Excellence in management the art of emotional intelligence, stress & crisis management and conflict resolution

D R . I B R A H I M A L H A R I R I
5 - 9 S E P 2 0 1 5
L O N D O N / U N I T E D K I N G D O M
* EXCELLENCE IN MANAGEMENT *
THE ART OF EMOTIONAL INTELLIGENCE,
STRESS & CRISIS MANAGEMENT AND
CONFLICT RESOLUTION
Dr.Ibrahim Alhaririwww.Projacs.com
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Done
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Introducing the Trainer
Dr.Eng.IBRAHIM ALHARIRI
396 YORK WAY - N7 9LW
LONDON.UK
Mob: +447890380000
Email: ithariri@yahoo.com
Skype :ITHARIRI
https://www.youtube.com/watch?v=GJOka6GFwRw

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 Name?
 Position?
 Experience?
 Expectations
?
Introducing Each Other

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Our Schedule
 –5 Day‐Training Program:
 08:30 – Starting Time
 10:00-10:20 Coffee Break
 12:30 – -12:00 Coffee Break
 14:00 – Closing Time

5Rules of The Workshop…
 Attendance is a must.
 Participation is required.
 Freedom of speech & expression.
 Mobiles should be kept silent during training.
 No smoking in the conference room.
 Tea/coffee is allowed during training activities.
 Distribution of Certificate of Attendance.
 Let’s enjoy our program together and “Learn by
Fun”!

General Information
‫أو‬ ‫أسئلة‬ ‫بتقديم‬ ‫القيام‬ ‫من‬ ‫تتحرج‬ ‫ال‬‫إ‬‫ستفسارات‬.
‫تردد‬ ‫وبدون‬ ‫مفتوح‬ ‫وبفكر‬ ‫وأمانة‬ ‫بثقة‬ ‫بأفكارك‬ ‫وناقش‬ ‫شارك‬.
‫واضحة‬ ‫غير‬ ‫الفكرة‬ ‫كانت‬ ‫إذا‬ ‫توضيح‬ ‫أو‬ ‫مثال‬ ‫أطلب‬.
‫من‬ ‫تخاف‬ ‫أو‬ ‫تتحرج‬ ‫ال‬‫ا‬‫أل‬‫ختالف‬‫فى‬‫الرأى‬‫أ‬‫وجهة‬‫ال‬‫نظر‬.
‫جديد‬ ‫هناك‬ ‫من‬ ‫البد‬ ،‫أعرفها‬ ‫إنى‬ ‫تقول‬ ‫أو‬ ‫فكرك‬ ‫تغلق‬ ‫ال‬.
‫المستطاع‬ ‫قدر‬ ‫على‬ ‫االستفادة‬ ‫وحاول‬ ‫بوقتك‬ ‫أستمتع‬.
‫التشويش‬ ‫لعدم‬ ‫الجوال‬ ‫إغالق‬ ‫برجاء‬.
‫غير‬ ‫الجانبية‬ ‫المحادثات‬‫م‬‫ر‬‫غوب‬‫فيها‬.
‫واإلنصراف‬ ‫الحضور‬ ‫بمواعيد‬ ‫اإللتزام‬ ‫برجاء‬.

Expectations
Lead and communicate effectively in a wide range of situations
Access their internal power
Enjoy the challenges of work without stress
Establish an effective work/life balance
Build a network of strong relationships within and outside the organisation
Use emotional intelligence to achieve specific goals
Manage their internal state and control disruptive emotions
Recognise signs of stress in self and others and take appropriate action
Resolve conflict in an assertive style
Use conflict constructively creating Win : Win outcomes

Agenda
Day One
 Principles of Emotional
Intelligence(EI)
□ Neuroscience – our brain and us
□ Whole Brain Thinking - IQ vs. EQ
□ Emotionally intelligent organisations
□ Business case evidence
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Day Two
 EI & Understanding Self
□ Self awareness
□ Personal strengths and
development needs
□ Recognising emotions in self
and others
□ Thinking/Feeling interaction

Agenda
Day Three
 EI & Self management
□ Controlling disruptive emotions
□ Self talk, intuition and decision
making
□ Personal goals and visioning
□ Connecting to values
 EI & Motivation
□ Identifying internal drivers
□ Personal Goals
□ Positive thinking
□ Neutralising negative thought
Day Four
 EI & Building relationships
□ Empathy
□ Reading Others and
Perceiving Accurately
□ Focused Listening
□ Communicating with
flexibility and authenticity
□ Feedback

Agenda
Day Five
 Managing Stress
□ What is stress?
□ How to recognise it in
self and others
□ Stress reduction in self
□ Establishing a stress
reduction policy
□ Business case - benefits
 Conflict Resolution
□ Game theory –
understanding
motives
□ Negotiation toolbox
□ Assertiveness –
finding Win:Win
outcomes
□ Establishing a team
culture to support
constructive conflict

Managers and Managing

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Learning Objectives
 Describe what management is, why management is
important, what managers do, and how managers
utilize organizational resources efficiently and
effectively to achieve organizational goals
 Distinguish among planning, organizing, leading,
and controlling (the four principal managerial
tasks), and explain how managers’ ability to handle
each one affects organizational performance
www.Projacs.com Dr.Ibrahim Alhariri

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Learning Objectives
 Differentiate among three levels of management,
and understand the tasks and responsibilities of
managers at different levels in the organizational
hierarchy
 Distinguish between three kinds of managerial
skill, and explain why managers are divided into
different departments to perform their tasks more
efficiently and effectively.

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What is Management?
All managers work in
organizations
Organizations – collections of
people who work together and
coordinate their actions to
achieve a wide variety of goals

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Question?
What is a person responsible for
supervising the use of an
organization’s resources to meet its
goals?
A. Team leader
B. Manager
C. President
D. Resource allocator

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Managers
Managers –
The people responsible for
supervising the use of an
organization’s resources to meet its
goals

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What is Management?
The planning, organizing,
leading, and controlling of
human and other resources
to achieve organizational
goals effectively and
efficiently

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What is Management?
Resources include people, skills,
know-how and experience,
machinery, raw materials,
computers and IT, patents,
financial capital, and loyal
customers and employees

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Organizational Performance
A measure of how efficiently
and effectively managers use
available resources to satisfy
customers and achieve
organizational goals

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Organizational Performance
Efficiency
A measure of how well or how productively
resources are used to achieve a goal
Effectiveness
A measure of the appropriateness of the
goals an organization is pursuing and the
degree to which they are achieved.

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Why study management?
1. The more efficient and effective
use of scarce resources that
organizations make of those
resources, the greater the
relative well-being and
prosperity of people in that
society

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Why study management?
2. Helps people deal with their
bosses and coworkers
3. Opens a path to a well-paying
job and a satisfying
career

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Managerial Tasks
Managers at all levels in all
organizations perform each of
the four essential managerial
tasks of planning, organizing,
leading, and controlling

Four Functions of Management

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Planning
Process of identifying and
selecting appropriate
organizational goals and
courses of action

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Steps in the Planning Process
Deciding which goals the
organization will pursue
Deciding what courses of action to
adopt to attain those goals
Deciding how to allocate
organizational resources

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Planning
Complex, difficult activity
Strategy to adopt is not always
immediately clear
Done under uncertainty

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Organizing
Task managers perform to
create a structure of working
relationships that allow
organizational members to
interact and cooperate to
achieve organizational goals

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Organizing
Involves grouping people into
departments according to the kinds of
job-specific tasks they perform
Managers lay out lines of authority and
responsibility
Decide how to coordinate
organizational resources

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Organizational Structure
A formal system of task and
reporting relationships that
coordinates and motivates
members so that they work
together to achieve organizational
goals

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Leading
Articulating a clear organizational
vision for its members to
accomplish, and energize and
enable employees so that everyone
understands the part they play in
achieving organizational goals

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Leading
Leadership involves using power,
personality, and influence, persuasion,
and communication skills
Outcome of leadership is highly
motivated and committed workforce

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Controlling
 Task of managers is to evaluate how well an
organization has achieved its goals and to
take any corrective actions needed to
maintain or improve performance
 The outcome of the control process is the ability
to measure performance accurately and regulate
organizational efficiency and effectiveness

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Decisional Roles
Roles associated with methods managers use in
planning strategy and utilizing resources.
 Entrepreneur—deciding which new projects or
programs to initiate and to invest resources in.
 Disturbance handler—managing an unexpected event
or crisis.
 Resource allocator—assigning resources between
functions and divisions, setting the budgets of lower
managers.
 Negotiator—reaching agreements between other
managers, unions, customers, or shareholders.

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Interpersonal Roles
Roles that managers assume to provide direction
and supervision to both employees and the
organization as a whole.
 Figurehead—symbolizing the organization’s mission
and what it is seeking to achieve.
 Leader—training, counseling, and mentoring high
employee performance.
 Liaison—linking and coordinating the activities of
people and groups both inside and outside the
organization.

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Informational Roles
Roles associated with the tasks needed to obtain and
transmit information in the process of managing the
organization.
 Monitor—analyzing information from both the internal
and external environment.
 Disseminator—transmitting information to influence
the attitudes and behavior of employees.
 Spokesperson—using information to positively
influence the way people in and out of the organization
respond to it.

Levels of Management

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Areas of Managers
Department
 A group of managers and employees who
work together and possess
similar skills
or use the same
knowledge, tools,
or techniques

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First line managers - Responsible for daily
supervision of the non-managerial
employees who perform many of the
specific activities necessary to produce
goods and services
Middle managers - Supervise first-line
managers. Responsible for finding the best
way to organize human and other
resources to achieve organizational goals

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• Top managers –
Responsible for the performance of all
departments and have cross-departmental
responsibility.
Establish organizational goals and monitor
middle managers
Decide how different departments should
interact
Ultimately responsible for the success or failure
of an organization

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Chief executive officer (CEO) is
company’s most senior and important
manager
Central concern is creation of a
smoothly functioning top-management
team
CEO, COO, Department heads

Relative Amount of Time That Managers Spend on the
Four Managerial Functions

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Question?
What skill is the ability to understand, alter, lead,
and control the behavior of other individuals
and groups?
A. Conceptual
B. Human
C. Technical
D. Managerial
Human

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Managerial Skills
 Conceptual skills
 The ability to analyze and diagnose a situation and
distinguish between cause and effect.
 Human skills
 The ability to understand, alter, lead, and control the
behavior of other individuals and groups.
 Technical skills
 Job-specific skills required to perform a particular
type of work or occupation at a high level.

Skill Types Needed

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Core Competency
Specific set of departmental
skills, abilities, knowledge and
experience that allows one
organization to outperform its
competitors

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Restructuring
Involves simplifying, shrinking, or
downsizing an organization’s
operations to lower operating costs
Can reduce the morale of remaining
employees

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Outsourcing
Contracting with another company,
usually in a low cost country abroad, to
perform a work activity the company
previously performed itself
Increases efficiency by lowering
operating costs, freeing up money and
resources that can now be used in more
effective ways

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Empowerment
Involves giving
employees more
authority and
responsibility over the
way they perform their
work activities

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Self-managed teams
Groups of employees who
assume collective responsibility
for organizing, controlling, and
supervising their own work
activities

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Discussion Question
What is the biggest challenge for management in a
Global Environment?
A. Building a Competitive Advantage
B. Maintaining Ethical Standards
C. Managing a Diverse Workforce
D. Global Crisis Management
Building a Competitive Advantage

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Building Competitive Advantage
Competitive Advantage – ability of
one organization to outperform
other organizations because it
produces desired goods or services
more efficiently and effectively than
its competitors

Brainstorming 1

Brainstorming
What is it?
Why do we need it?
A gathering of ideas from your brain onto paper.
The variety of ideas and the use of your imagination assist
you in producing a lot of material with which to work.
It’s the best way to collect your thoughts.
It’s helpful for organization.
It ensures only quality ideas are used in the essay.

Brainstorming Technique
Number One
Freewriting
What is it?
Think about the topic. Then write, write, write. Whatever
comes into your brain – even if it doesn’t have to do with the
topic. Example:

Number One
Freewriting
"This paper is supposed to be on the politics of tobacco production
but even though I went to all the lectures and read the book I can't
think of what to say and I've felt this way for four minutes now and I
have 11 minutes left and I wonder if I'll keep thinking nothing during
every minute but I'm not sure if it matters that I am babbling and I
don't know what else to say about this topic and it is rainy today
and I never noticed the number of cracks in that wall before and
those cracks remind me of the walls in my grandfather's study and
he smoked and he farmed and I wonder why he didn't farm
tobacco..."

Number One
Freewriting
Options:
Write for a specific time period
Write for a specific amount of paper

Number One
Freewriting
When is it helpful?
When you have NO ideas about a topic
When you have TOO MANY ideas about a topic
Maybe I could say
this or maybe I
could say that…
hmmm
???
???

Number Two
Making a Cube
What is it?
Imagine a cube. It has six sides. On each side, you have a
different task regarding the topic.

Number Two
Making a Cube
Describe
Side One: Describe the topic.
Side Two: Compare the topic.
Side Three: Associate the topic.
Side Four: Analyze the topic.
Side Five: Apply the topic.
Side Six: Argue for or against the topic.
CompareAssociateAnalyzeApplyArgue

Number Three
Clustering
What is it?
When you write down words or concepts associated with
the topic – any ideas that come into your mind

Number Three
Clustering
Draw a bubble.
And write the topic above it.
Brainstorm!
Now look for words that connect with each other.
Circle the words and connect them with lines.
Global Warming
rainforestsdisappearing
extinction emissions dangerous
dying animals toxic world wide
Cars/SUVs factories
landscape changes no icebergs
expensive to fix? hurricanes
Reversible?

Number Four
Listing or Bulleting
What is it?
Create a list of terms/ideas/concepts about the topic. Create
multiple lists depending on the purpose.
Global Warming
Toxic fumes
SUVs/Cars
Extinction
Belief/Disbelief
Kyoto Agreement
Belief/Disbelief
Scientists disagree
Average American
China/USA
Normal occurrence
or abnormal event?

Number Five
Venn Diagram
What is it?
Draw two circles that connect, like this:
List two topics above the circles.
Brainstorm about the topics – what do they have in common
and what is unique about each one.
Cities
Eiffel
Tower
Capital
Became
Paris in 400
A.D.
francophone
County seat
Anglophone
Founded in
1839

Number Five
Venn Diagram
When is it used?
When you are writing a comparison or contrast essay.
Cities
Eiffel Tower
Capital
Became Paris in
400 A.D.
francophone
County seat
anglophone
Founded in 1839

Number Six
Tree Diagram
What is it?
This diagram has a central idea to which you add branches
that focus on details.

Number Six
Tree Diagram
When do you use it?
This type of diagram is helpful in classification essays.
Media
Print Visual
Audio
Newspaper magazine booklet
television webpage movie
cd mp3 cassette

Number Seven
Act like a Journalist
What is it?
Using the question words in English to explore the topic.
Who?
What?
When?Where?
Why?
How?

Number Seven
Act like a Journalist
When is it useful?
Use this technique when you want to write a narrative.
Who?
When?
What?
Where?
Why?
How?

Number Eight
T-Diagram
What is it?
Using a T shape, list a category that you want to compare or
contrast about a specific topic or topics. Do this for a variety
of categories.
Paris,FranceandParisTexas
location
Europe
Northern France
North America
Northern Texas

Number Eight
T-Diagram
When is it useful?
This technique helps when you are writing a contrast or
comparison essay.
Paris,FranceandParisTexas
location
Europe
Northern France
North America
Northern Texas

Number Nine
Spoke Diagram
What is it?
Write the topic in a circle. Then think of about causes and
effects. Write these around the circle like spokes on a wheel.
Global Warming
too many people
cars/suvs not recycling
chopping down trees
Crazy weather
Loss of polar ice caps
dying animals

Number Nine
Spoke Diagram
When is it useful?
Use this technique when you want to explore cause and
effect. too many people
cars/suvs not recycling
chopping down trees
Global Warming
Crazy weather
loss of polar ice caps
dying animals

BRAINSTORMING 2

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WHAT IS BRAINSTORMING?
 Brainstorming is a group activity technique.It is
designed to generate lots of ideas for solution of a
problem. The underlying principle is that the greater
the number of ideas generated,the possibility that a
quality solution will be found.
 Brainstorming is a commonly used tool by academics
researchers and business teams.

RULES
There are four basic
rules in brainstorming.
1)Focus on quantity:If
lots of ideas are
generated it will be easy
to produce a radical
and effective solution.
2)Reserve
criticism:Don’t
comment on any
ideas.First accept all,atwww.Projacs.com
Dr.Ibrahim Alhariri

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RULES
3)Welcome unusual ideas:To get a good and long list
of ideas,unusual ideas are welcomed.
4)Combine and improve ideas:Good ideas may be
combined to form a single better idea.

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PROCEDURE
 Decide on the question or topic that you will
present to the group during brainstorming.
 Give yourself a time limit.
 Choose the participants from five to twelve.

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 Plan how you will record the results of brainstorming
session.
 Describe what you will do with the data.
 Go through all the ideas and make sure that the
meaning of idea is clear.

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TECHNIQUES
 1) FREEWRITING
 When you freewrite,you write down whatever
comes into your mind.You don’t judge the quality of
writing and don’t worry about
style,spelling,grammar or punctuation.When you
have finished your writing and have reached your
goal,read back over the text,decide the solution.

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TECHNIQUES
2) NOMINAL GROUP TECHNIQUE
Participants are asked to write their ideas
anonymously.Then the moderator collects the
ideas and each is voted on by the group.The best
idea is chosen.

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TECHNIQUES
3) GROUP PASSING TECHNIQUE
Each person in a circular group writes down one
idea,and then passes the piece of paper to the next
person in a clockwise direction,who adds some
thoughts.This continues until everybody gets his or
her original piece of paper back.By this
time,participants will have examined each idea in
detail.

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TECHNIQUES
4)TEAM IDEA MAPPING METHOD
This technique may improve collaboration and
increase the quantity of ideas,and is designed so
that all attendees participate and no ideas are
rejected.
The process begins with a well-defined topic.Each
participant brainstorms individually,then all the
ideas are merged onto one large idea map.

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TECHNIQUES
5)INDIVIDUAL BRAINSTORMING
 It typically includes such techniques as free
writing, free speaking, word association,and drawing
a mind map,which people diagram their thoughts.
 Individual brainstorming is useful method in
creative wiriting.

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TECHNIQUES
6)QUESTION BRAINSTORMING
This process involves brainstorming the
questions,rather than trying to come up with
immediate answers and short term solutions.
Questions are important in that tecnique.We need a
list of questions to reach to the best solution in an
orderly way.

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ADVANTAGES & DISADVANTAGES OF BRAINSTORMING
ADVANTAGES
 * Many ideas can be generated in a short time.
 * Requires few material resources.
 * The results can be used immediately or for possible
use in other projects.

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 * Is a “democratic” way of generating ideas.
 * The concept of brainstorming is easy to
understand.

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DISADVANTAGES
* Requires an experienced and sensitive faciliator who
understands the social psychology of small groups.
* Requires a dedication to quantity rather than
quality.

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* Shy people can have difficulties in participating.
* May not be appropriate for some business or
international cultures.

Problem-solving

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OUTLINE
 Definition of Term
 The Problem-Solving Process
 Principles of Interpersonal Problem Solving
 Effective Problem Solving

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DEFINITION OF TERM
WHAT IS A PROBLEM?
 It is a situation you want to change.

THE PROBLEM-SOLVING PROCESS
STAGE ONE Define the Starting
Issue(s)
Define the Problem Analyze the Situation
Objectives:
1. To analyze the facts.
2. To define the problem
Understand the Issues
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STAGE TWO
Generate Ideas
Make Decisions Evaluate Ideas
Objectives:
1. To generate ideas.
2. To evaluate ideas.
3. To decide on the best possible solution
Find Solutions

STAGE THREE
Analyze the Impact
Plan the Follow-through
Plan Your Action
Objectives:
1. To determine the impact on people and systems.
2. To build on action plan.
3. To decide on follow-through.
Plan Your Action
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PRINCIPLES OF INTERPERSONAL
PROBLEM-SOLVING
1. Presenting yourself
• Eye Contact
• Good voice
2. I-talk
• Convey displeasure
• Unhappiness about the situation
3. The Mary Poppins Rule
“A spoonful of sugar helps the medicine go down”.
• Polite language
4. The Comic Parry (or keep it light)
• Use of humor and wit in problem situations
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EFFECTIVE PROBLEM-SOLVING
• Left Brain
• Right Brain
Dr.Ibrahim Alhariri
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Left Brain
• Follows a logical pattern
• Is objective, rather than subjective
• Views time chronologically, minute by
minute, hour by hour
• Sees things as true or false, black or white
• Seeks the detail, sees the trees rather than
the forest
• Houses short-term memory
• Thinks critically, perhaps negatively, asks
“why?”.

Right Brain
• Follows intuitive hunches
• Creates patterns, without following a step-
by-step process
• Is subjective, rather than objective
• Views time in a total sense – a lifetime,
career, project
• Sees the forest, rather than the trees
• Thinks positively, unconstrained by
preconceived ideas
• Asks “why not?”, breaks rules
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Creative Problem Solving

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Norman Vincent Peale
Every problem has in it the
seeds of its own solution. If
you don’t have any
problems, you don’t get any
seeds.

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The Problem Solving Method
 To begin, let’s look at the creative
problem solving process. In this
module, we will define “problem”
and other situations that lend
themselves to the creative problem
solving process. We will introduce
the concept of solving problems
using a creative process. The
approach we use in this course
includes six steps, which are also
introduced in this module.

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SIX STEPS OF CREATIVE PROBLEM SOLVING PROCESS
The Creative Problem Solving Process uses six major steps to implement
solutions to almost any kind of problem. The steps are:
1. Information Gathering or understanding more about the problem
before proceeding
2. Problem Definition, or making sure you understand the correct
problem before proceeding
3. Generating Possible Solutions using various tools
4. Analyzing Possible Solutions, or determining the effectiveness of
possible solutions before proceeding
5. Selecting the Best Solution(s)
6. Planning the Next Course of Action (Next Steps), or implementing the
solution(s)

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Benjamin Franklin
For having lived long, I have
experienced many instances of
being obliged, by better
information or fuller
consideration, to change opinions,
even on important subjects, which
I once thought right but found to
be otherwise.

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Information Gathering
 The first step in the creative problem solving process
is to gather information about the problem. In order
to effectively solve the correct problem, you need to
know as much about it as possible. In this module,
we will explore different types of information, key
questions, and different methods used to gather
information.

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There are many different types of information.
The following list includes information you will need to consider when
beginning the creative problem solving process:
 Fact
 Opinion
 Opinionated Fact
 Concept
 Assumption
 Procedure
 Process
 Principle

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 Facts are small pieces of well-known data. Facts are based
on objective details and experience.
 Opinions are also based on observation and experience, but
they are subjective and can be self-serving.
 When a fact and opinion are presented together, it is an
opinionated fact, which may try to indicate the significance
of a fact, suggest generalization, or attach value to it.
 Opinionated facts are often meant to sway the listener to a
particular point of view using the factual data.
 Concepts are general ideas or categories of items or ideas
that share common features.

109
 Concepts are important pieces of information to help make
connections or to develop theories or hypotheses.
 Assumptions are a type of concept or hypothesis in which
something is taken for granted.
 Procedures are a type of information that tells how to do
something with specific steps.
 Processes are slightly different, describing continuous
actions or operations to explain how something works or
operates.
 Principles are accepted rules or fundamental laws or
doctrines, often describing actions or conduct.

110
Identifying Key Questions
 When tackling a new problem, it is important to
talk to anyone who might be familiar with the
problem.
 You can gather a great deal of information by
asking questions of different people who might be
affected by or know about the problem.
 Remember to ask people with years of experience
in the organization, even the low-level employees.
 Sometimes their insights can provide valuable
information about a problem.

111
 What questions should you ask?
 The key questions will be different for every situation.
Questions that begin with the following are always a good
starting point:
 Who?
 What?
 Which?
 Where?
 When?
 Why?
 How?

112
Here are some examples of more specific questions:
 Who initially defined the problem?
 What is the desired state?
 What extent is the roof being damaged?
 Where is the water coming from?
 When did the employee finish his training?
 How can we increase our market share?
 Which equipment is working?

113
One important source of information
on a problem is to ask if it has been
solved before.
Find out if anyone in your company or
network has had the same problem.
This can generate great information
about the problem and potential
solutions.

114
Methods of Gathering Information
When gathering information about
a problem, there are several
different methods you can use.
No one method is better than
another.
The method depends on the
problem and other circumstances.

115
Methods of Gathering Information
Here are some of the ways you can collect information
about a problem:
1. Conduct interviews.
2. Identify and study statistics.
3. Send questionnaires out to employees, customers,
or other people concerned with the problem.
4. Conduct technical experiments.
5. Observe the procedures or processes in question
first hand.
6. Create focus groups to discuss the problem.

116
J. P. Morgan
No problem can be solved until
it is reduced to some simple
form.
The changing of a vague
difficulty into a specific,
concrete form is a very
essential element in thinking.

117
Problem Definition
 The next step in the creative problem solving process
is to identify the problem.
 This module will explore why problem solvers need
to clearly define the problem.
 It also introduces several tools to use when defining
a problem and writing a problem statement.

118
Problem Definition
 Defining the problem is the first step in the creative
problem solving process.
 When a problem comes to light, it may not be clear
exactly what the problem is.
 You must understand the problem before you spend
time or money implementing a solution.
 It is important to take care in defining the problem.
 The way that you define your problem influences the
solution or solutions that are available.

119
Problem Definition
 Problems often can be defined in many different
ways.
 You must address the true problem when continuing
the creative problem solving process in order to
achieve a successful solution.
 You may come up with a terrific solution, but if it is a
solution to the wrong problem, it will not be a
success.
 In some cases, taking action to address a problem
before adequately identifying the problem is worse
than doing nothing.

120
Problem Definition
 It can be a difficult task to sort out the symptoms of
the problem from the problem itself.
 However, it is important to identify the underlying
problem in order to generate the right solutions.
 Problem solvers can go down the wrong path with
possible solutions if they do not understand the true
problem.
 These possible solutions often only treat the
symptoms of the problem, and not the real problem
itself.

121
Problem Definition
Four tools to use in defining the problem are:
1. Determining where the problem originated
2. Defining the present state and the desired state
3. Stating and restating the problem
4. Analyzing the problem
 You may not use all of these tools to help define a
problem. Different tools lend themselves to some
kinds of problems better than other kinds.

122
Determining Where the Problem Originated
 Successful problem solvers get to the root of
the problem by interviewing or questioning
anyone who might know something useful
about the problem. . Ask questions about the
problem, including questions that:
 Clarify the situation
 Challenge assumptions about the problem
 Determine possible reasons and evidence

123
Determining Where the Problem Originated
 Explore different perspectives concerning
the problem
 Ask more about the original question
 If you did not define the problem, find out
who did. Think about that person’s
motivations.
 Challenge their assumptions to dig deeper
into the problem.

124
Defining the Present State and the Desired State
 When using this tool, you write a statement of the
situation as it currently exists.
 Then you write a statement of where what you would
like the situation to look like.
 The desired state should include concrete details and
should not contain any information about possible
causes or solutions.
 Refine the descriptions for each state until the
concerns and needs identified in the present state are
addressed in the desired state.

125
Stating and Restating the Problem
The problem statement and
restatement technique also helps evolve
the understanding of the problem.
First write a statement of the problem,
no matter how vague.
Then use various triggers to help
identify the true problem.

126
The triggers are:
 Place emphasis on different words in the statement
and ask questions about each emphasis.
 Replace one word in the statement with a
substitute that explicitly defines the word to
reframe the problem.
 Rephrase the statement with positives instead of
negatives or negatives instead of positives to obtain
an opposite problem.

127
The triggers are:
 Add or change words that indicate quantity
or time, such as always, never, sometimes,
every, none or some.
 Identify any persuasive or opinionated
words in the statement. Replace or eliminate
them.
 Try drawing a picture of the problem or
writing the problem as an equation.

128
Analyzing the Problem
 When the cause of the problem is not known, such
as in troubleshooting operations, you can look at
the what, where, who, and extent of the problem to
help define it.
 WHAT? - “What” questions help to identify the
problem. Use “what” questions both to identify
what the problem is, as well as what the problem is
not. “What” questions can also help identify a
possible cause.

129
 WHERE? - “Where” questions help to locate the
problem. Use “where” questions to distinguish the
difference between locations where the problem
exists and where it does not exist.
 WHEN? - “When” questions help discover the
timing of the problem. Use “when” questions to
distinguish the difference between when the
problem occurs and when it does not, or when the
problem was first observed and when it was last
observed.

130
EXTENT? – Questions that explore the
magnitude of the problem include:
How far vs. how localized?
How many units are affected vs. how
many units are not affected?
How much of something is affected vs.
how much is not affected?

131
Examining the distinctions between
what, where, when, and to what extent
the problem is and what, where, when
and to what extent it is not can lead to
helpful insights about the problem.
Remember to sharpen the statements
as the problem becomes clearer.

132
Writing the Problem Statement
 Writing an accurate problem statement can help
accurately represent the problem.
 This helps clarify unclear problems.
 The problem statement may evolve through the use
of the four problem definition tools and any
additional information gathered about the
problem.
 As the statement becomes more refined, the types
and effectiveness of potential solutions are
improved.

133
Writing the Problem Statement
The problem statement should:
 Include specific details about the problem, including
who, what, when, where, and how
 Address the scope of the problem to identify
boundaries of what you can reasonably solve
The problem statement should not include:
 Any mention of possible causes
 Any potential solutions

The Five Whys –
Identifying the Root Cause

135
Root Cause Analysis Tools
Numerous tools available to assist with identification
of root cause:
 Fishbone (Ishikawa) charts
 Process mapping
 Failure modes effect analysis
 Statistical process control
 The 5 Whys

136
Process Improvement Tools
 The 5 Whys
 Simple tool to identify root cause quickly
 Originally made popular by Toyota Production
System
 Not a problem solving technique
Problem
Identify
Root Cause
Develop and
Implement
Corrective Action
5
Whys

137
Applying the 5 Whys
 Clearly state the problem
 Difficult to identify root cause if problem is not clearly
stated
 Ask “why” the problem happens and write down
the answer
 Continue asking “why” to the previous answer until
the problem’s root cause has been identified
May help to visualize process (process mapping) to
narrow down most likely sources for problem

138
The 5 Whys Benefits
Allows the user or organization to:
Quickly identifies those items that are
symptoms of the problem versus the
actual root cause of a problem
Can be very effective, particularly when
human factors are involved
Easy to use and apply

139
Why 5?
Why 5?
The number at which most root
causes are typically identified
Not always necessary or required
to reach 5 Whys before a root
cause is identified
May take more than 5 questions to
fully explain root cause

140
5 Whys – Pharmacy Example
1. Why was the patient re-admitted
 Because he developed an infection postoperatively
2. Why did he develop an infection?
 Because the antibiotic was not administered within one hour
postoperatively
3. Why was the medication not administered
within one hour postoperatively?
 Because pharmacy didn’t deliver the medication on time
Problem: The patient was readmitted to the
hospital

141
5 Whys – Pharmacy Example
 4. Why did the medication not get delivered on
time?
 Because STAT medications are not properly identified in
pharmacy workflow
 5. Why are STAT meds not properly identified in
pharmacy?
 Pharmacy currently has no way to monitor STAT meds in
real time within the order fulfillment process

142
5 Whys Failure
 5 Whys will not always identify root cause
 If the 5 Whys fail to identify a root cause
quickly, more sophisticated problem solving
techniques may be necessary
 Cause and Effect Analysis
 Data Collection and Statistical Analysis
 Affinity Diagrams
 Process Capability Analysis

143
Operational Pearls
 Keep asking “why” until satisfied that there
is no deeper cause that may be contributing
 Avoid stopping the line of questioning too
early
 If “why” leads to multiple answers, pursue
each answer separately
 Avoid blaming people. Faulty systems and
processes are typically the culprit.

The Five Steps in
Problem Analysis
T H E F I V E S T E P S I N P R O B L E M A N A L Y S I S .

145
Problem Analysis
 Problem analysis is the process of understanding
real-world problems and user needs and proposing
solutions to meet those needs.
 A problem can be defined as the difference between
things as perceived and things as desired.
 “what is” vs. “what should be”
 “what is given” vs. “what is needed”
 The goal of problem analysis is to gain a better
understanding of the problem being solved before
development begins.

146
The Five Steps in Problem Analysis
1. Gain agreement on the problem definition.
2. Understand the root causes—the problem
behind the problem.
3. Identify the stakeholders and the users.
4. Define the solution system boundary.
5. Identify the constraints to be imposed on
the solution.

147
Step 1: Gain Agreement on the Problem Definition
 One of the simplest ways to gain this agreement is to
simply write the problem down and see whether
everyone agrees.
Problem statement format:
Element Description
The problem of ... Describe the problem
Affects ... Identify stakeholders affected by the problem
And results in ... Describe the impact of this problem on
stakeholders and business activity
Benefits of a
solution ...
Indicate the proposed solution and list a few
key benefits

Example: Sales Order Problem Statement

149
Step 2: Understand the Root Causes (The Problem
Behind the Problem)
 Root cause analysis is a systematic way of
uncovering the root, or underlying, cause of
an identified problem or a symptom of a
problem.
 Example: a mail-order catalogue company
addresses the problem of insufficient
profitability
 cost of non-conformance: cost of waste produced
Too much scrap

Fishbone Diagram of Root Causes

151
Pareto Chart of Root Causes
 Quality data demonstrates that many root causes are
simply not worth fixing.
 A replacement of the existing sales order entry system
can be at least a partial solution to the problem of too
much scrap.

152
Unfolding the Problem
Problem to Solve Technique Applied
 Lack of Profitability Total Quality Management
↓
 Cost of Conformance Fishbone Diagram
↓
 Too much scrap Pareto Chart
↓
 Inaccurate sales orders New software solution

153
Step 3: Identify the Stakeholders and the Users
Understanding the needs of the users
and other stakeholders is a key factor in
developing an effective solution.
A stakeholder is anyone who could be
materially affected by the
implementation of a new system or
application.

154
Step 3: (Cont’d)
 The following questions can be helpful in identifying
stakeholders
 Who are the users of the system?
 Who is the customer (economic buyer) for the system?
 Who else will be affected by the outputs the system produces?
 Who will evaluate and approve the system when it is delivered
and deployed?
 Are there any other internal or external users of the system
whose needs must be addressed?
 Who will maintain the new system?
 Is there anyone else who cares?

Example: Users and Stakeholders of Sales Order Entry
System

156
Step 4: Define the Solution System Boundary
 We divide the world in two:
1. Our system
2. Things that interact with our system
 System Boundary is an interface between the
system and the environment or other systems

EI & Self Management
(DECISION MAKING)

P L E A S E W R I T E A O N E S E N T E N C E
D E F I N I T I O N O F D E C I S I O N M A K I N G .
A Challenge

159
Decision Making
 Types of decision
 Steps in rational decision making
 Planning
 Definition and characteristics

160
Decision Making
Definition:
 Decision Making is the process of choosing the
best alternative for reaching objectives
 Managers make decisions affecting the
organization daily and communicate those decisions
to other organizational members

161
Effective decision making
 A major activity of management is the making of decisions.
 Decisions need to be timely. There are times when a
decision has to be made. Even if it turns out not to be the
best decision it can be better than not making a decision at
all.
 Decisions often have to be made when there is insufficient
information. Decisions involve taking risks. Effective
decision making involves gathering what information is
known, identifying the options, assessing the risks and
making the best decision
with the information available in a timely manner.

162
When do decisions need to be made
Situations include:
• Determining the project strategy/approach
• Resolving project issues
• Developing estimates
• Making purchases
• Interviewing and selecting project team members
• Selecting external suppliers
• Handling disagreements and conflict resolution
• Scheduling work and allocating resources to tasks
• Managing meetings

163
Types of decision
Planned and unplanned
Temporary and permanent

164
The decision making process
Four simple steps:
1. Gather the facts
2. Identify a number of alternatives
3. Assess the alternatives
4. Decide
 Where quick decisions need to be made, these steps
can be done mentally “on the fly” or by one person.
When time allows and the decision is important,
more people can be involved and a more thorough
decision making process used.

165
Rational Decision Making 8-step Process
1. Identification of problem
2. Identification of Decision Criteria
3. Allocation of weights to criteria
4. Development of alternatives
5. Analysis of alternatives
6. Decide on an alternative
7. Implementation of decision
8. Evaluation of decision

166
The Decision-Making Process
Problem
Identification
“My salespeople
need new computers”
Identification of
Decision Criteria
Price
Weight
Warranty
Screen type
Reliability
Screen size
Allocation of
Weights to
Criteria
Reliability 10
Screen size 8
Warranty 5
Weight 5
Price 4
Screen type 3
Development of
Alternatives
Acer
Compaq
Gateway
HP
Micromedia
NEC
Sony
Toshiba
Implementation
of an Alternative
Gateway
Evaluation
of Decision
Effectiveness
Analysis of
Alternatives
R S W W P S
Acer 4 3 4 3 2 6
Compaq 3 4 5 2 6 7
Gateway 9 6 7 7 8 2
HP 3 5 6 7 6 5
Micromedia 2 2 3 4 5 4
NEC 3 4 5 6 7 2
Sony 7 5 6 4 2 8
Toshiba 3 4 5 6 7 3
Selection of an
Alternative
Acer 125
Compaq 142
Gateway 246
HP 174
Micromedia 103
NEC 151
Sony 192
Toshiba 154

167
Decisions in the Management unctions

168
About Rational Decision Making
 Is it always possible to make rational decisions?

Rational
Decision
Making
Problem is
clear and
unambiguous
Single, well-
defined goal
is to be achieved
All alternatives
and
consequences
are known
Preferences
are clear
Preferences
are constant
and stable
No time or cost
constraints exist
Final choice
will maximize
payoff

170
Bounded Rationality
behave rationally within the parameters
of a simplified decision-making process
that is limited by an individual’s ability
to process information
satisfice - accept solutions that are “good
enough”

171
Intuitive decision making
Based on “gut feeling”
subconscious process of making decisions
on the basis of experience, values, and
emotions
does not rely on a systematic or thorough
analysis of the problem
generally complements a rational
analysis

172
Types of Problems & Decisions
Well-Structured Problems -
straightforward, familiar, and easily
defined
Programmed Decisions - used to address
structured problems
minimize the need for managers to use
discretion
facilitate organizational efficiency

173
Types of Problems and Decisions
 Poorly-Structured Problems - new, unusual
problems for which information is ambiguous or
incomplete
 Nonprogrammed Decisions - used to address
poorly- structured problems
produce a custom-made response
more frequent among higher-level managers
 Procedure, Rule, & Policy

Types of Problems & Level In the Organization
Programmed
Decisions
Nonprogrammed
Decisions
Level in
Organization
Top
LowerWell-structured
Ill-structured
Type of
Problem

175
Things to consider . . .
Certainty – how certain is a particular
outcome?
Risk – how much risk can you take?
expected value - the conditional return
from each possible outcome
Uncertainty – Limited information
prevents estimation of outcome
probabilities for alternatives.

176
What to do?
maximax choice – optimistic
maximizing the maximum possible payoff
taking the best of all possible cases
maximin choice – pessimistic
maximizing the minimum possible payoff
taking the best of the worst cases
minimax - minimize the maximum “regret”
(difference between what you get and the best case)

177
Decision-Making Styles
 Dimensions of Decision-Making Styles
 Value orientations
Task and technical concerns
People and social concerns
 Tolerance for ambiguity
Low tolerance: require consistency and order
High tolerance: multiple thoughts simultaneously

Decision-Making Styles
Directive
• Prefer simple,
clear solutions
• Make decisions
rapidly
• Do not consider
many alternatives
• Rely on existing
rules
Conceptual
• Socially oriented
• Humanistic and
artistic approach
• Solve problems
creatively
• Enjoy new ideas
Behavioral
• Concern for their
organization
• Interest in helping
others
• Open to
suggestions
• Rely on meetings
• Prefer complex
problems
• Carefully analyze
alternatives
• Enjoy solving
problems
• Willing to use
innovative
methods
Analytic
al

Decision Making Styles
Analytical Conceptual
Directive Behavioral
Tasks and Technical
Concerns
People and Social
Concerns
Value Orientation
Low
High

180
Gather the facts - Guidelines
 Write down a statement of what needs to be decided.
 Is the decision statement clear and precise? If not
refine the statement.
 Is the need for the decision a result of an underlying
problem, which also needs to be addressed?
 Are there assumptions underlying the decision that
need to be clarified and possibly challenged?
 Is the decision part of a bigger decision that needs to
be made, or can this decision be decomposed into
smaller decisions?

181
Identify alternatives - Guidelines
 Identify as many alternatives as possible.
 Use brainstorming if appropriate.
 Do not filter out alternative options at this stage
- assume they can all be made to work.
 When you have generated lots of ideas, consider each
one to see if it is a viable alternative.
 Shortlist the viable alternatives.

182
Decision making behaviour
People tend to adopt a particular decision making approach
as a result of factors such as:
 their own personality
 their current mood
 the organisational culture
 the personality of the person/people they are dealing with
 the nature of the relationship they have with the people
they are dealing with
 time pressure and perceived level of stress
Being aware of these influences can result in better decision making, by
adopting the best decision making approach for each situation.

183
Common Errors in Decision Making
 Over-confidence
 Hindsight
 Self-serving
 Sunk costs
 Randomness
 Representation
 Availability
 Framing
 Confirmation
 Selective perception
 Anchoring
 Immediate gratification

Helpful hints
 Do:
 Clearly identify the decision
to be made
 Involve people qualified to
help in the decision making
 Identify the context of the
decision (the bigger picture)
 Identify all alternatives
 Assess each alternative
 Assess the risks
 Consider your “gut feel”
 Make the decision
and stick to it
 Don’t:
 Make assumptions
 Procrastinate
 Jump to conclusions
 Make uninformed decisions
 Favour one decision prior to
gathering the facts and
evaluating the alternatives
 Allow only technical people to
make the decisions
 Attempt to make a decision in
isolation of the context
 Let emotion override
objectivity

185
Identify alternatives - Guidelines
 Identify as many alternatives as possible.
 Use brainstorming if appropriate.
 Do not filter out alternative options at this stage
- assume they can all be made to work.
 When you have generated lots of ideas, consider
each one to see if it is a viable alternative.
 Shortlist the viable alternatives.

186
Advantages and Disadvantages of Group-
Aided Decision Making
1. Greater pool of knowledge 1. Social pressure
2. Different perspectives 2. Minority domination
3. Greater comprehension 3. Logrolling
4. Increased acceptance 4. Goal displacement
5. Training ground 5. “Groupthink”
Advantages Disadvantages

Decision-Making
Process
Types of Problems and Decisions
• Well-structured
- programmed
• Poorly structured
- nonprogrammed
Decision-Making Conditions
• Certainty
• Risk
• Uncertainty
Decision Maker Style
• Directive
• Analytic
• Conceptual
• Behavioral
Decision-Making Approach
• Rationality
• Bounded Rationality
• Intuition
Decision
• Choose best
alternative
- maximizing
- satisficing
• Implementing
• Evaluating

188
Decision making behaviour
People tend to adopt a particular decision making approach
as a result of factors such as:
 their own personality
 their current mood
 the organisational culture
 the personality of the person/people they are dealing with
 the nature of the relationship they have with the people
they are dealing with
 time pressure and perceived level of stress
Being aware of these influences can result in better decision making, by
adopting the best decision making approach for each situation.

189
Decision making approaches
Approaches* to decision making situations:
 Withdrawing: holding off making the decision.
 Smoothing: focusing on areas of agreement and ignoring
areas of difference.
 Compromising: trying to come up with a decision that
provides some degree of satisfaction for all parties.
 Confronting/problem solving: working through the issues.
 Forcing: executing a particular decision knowing agreement
has not been reached.

Withdrawing:
• Withdraw to gather more information and perspective
• Only a stop gap measure
• Useful in “cooling down” an overheated situation
• Taking time out (“sleep on it”) before final decision
Smoothing:
• Relationship focused rather than solution focused
• Avoids dealing with the issues
• Can be useful in reducing the emotional tension where the
decision is of low importance.
• Does not provide a long-term solution
Skilled project managers and business analysts
select the best approach appropriate to the situation.

Confronting/problem solving:
• Direct approach
• Identifies alternatives and works through the issues
• Time-consuming
• Most likely method to develop the best solution
Forcing:
• Used when an urgent decision is required or as a last resort
• Necessary for situations when decision making is blocked
• May result in reluctance in execution of decision if not
handled well.
Compromising:
• Bargaining to get an acceptable agreement
• Falls short of the best decision
• Can be useful in resolving negotiation deadlocks

EI & Building relationships
(Effective Communication)

193
The 6 keys of Powerful Communication
1. Assertiveness
2. Authenticity
3. Open-Mindedness
4. Empathy vs Sympathy
5. Clarity(Transparency)
6. Listening

194
Objectives
 To consider verbal and non-verbal
communication methods
 To understand and practise effective
listening skills
 To communicate in clear, respectful and
non-judgemental ways
 To know when to seek advice

195
What is Communication?
What does it mean to you?
 The process of communication is what
allows us to interact with other people;
without it, we would be unable to share
knowledge or experiences with anything
outside of ourselves. Common forms of
communication include speaking, writing,
gestures, touch and broadcasting.

196
Verbal vs Non Verbal
 Can we communicate without words?
 Voice attributes
 What are they and how do they affect
communication?
 Physical attributes
 What could be considered here and how do they
affect communication?
 The power of touch
 What and when is OK?
 Which is better, verbal or non verbal?

197
Personal Presentation
Does personal presentation make a
difference to the way we are perceived?
Does it matter?
What can we do about it - do we have to
look bland and boring?
What if our organisation has a dress
code?

198
The Communication Equation
 What you hear
 Tone of voice
 Vocal clarity
 Verbal expressiveness 40% of the
message
 What you see or feel
 Facial expression
 Dress and grooming
 Posture
 Eye contact
 Touch
 Gesture 50% of the
message
 WORDS … 10% of the message!

199
Understanding Communication
We are going to consider:
The 2-Way communication process:
Effective communication skills
Barriers to effective communication

200
Communication is a 2-way process
Communication skills involve:
 Listening to others (Receiving)
message
 Asserting/ Expressing (Sending)
 Barriers to communication can lead to misunderstanding
and confusion
sender
receiver
sender
receiver
values and attitudes
“generation gap”
Cultural differences
language
noise
hearing

Effective Communication Skills
Effective
Communication skills
Eye contact & visible mouth
Body language
Silence
Checking
for understanding
Smiling face
Summarising
what has been said
Encouragement
to continue
Some questions

Barriers to Effective Communication
Barriers to
effective
communication
Language
NoiseTime
DistractionsOther people
Put downsToo many questions
Distance
Discomfort
with the topic
Disability
Lack of interest

203
Mark Twain
The Art of Listening
“If we were supposed to talk
more than listen, we would
have been given two mouths
and one ear.”

204
Listening Skills
Active Listening
Responding
Paraphrasing
Asking questions for clarification
Mirroring the other person’s
language

205
Responding
Responses to check that your
perceptions are correct
Responses to encourage further
communication

206
Cultural Diversity
What do we know about the
communication styles of different
cultures?
Consider verbal and non verbal,
including dress constraints, language
difficulties, taboos.

207
Constraints on Communication
Legal Obligations
Anti Discrimination
Privacy Laws
Code of Conduct of Organisation
Confidentiality and Gossip
Seeking Advice

208
Communication Key Elements
• Message
• Source (sender)
• Channel
• Receiver
• Filter
• Feedback

The Communication Process
SENDER
(encodes)
RECEIVER
(decodes)
Barrier
Barrier
Medium
Feedback/Response

210
Characteristics of effective communications
Effective communication requires the message to be:
 Clear and concise
 Accurate
 Relevant to the needs of the receiver
 Timely
 Meaningful
 Applicable to the situation

211
 Effective communication requires the sender to:
 Know the subject well
 Be interested in the subject
 Know the audience members and establish a rapport
with them
 Speak at the level of the receiver
 Choose an appropriate communication channel

212
 The channel should be:
 Appropriate
 Affordable
 Appealing

213
The receiver should:
 Be aware, interested, and willing to accept the
message
 Listen attentively
 Understand the value of the message
 Provide feedback

Characteristics of effective communicator
 An effective verbal
communicator:
 Clarifies
 Listens
 Encourages empathically
 Acknowledges
 Restates/repeats
 An effective nonverbal
communicator:
 Relaxes
 Opens up
 Leans toward the other
person
 Establishes eye contact
 Shows appropriate facial
expressions

STRESS MANAGEMENT

218
The 8 keys of Stress-Free “8Cs”
1. Challenge
2. Choice
3. Courage
4. Control
5. Commitment
6. Culture
7. Communication
8. Change

P L E A S E W R I T E A O N E S E N T E N C E
D E F I N I T I O N O F
S T R E S S .
A Challenge

220
Content
 Introduction Of Stress
 Types Of Stress
 Introduction Of Stress Management
 Advantages
 Disadvantages
 Types Of Stressors
 Case study
 Conclusion

221
What is STRESS?
 Stress is often termed as a twentieth century
syndrome, born out of man's race towards modern
progress and its ensuing complexities.
- BENJAMIN FRANKLIN

223
Meaning of stress
Stress can have a big impact on
your body, in ways that are felt by
just you, and in way that the world
can see. One of the more visible
potential by-products of stress is
weight gain--many people find
themselves to be "emotional eaters"
who react to stress by reaching for
something--often the wrong thing--
to eat. Stress can also create a loss
of appetite, which can be a problem
as well.

224
The Alarm Reaction
 Biological changes.
 Increased gland activity.
 Increased heart and respiration.
 Elevated blood pressure.
 Body poised for action.
Fight or Flight Response.

225
Stressors
 Physical -- external factors.
 Social -- caused by interactions between an
individual and his/her environment.
 Psychological -- strong emotions can be brought on
by external or internal factors.

226
Kinds Of Stress
 The kind of stimulus that
represents a challenge or threat
which causes an alarm reaction
and then elicits a response
which resolves the situation.
 A condition in which we
experience a continual barrage
of unresolved stimuli.
Long- term:
Short-Term:

227
Kinds Of Stress
 The first opportunity in which a
person's belief systems, past
experience, and personality
determine if a specific situation will
be successful.
 The second opportunity where the
person determines whether the
response will be either positive or
negative.
Appraisal
Stage:
Coping
Stage:

228
Related Terms
 Anxiety.
 Free-Floating Anxiety.
 Stress.
 Tension.
 Fear.
 Phobia.
 Unconscious Anxiety.
 Panic.
 Existential Anxiety.

229
Standard Stress Response
 Increased blood pressure.
 Increased pulse rate.
 A heart-pounding feeling in your
chest.
 Dilation of the pupils.
 Dry mouth.
 Increased perspiration, especially on
the Balms.
 Muscle tension.
 Fast, shallow breathing.
 Fatigue.
 Boredom.

Signs Of Stress
Signs Of
Stress
Physical
signs
Mental
signs
Behavioural
signs
Job Stress
Signs
PROBABLE SYMPTOMS
Insomnia
Loss of mental concentration
Absenteeism
Depression
Extreme anger and frustration
Family conflict
Migraine, Headaches and back
problems

231
Causes of stress
 Job Insecurity
 High Performance Demand
 Bad Boss
 Workplace Culture
 Personal or Family Problems
 Technology

EUSTRESS vs. DISTRESS

233
Eustress
 Eustress, or positive stress,
has the following
characteristics:
 Motivates, focuses energy
 Is short-term
 Is perceived as within our
coping abilities
 Feels exciting
 Improves performance

Positive stress results
Positive stress
Results
Enables
Concentration
Increases
Performance
Energizes You
Into Motion

235
DISTRESS
 In contrast, Distress, or negative stress, has the
following characteristics:
 Causes anxiety or concern
 Can be short- or long-term
 Is perceived as outside of our coping abilities
 Feels unpleasant
 Decreases performance
 Can lead to mental and physical problems

Negative Stress
Results
Loss of
motivation
Reduces
effectiveness
Physical, mental,
and
behavioral
problems

237

Be Prepared for Changes
Find and protect time to refresh,
re-energize and re-motivate.
Avoid giving in to alcohol,
smoking and other substance
abuses.
Positive attitudes towards
stressful situations in life.
Don't be complacent.
Sit straight and comfortably on
your seat, and try breathing
exercises
Try creative visualization
Cont.

239
Stress management
 It is the amelioration of stress and
especially chronic stress often for the
purpose of improving everyday
functioning.
 Stress produces numerous symptoms
which vary according to persons,
situations, and severity. These can
include physical health decline as well
as depression.

240
Types of Stress management
 (A)Acute Stress
Acute stress is usually for short time and may be
due to work pressure, meeting deadlines pressure
or minor accident, over exertion, increased
physical activity, searching something but you
misplaced it, or similar things. Symptoms of this
type of tension are headaches, back pain, stomach
problems, rapid heartbeat, muscle aches or body
pain.

241
Types of Stress management
 (B)Chronic Stress
This type of stress is the most serious of all the 3
stress types. Chronic stress is a prolonged stress
that exists for weeks, months, or even years. This
stress is due to poverty, broken or stressed families
and marriages, chronic illness and successive
failures in life. People suffering from this type of
stress get used to it and may even not realize that
they are under chronic stress. It is very harmful to
their health

242
Causes of Stress Management
 Whenever our body feels something not favorable,
then it tries to defend itself. If this situation
continues for a long time, then our body is working
overtime.
 There are several causes of stress. For example,
you are under stress when you are worried about
something, worried about your children, worried
about the illness of your father, worried about your
job security, or worried about your loans or similar
things.

243
Advantages of stress management
Business advantages of stress management:
 Less absenteeism due to stress-related disorders
 Less worker's compensation loss due to stress-
related illness or accidents
 Improved job performance
 Less stressful, more efficient workplace
 Improved employee attitude
 Improved employee overall health

244
Disadvantages of stress management
 Stress is a disadvantage because it
can potentially raise your heart
rate and weaken your immune
system. Also, it can be a factor in
poor decision making because
under stress we may not think
logically or consider the
consequences of the choices we
make.

Relief from stress
Stop shallow breathing

Create the habit of deep breaths

Visualize and communicate your vision

248
Laugh
1. Crack some jokes.
2. Do your goofiest impression.
3. Tickle a child that you love.

Be aware of your choices;
you always have a choice

Learn to say no; you cannot do everything you are
asked.

Be thankful

Do nothing. That's right,
folks, do nothing at all.
Close the door, open the
window, have a seat, and
take a little break from
life. If your mind is racing,
learn to meditate and just
let that stress go.

Listen to music.

ABC Strategy
A = Awareness
B = Balance
C = Control

255

Conflict Resolution
Negotiation Skills

257
Learning outcomes
 Define what is meant by negotiation and
apply that to a number of different contexts
 Identify factors that can determine the
outcome of a negotiation
 Plan a strategy for successful negotiation
 Understand the principle of ‘win-win’
negotiations

258
What is negotiation?
 Negotiation takes place when two or more
people, with differing views, come together
to attempt to reach agreement on an issue.
 It is persuasive communication or
bargaining.
 “Negotiation is about getting the best
possible deal in the best possible way.”

259
Types of negotiation
Distributive (win-lose)
Integrative (win-win)
Benefits of win-win

260
What have you negotiated?
What have you successfully
negotiated ?
What factors helped enable your
success?

261
Planning to negotiate
 Establish your objectives
 Establish other party’s objectives
 Frame negotiation as a joint search for a solution
 Identify areas of agreement
 Trouble shoot disagreements: bargain & seek
alternative solutions, introduce trade offs
 Agreement and close: summarise and ensure
acceptance

262
How to influence others
The three ‘Ps’:
Position (power?)
Perspective (empathy)
Problems (solutions)

263
Factors for success
Legitimacy of your case
Confidence in presenting it
Courtesy to the other party
Adaptation to the other party’s style
Rapport
Incentives and trade offs
Research the bigger picture

264
Tips
 Aim high to begin with – easier to lose ground than gain
 Give concessions ‘reluctantly’
 Break down complex deals
 Language:
 Make proposals with open questions such as:
 “what would happen if we…?”
 “suppose we were to…”
 “what would be the result of?”
 Dealing with stone-walls: “what would need to happen for you to be
willing to negotiate over this?”
 Always get agreement in writing

So enjoy your life as it comes
………..and always be happy

Excellence in management the art of emotional intelligence, stress & crisis management and conflict resolution

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