never steal fromOh, John would never steal from youryour deskdesk””

Manage Better ByManage Better By
ListeningListening
Active ListeningActive Listening

Listening is often confused with hearing.Listening is often confused with hearing.
Listening involves hearing, but it alsoListening involves hearing, but it also
involves interpreting what we hear.involves interpreting what we hear.
People have a tendency to hear only whatPeople have a tendency to hear only what
they want to hear. This is especially true inthey want to hear. This is especially true in
the workplace. The ability to listen can bethe workplace. The ability to listen can be
restricted by a phenomenon known asrestricted by a phenomenon known as
selective listeningselective listening

 Active listeningActive listening involves two interrelatedinvolves two interrelated
processes:processes:
1.1. Interpreting the meaning of the messageInterpreting the meaning of the message
received.received.
2.2. Checking the interpretation of theChecking the interpretation of the
message. An active listener canmessage. An active listener can absorbabsorb
more informationmore information and have aand have a betterbetter
rapportrapport with the speaker. Both of thesewith the speaker. Both of these
are vital for good communication.are vital for good communication.

Elements of the active listeningElements of the active listening
processprocess

Elements of the active listeningElements of the active listening
processprocess
 WordsWords
 Listen before respondingListen before responding
 Tone of voiceTone of voice
 Maintain eye contactMaintain eye contact
 Be positiveBe positive (smiling/nodding/alert posture)(smiling/nodding/alert posture)
 Ask questionsAsk questions
 DonDon’’t judget judge
 Avoid distractionsAvoid distractions
 Watch the speakerWatch the speaker’’s body languages body language
 ContextContext
 ParaphrasingParaphrasing

Assert to AchieveAssert to Achieve

Assert to AchieveAssert to Achieve
 Sometimes it is necessary for you toSometimes it is necessary for you to
communicate your needs to others as well.communicate your needs to others as well.
 The manner in which you do this will have aThe manner in which you do this will have a
great impact on the response that you receive.great impact on the response that you receive.
 A sensitive communicator will opt to be relativelyA sensitive communicator will opt to be relatively
moremore submissivesubmissive oror aggressiveaggressive dependingdepending
on circumstances, but will generally strive to beon circumstances, but will generally strive to be
assertive,assertive, avoiding either extremeavoiding either extreme

Submissive BehaviorSubmissive Behavior
Speaking in a hesitant, quiet voice thatSpeaking in a hesitant, quiet voice that
trails off at the endtrails off at the end
Avoiding eye contactAvoiding eye contact
Moving around nervouslyMoving around nervously
Wringing hands or hunching shouldersWringing hands or hunching shoulders
Crossing arms in a defensive mannerCrossing arms in a defensive manner

Aggressive BehaviorAggressive Behavior
Harsh, loud voiceHarsh, loud voice
Rapid speechRapid speech
Uses eyes to stare down othersUses eyes to stare down others
Jaw ﬁrmly setJaw ﬁrmly set
Finger-wagging, table-thumping gesturesFinger-wagging, table-thumping gestures

Assertive BehaviorAssertive Behavior
Steady, medium-pitched voiceSteady, medium-pitched voice
Even-pace of speakingEven-pace of speaking
Steady eye that does not seek toSteady eye that does not seek to
dominate or intimidatedominate or intimidate
Open facial expression and relaxed bodyOpen facial expression and relaxed body
postureposture

Beneﬁts of AssertivenessBeneﬁts of Assertiveness
Ensure RecognitionEnsure Recognition
Increase Self-esteemIncrease Self-esteem
Improve AccountabilityImprove Accountability
Save Time and EnergySave Time and Energy

Creating SuccessfulCreating Successful
SolutionsSolutions

Creating Successful SolutionsCreating Successful Solutions
Problems can be categorized by theProblems can be categorized by the
required actions to be taken for them:required actions to be taken for them:
Do nothing.Do nothing.
Observe them.Observe them.
Contain them.Contain them.
Solve them.Solve them.

The brainThe brain
 Right side of theRight side of the
brain:brain:
 ImaginationImagination
 ConceptsConcepts
 ColorColor
 ShapesShapes
 ImagesImages
 RhythmRhythm
 Left side of theLeft side of the
brain:brain:
 LogicLogic
 ReasoningReasoning
 CriticismCriticism
 EvaluationEvaluation
 AnalysisAnalysis
 MathematicsMathematics

The Word Association techniqueThe Word Association technique
 The aim of the exercise is to solve a problem inThe aim of the exercise is to solve a problem in
an illogical way, by making forced associationsan illogical way, by making forced associations
with totally unrelated wordswith totally unrelated words

BrainstormingBrainstorming
1.1. Suspend criticismSuspend criticism
2.2. Reduce inhibitionsReduce inhibitions
3.3. Encourage wild ideasEncourage wild ideas
4.4. Avoid evaluationAvoid evaluation
5.5. Generate lots of ideasGenerate lots of ideas
6.6. Have fun sessionsHave fun sessions

Empowering YourEmpowering Your
WorkgroupWorkgroup

Empowering YourEmpowering Your
WorkgroupWorkgroup
The beneﬁts and process of delegatingThe beneﬁts and process of delegating
The key concepts of developmentThe key concepts of development
coaching.coaching.
Performance by using thePerformance by using the PERFORMPERFORM
modelmodel

Successful DelegationSuccessful Delegation
 Think aheadThink ahead –– Try to delegate in advance.Try to delegate in advance.
 Consult your teamConsult your team –– Decide with your staff what youDecide with your staff what you
want to delegate.want to delegate.
 Take timeTake time –– You and your team have to learn what theYou and your team have to learn what the
task involves.task involves.
 Delegate good and bad tasksDelegate good and bad tasks –– Delegate a mix ofDelegate a mix of
both interesting tasks and monotonous ones.both interesting tasks and monotonous ones.
 Delegate whole tasksDelegate whole tasks –– Delegate a whole task ratherDelegate a whole task rather
than a small section of a task.than a small section of a task.
 Specify expected outcomesSpecify expected outcomes –– Determine what youDetermine what you
want from the task.want from the task.
 Trust after delegationTrust after delegation –– Let your team members getLet your team members get
on with a task once you have del- egated iton with a task once you have del- egated it

Development Coaching ConceptsDevelopment Coaching Concepts
To encourage performance.To encourage performance.
To train on the job.To train on the job.
To stretch individuals.To stretch individuals.
To customize tasks.To customize tasks.

The PERFORM modelThe PERFORM model
“consists of the ﬁrst letter of seven
factors related to work performance”

Cultivating GreatCultivating Great
TeamsTeams

Team DevelopmentTeam Development

Effective Team CharacteristicsEffective Team Characteristics
 Good leadershipGood leadership
 Innovation encouragementInnovation encouragement
 Recognition for individualsRecognition for individuals
 Clear objectivesClear objectives
 Opportunities for participationOpportunities for participation
 Support and trustSupport and trust
 Constructive conﬂictConstructive conﬂict
 Team working wellTeam working well
 Accepting changeAccepting change
 Tolerating mistakesTolerating mistakes

TEAMWORKINGTEAMWORKING
 TenaciousTenacious
 EnergeticEnergetic
 Action-centeredAction-centered
 ManagedManaged
 WillingWilling
 ObsessiveObsessive
 Results-orientedResults-oriented
 KeenKeen
 InnovativeInnovative
 NurturingNurturing
 Genuinely tolerantGenuinely tolerant

The Toyota Way
 Challenge, Kaizen (improvement),
Genchi Genbutsu (go and see), Respect,
and Teamwork

1.Base your management
decisions on a long-term
philosophy, even at the
expense of short-term goals

22..Create continuous
process flow to bring
problems to the surface

33..Use "pull" systems to
avoid overproduction

55..Build a culture of
stopping to fix problems, to
get quality right the first
time

66..Standardized tasks are
the foundation for
continuous improvement
and employee
empowerment

77..Use visual control so no
problems are hidden

88..Use only reliable,
thoroughly tested
technology that serves your
people and processes

99..Grow leaders who
thoroughly understand the
work, live the philosophy,
and teach it to others

1010..Develop exceptional
people and teams who
follow your company’s
philosophy

1111..Respect your extended
network of partners and
suppliers by challenging
them and helping them
improve

1212..Go and see for yourself
to thoroughly understand
the situation (genchi
genbutsu(

1313..Make decisions slowly
by consensus, thoroughly
considering all options;
implement decisions rapidly

1414..Become a learning
organization through
relentless reflection and
continuous improvement

Last wordsLast words
““The ideal manager is still a myth,The ideal manager is still a myth,
but that doesnbut that doesn’’t mean it cant mean it can’’t bet be
youyou””..

Thank youThank you
‫لكم‬ ً ‫شكرا‬‫لكم‬ ً ‫شكرا‬

Basic management skills

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