MANAGEMENT TRAINING

1
CORE SKILLS REQUIRED
FOR MANAGING A TEAM
2
Introduction
3
• One of the most important human activities is

managing.

• Managing has been essential to ensure the

coordination of individual efforts.

• Task of managers has been rising in importance.

4
DEFINITION-MANAGEMENT

• F.W. Taylor -“Art of knowing what you want to do and then seeing that it is
done the best and cheapest way”.

• Henry Fayol –“To Manage is to forecast, to plan, to organize, to command, to

co-ordinate and to control”.

• Peter F.Drucker –”Management is work and as such it has its own skills, its
own tools and its own techniques”.

• “Management is the art of getting things done through and with people”.

5
CONCEPT OF MANAGEMENT

• The term management is used in three alternative ways:

• Management as a discipline,

• Management as a group of people, and

• Management as a process.

6
FUNCTIONS OF MANAGEMENT

• The following are the functions of management:

Planning Organizing Staffing

Directing Controlling
or Leading
7
DIFFERENT CONTEXT OF DEFINING MANAGEMENT:
There are four such orientations have been adopted in defining
management process:
Production-or Management is the art of knowing what you want to do and then
efficiency-oriented seeing that it is done in the best and cheapest way
Management is simply the process of decision making and control
Decision-oriented over the action of human beings for the expressed purpose of
attaining predetermined goals
Management is the accomplishment of results through the efforts
People-oriented of other people
To manage is to forecast and to plan, to organize, to coordinate
Function-oriented and to control
8
MANAGEMENT KEY CONCEPTS
• Organizations: People working together and coordinating their actions to achieve
specific Goal.

• Goal: A desired future condition that the organization seeks to achieve.

• Management: The process of using organizational resources to achieve the

organization’s goals
• Resources are organizational assets and include:
• Man,
• Machinery,
• Materials,
• Money

• Managers - to meet its goals.

9
ORGANIZATIONAL PERFORMANCE
• Managers use resources effectively and efficiently to satisfy customers
and to achieve goals.
• Efficiency: A measure of how well resources are used to achieve a
goal.
• Effectiveness: A measure of the fitness of the goals chosen (are
these the right goals?), and the degree to which they are achieved.

10
IMPORTANCE OF MANAGEMENT
The importance of management may be traced in the following
contexts:
• Effective Utilizations of Resources
• Development of Resources
• To incorporate Innovations
• Integrating Various Interest Groups
• Stability in the Society

11
Management Levels
12
Three Levels of Management

Top
Managers
Middle Managers

First-line Managers

Non-management

13
Managerial Skills

There are three skill sets that managers need to perform

effectively.
1. Conceptual skills
2. Human skills
3. Technical skills

14
Skill Type Needed by Manager Level

Top
Managers

Middle
Managers

Line
Managers

Conceptual Human Technical

15
UNDERSTANDING PEOPLE
16
RECAP BUILD THE MOST OF TOMORROW
Emotional
Intelligence
Test
•Embarrassment
•Fear
•Sadness
•Surprise
• Fear
• We express fear when we feel
physically or psychologically
threatened.
• The facial expression of fear is often
confused with surprise. But when
we’re surprised, our eyes open wider
than when we’re afraid, and our
mouth isn’t pulled sideways, like it is
here; instead, our jaw drops and the
mouth hangs open. Plus, our
eyebrows are relatively flat when
we’re afraid; they arch more when
we’re surprised.
•Flirtatiousness
•Interest
•Happiness
•Politeness
• Happiness
• This is a classic display of a genuine
smile, called a Duchenne smile, which
signals happiness.
• It’s defined by two muscle movements.
The movement common to all smiles is the
zygomatic major muscle pulling the lip
corners up. But, critically, what reveals this
as a genuine smile is what happens around
the eyes: The muscles tighten, making
those wrinkles, or crow’s feet, around the
sides of the eyes and creating that pouching
of the lower eyelid. When you see these
signs, the person isn’t just smiling politely;
he’s feeling genuine happiness.
•Sadness
•Pain
•Anger
•Disgust
• Anger
• You see these muscle movements—
in the lips, around the eyes, and in
the brow—when people are feeling
aggressive, threatened, or frustrated.
Researchers think we make this
expression when we’re angry
because it could protect the face in a
physical conflict—for example, the
furrowed eyebrows could protect
the eyes.
• People often confuse anger and
disgust, but disgust involves a raised
upper lip and a wrinkle in the nose
that you don’t see here.
•Embarrassment
•Sadness
•Amusement
•Shame
• Embarrassment
• When people are embarrassed,
they avert their gaze, which
means they move their head down
and to the side, exposing their
neck. And the embarrassed smile
is different from other smiles: The
lips press together tightly,
reflecting feelings of restraint or
inhibition.
• Embarrassment can look like
shame, but when we’re ashamed,
our head moves straight down,
not to the side, and we don’t
smile.
•Pride
•Contempt
•Excitement
•Anger
• Pride
• Pride involves signs of dominance.
The corners of the lips rise slightly,
signaling that the person is happy.
But what distinguishes this from
happiness is that the head tilts back,
with a slight jaw-thrust. Those are
classic signs of power and
dominance—they suggest that we’re
feeling strong.
• The expression of pride is also close
to the expression of contempt. They
both involve a backward head tilt,
but contempt doesn’t involve a slight
smile like pride does; instead, with
contempt the lip movement is
asymmetrical—only one side
tightens.
•Fear
•Interest
•Surprise
•Compassion
• Surprise
• Surprise is often confused with
fear. But when we’re afraid, our
lower eyelids tighten and our
eyebrows look flat and tense; with
surprise, our upper eyelids rise up
and our eyebrows arch. Also, our
jaws drop when we’re surprised,
but our lip corners go sideways
when we’re afraid, making the
mouth look tighter.
• Some experts believe our eyes
open wide like this because when
we’re confronted with something
surprising—a long-lost friend, an
unexpected award—we try to
absorb as much of this new
information as possible.
•Sadness
•Shame
•Disgust
•Contempt
• Contempt
• Contempt is when you look down
on somebody derisively or
suspiciously. What’s important
about the expression of contempt
is that the lips tighten on one side
of the face but not the other. If the
tightening were on both sides of
the face, the person could be
swallowing or salivating.
• People often confuse contempt
with disgust. But disgust involves
the raising of the upper lip, and
the bridge of the nose wrinkles.
We express disgust about noxious
things, not those about which
we’re derisive or suspicious.
•Anger
•Pain
•Disgust
•Sadness
• Disgust
• When we feel disgust, the muscles
above the upper lip pull up,
raising the upper lip, wrinkling
the nose, and narrowing the eyes.
• People often confuse disgust and
anger. But anger tightens the
mouth and lowers the eyebrows
more significantly, and raises the
upper eyelid. With disgust, the
mouth opens and the tongue
comes out, just in case you need to
throw up.
•Desire
•Embarrassment
•Flirtatiousness
•Love
• Flirtatiousness
• This is a coy, flirtatious smile. What
conveys flirtatiousness is when
someone turns his or her head away
to signal ‘I’m not interested in you,’
but simultaneously makes eye
contact. That’s a universal display
that reflects the ambivalence of
flirtation—the flirter avoids and
approaches someone at the same
time.
• Someone flirting gives off signals of
pleasure, as indicated by the
zygomatic major muscle pulling the
lip corners up, which also raises the
cheeks slightly. Plus, the eyes are
narrower than in a neutral state
because the orbicularis oculi muscles
around the eyes contract, suggesting
feelings of happiness.
•Shame
•Anger
•Sadness
•Pain
• Pain
• When we feel pain, our facial muscles
move in ways that contract the face and
protect us from harm. In the upper half
of the face, the orbicularis oculi muscles
around the eyes contract, closing the
eyes tightly, and the corrugator muscle
lowers our eyebrows. In the lower half
of the face, our lips tighten and press
upwards.
• You’ll see this particular expression
especially when people are experiencing
psychological pain, such as when they
see other people suffer. It’s an
expression closely related to sadness.
But rather than suffering in their own
sadness, they experience the pain and
suffering of others through empathy.
•Compassion
•Sadness
•Anger
•Interest
• Compassion
• When people feel sympathy or
compassion, the corrugator
muscles pull the eyebrows in and
up, their lips press together, and
their head tilts forward slightly—
a sign of social engagement.
• The expression of compassion is
most often confused with sadness.
The eyebrow movements are
similar in sadness and
compassion, but with compassion
the lips press together; when we
feel sad, our lips pull down.
•Amusement
•Desire
•Surprise
•Excitement
• Amusement
• The tell-tale signs of genuine
amusement are the open mouth and
the backwards head movement. And
like a genuine smile, you can tell a
genuine laugh when you see the
muscles contracting around the eyes,
making crow’s feet.
• Genuine laughter often relaxes all
muscle movements in the body
because of shifts in our respiration
patterns that happen when we laugh.
This rapid shift to a state of
relaxation shuts off feelings of
aggression or frustration—we’re
cooperating with other people, not
competing.
•Surprise
•Interest
•Desire
•Happiness
• Interest
• When we’re interested in
something, the frontalis muscles
raise our eyebrows straight up,
and our lip corners turn up in a
slight smile, suggesting we’re
feeling pleasure.
• The expression of interest is
related to the expression of
happiness. But when we’re happy,
we’ll show more exaggerated
upward movements of our lip
corners, and the muscles around
the eyes will contract more,
without the eyebrow raising
straight up.
•Sadness
•Shame
•Disgust
•Compassion
• Sadness
• Sadness is characterized by
oblique eyebrows, where the
corrugator muscles pull the
eyebrows in, but the inner part of
the frontalis muscle pulls them
up. There’s also a little pouching
in the inner part of the forehead,
and people will often look down.
Plus, the corners of the lips are
pulled straight down, giving the
mouth a curved look.
• The expression of sadness is often
confused with shame, and it
shares the oblique eyebrow
muscle movements of compassion.
•Disgust
•Love
•Contempt
•Desire
• Desire
• Desire is signaled through the mouth,
with lip bites, puckers, or (as in this case)
lip licks. The mouth is probably so
strongly linked to desire because of the
connection to kissing. People often make
this facial expression when they’re
interested in someone else sexually, but
not necessarily romantically.
• Desire is obviously a relative of love, but
when people feel loving and trusting and
devoted to someone else, as opposed to
sexually aroused, they won’t necessarily
make this kind of gesture with their
mouth. Instead, they’ll often smile in a
way that suggests happiness, with a head
tilt to the side.
•Sadness
•Pride
•Embarrassment
•Shame
• Shame
• Shame is a very simple display
but a powerful one. It simply
involves gaze aversion, with the
head moving down so that the
chin tucks into the neck. It’s the
opposite of pride: Whereas with
pride our head tilts back and our
chin goes up, shame often
constricts our posture as a sign of
submissiveness.
• This expression is frequently
confused with sadness. But shame
doesn’t involve the muscle
movements of the sad face—the
eyebrows pulled in and partly up,
with the lip corners moving down.
•Happiness
•Desire
•Politeness
•Compassion
• Politeness
• This is a non-Duchenne smile—a
smile that doesn’t signal true
happiness. It suggests that the
person is trying to seem polite and
cooperative, but they don’t
genuinely feel happy.
• The zygomatic major muscle is
pulling the lip corners up, but
there are no signs of real joy
around the eyes—no crow’s feet
around the sides, no pouching of
the lower eyelid, no raising of the
cheek.
•Sadness
•Shame
•Embarrassment
•Love
• Embarrassment
• With about 30 percent of
embarrassment episodes, people
touch their face, which is
happening here. Some experts
believe the face touch is a
defensive movement, to protect
the face after the person violated
some social rule.
• In some parts of the world, people
make a similar hand gesture when
they’re ashamed. But with shame,
the head moves straight down, not
to the side, and there’s no slight
smile.
•Guilt
•Sadness
•Pain
•Disgust
• Pain
• When we feel pain, our facial
muscles contract the face and
protect us from harm.
• In the upper half of the face, the
orbicularis oculi muscles around
the eyes contract, closing the eyes
tightly, and the corrugator muscle
lowers our eyebrows. In the lower
half of the face, our lips tighten
and press upwards. Especially
when experiencing physical pain,
people will sometimes contract
their neck, as is happening here,
making this look even more like a
display of self-defense.
•Satisfaction
•Flirtatiousness
•Love
•Compassion
• Love
• When we feel love, our facial
expression often resembles
happiness: The zygomatic major
muscle pulls the lip corners up,
and there’s a tightening of the
lower eyelid.
• But the distinct expression of love
combines these muscle movements
with a tilt of the head to the side.
That’s a sign of intimacy and
connection beyond just happiness.
 Emotional Intelligence
Emotional Intelligence reflects how
an individual’s potential for
mastering the skills of
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Management

translates into on-the-job success

RECAP BUILD THE MOST OF TOMORROW

What is Emotional Intelligence?

• EI is the ability to understand, use, and

manage your own emotions in positive ways
to relieve stress, communicate effectively,
empathize with others, overcome challenges
and defuse conflict.

• EI helps you build stronger relationships,

succeed at work, and achieve your career and
personal goals. It can also help you to connect
with your feelings, turn intention into action,
and make informed decisions about what
matters most to you.

RECAP BUILD THE MOST OF TOMORROW

Emotional Intelligence

• EI is a LEARNED capability and competence

• mainly adapting at Customer Service and Conflict Management
Departments
• requires an underlying ability in EI fundamentals, specifically, Social
Awareness and Relationship Management.

RECAP BUILD THE MOST OF TOMORROW

 Self Other
Personal Competence Social competence
‫اﻟﻛﻔﺎءة اﻟﺷﺧﺻﯾﺔ‬ ‫اﻟﻛﻔﺎءة اﻻﺟﺗﻣﺎﻋﯾﺔ‬
Self-Awareness Social Awareness
‫ا ﻟ وﻋﻲ ا ﻟ ذ ا ﺗ ﻲ‬ ‫اﻟوﻋﻲ اﻻﺟﺗﻣﺎﻋﻲ‬
Recognition - Judging your emotion
- Write Source of Emotion - Timing
- Lean into discomfort - People Watching
- Art of Listing
Self-Management Relationship Management
‫إ دارة ا ﻟ ذا ت‬ ‫إدارة اﻟﻌﻼﻗﺎت‬
- Breathing - Be an open book ( share your
- Count from 1 to 10 emotion)
Regulation - Self Talk - Enhance your nature
Communication Style
- Acknowledge the other personal’s
feelings
RECAP BUILD THE MOST OF TOMORROW
Personality

qPsychological characteristics
qStable over time and across situations
qA set of characteristics, rather than one trait
qMakes the person unique and different from others
Abilities and Skills

qAbility, or aptitude, is a stable natural talent for doing something mental or

physical.

qA skill is an acquired talent that a person develops related to a specific

task.
Values
Values are long-lasting beliefs about what is
worthwhile and desirable
Factors that affect values include:

q Culture
q Personality
q Gender
q Ethnicity
q Generational differences
Ethics

qThe relativist view of ethics suggests a belief that

what is right or wrong depends on the situation or
the culture.

qThe universalist view of ethics suggests that all

activities should be judged by the same standards,
regardless of the situation or culture.
Attitudes and Behavior
Attitudes

• An attitude is “a learned predisposition to

respond in a consistently favorable or
unfavorable manner with respect to a given
object”
• Attitude object: physical objects, issues,
ideas, events, people, places
ATTITUDE

• Be Positive
• Trust yourself
• Think Big
• Think Different

RECAP BUILD THE MOST OF TOMORROW 69

Components Of Emotional Intelligence

Self- Self- Interpersonal

awareness motivation skills

Managing Empathy for

emotions others
Characteristics Of Creative Leaders

Perseverance Willingness Tolerance for

when facing to take risks ambiguity
obstacles

Willingness
Self- to grow and
confidence openness to
new
experiences
Three Categories Of Leadership Skills

Technical skills

Conceptual Interpersonal
skills skills
Characteristics Of Individuals With Internal Locus Of Control

q Less anxious
q Set harder goals
q Manage stress well and adapt to change
q More considerate of followers and less likely to use coercive
(forcible) power
Characteristics Of High Self-monitors
q Able to read cues from the environment
q Able to change behavior to match situation
q Able to cope in cross-cultural environments
q May be a key factor in leadership effectiveness
Characteristics Of Leaders Who Fail

Abrasive and Untrustworthy Poor

intimidating performers

Cold and Self-centered Unable to

arrogant and political delegate
 Personality
styles and traits
Personality
• Set of traits, characteristics, and predispositions of a person
• Usually matures and stabilizes by about age 30
• Affects how a person adjusts to different environments
Personality Theories

• Cognitive theory: people develop their thinking patterns as their life unfolds
• Learning theories: behavior patterns develop from the social environment
• Biological theories: personality as genetically inherited
 A B C D
1 Restrained - ‫ﻟﮫ ﻣﺑﺎدئ‬ Forceful - ‫ﻗوي اﻟﺷﺧﺻﯾﺔ‬ Careful - ‫ﺣذر‬ Expressive - ‫ﻣﻌﺑر‬
2 Pioneering - ‫راﺋد‬ Correct - ‫ﺻﺣﯾﺢ‬ Exciting - ‫ﻣﺛﯾر‬ Satisfied - ‫راﺿﻲ‬
3 Willing - ‫ﻣﺳﺗﻌد‬ Animated - ‫ﻣﻔﻌم ﺑﺎﻟﺣﯾوﯾﺔ‬ Bold - ‫ﺟريء‬ Precise - ‫دﻗﯾق‬
4 Argumentative - ‫ﺟدﻟﻲ‬ Doubting - ‫ﺷﻛﺎك‬ Indecisive - ‫ﻏﯾر ﺣﺎﺳم‬ Unpredictable - ‫ﻻ ﯾﻣﻛن اﻟﺗﻧﺑؤ ﺑﮫ‬
5 Respectful - ‫ﻣﺣﺗرم‬ Out-going - ‫ﻣﻧﻔﺗﺢ‬ Patient - ‫ﺻﺑور‬ Daring - ‫ﺟريء‬
6 Persuasive - ‫ﻣﻘﻧﻊ‬ Self-reliant - ‫ﻣﻌﺗﻣد ﻋﻠﻰ اﻟذات‬ Logical - ‫ﻣﻧطﻘﻲ‬ Gentle - ‫ﻟطﯾف‬
7 Cautious - ‫ﺣذر‬ Even-tempered - ‫ﻣﺗﺳﺎوي اﻟﻣزاج‬ Decisive - ‫ﺣﺎﺳم‬ Life-of-the-party - ‫ﺣﯾوي‬
8 Popular - ‫ﻣﺷﮭور‬ Assertive - ‫ﺟﺎزم‬ Perfectionist - ‫ﻣﻧﺷد اﻟﻛﻣﺎل‬ Generous - ‫ ﺳﺧﻲ‬- ‫ﻛرﯾم‬
9 Colorful - ‫ﺣﯾوي‬ Modest - ‫ﻣﺣﺗﺷم‬ Easy-going - ‫ﺳﮭل اﻟﺗﻌﺎﻣل‬ Unyielding - ‫ﻗوي اﻟﺷﺧﺻﯾﺔ‬
10 Systematic - ‫ﻣﻧﮭﺟﻲ‬ Optimistic - ‫ﻣﺗﻔﺎﺋل‬ Persistent - ‫إﺻرار‬ Accommodating - ‫اﺳﺗﯾﻌﺎب‬
11 Relentless - ‫ﻻ ﯾﮭﺎود‬ Humble - ‫ﻣﺗواﺿﻊ‬ Neighborly - ‫ودود‬ Talkative - ‫ﻣﺗﻛﻠم‬
12 Friendly - ‫ودود‬ Observant - ‫ﻣﻼﺣظ‬ Playful - ‫ﻣرح‬ Strong-willed - ‫ﻗوي اﻹرادة‬
13 Charming - ‫ﺳﺎﺣر‬ Adventurous - ‫ﻣﻐﺎﻣر‬ Disciplined - ‫ﻣﻧﺿﺑط‬ Deliberate - ‫ﻣﻌﺗﻣد ﻋﻠﻲ ﻧﻔﺳﮫ‬
14 Restrained - ‫ﻟﮫ ﻣﺑﺎدئ‬ Steady - ‫ﺛﺎﺑت‬ Aggressive - ‫ﻋﻧﯾف‬ Attractive - ‫ﻣﻠﻔت ﻟﻼﻧﺗﺑﺎه‬
15 Enthusiastic - ‫ﻣﺗﺣﻣس‬ Analytical - ‫ﺗﺣﻠﯾﻠﻲ‬ Sympathetic - ‫ودي‬ Determined - ‫ﻋﺎزم‬
16 Commanding - ‫آﻣر‬ Impulsive - ‫ﻣﻧدﻓﻊ‬ Slow-paced - ‫ﺑطﻲء اﻟﺧطﻰ‬ Critical - ‫ﺣرج‬
17 Consistent - ‫ﺛﺎﺑت‬ Force-of- character - ‫ﻗوي اﻟﺷﺧﺻﯾﺔ‬ Lively - ‫ﺣﯾوى‬ Laid-back - ‫ﻣﺗﮭﺎون وﻣﺗﺳﺎﻣﺢ‬
18 Influential - ‫ﻣؤﺛر‬ Kind - ‫طﯾب اﻟﻘﻠب‬ Independent - ‫ﻣﺳﺗﻘل‬ Orderly - ‫ﻣﻧظم‬
19 Idealistic - ‫ﻣﺛﺎﻟﻲ‬ Popular - ‫ﻣﺷﮭور‬ Pleasant - ‫ﺟذاب‬ Out-spoken - ‫ﺻرﯾﺢ‬
20 Impatient - ‫ﻧﺎﻓذ اﻟﺻﺑر‬ Serious - ‫ﺟدي‬ Procrastinator - ‫ﻣﻣﺎطل‬ Emotional - ‫ﻋﺎطﻔﻲ‬
21 Competitive - ‫ﻣﻧﺎﻓس‬ Spontaneous - ‫ﺗﻠﻘﺎﺋﻲ‬ Loyal - ‫ﻣﺧﻠص‬ Thoughtful - ‫وﻗور‬
22 Self-sacrificing - ‫ﻣﺿﺣﻲ ﺑﺎﻟﻧﻔس‬ Considerate - ‫ﻣراﻋﻲ‬ Convincing - ‫ﻣﻘﻧﻊ‬ Courageous - ‫ﺷﺟﺎع‬
23 Dependent - ‫ﻣﻌﺗﻣد ﻋﻠﻲ اﻻﺧرﯾن‬ Flighty - ‫طﺎﺋش‬ Stoic - ‫ﺑﻼ ﻣﺷﺎﻋر‬ Pushy - ‫اﻧﺗﮭﺎزي \ ﻣﺗﻐطرس‬
24 Tolerant - ‫ﻣﺗﺳﺎﻣﺢ‬ Conventional - ‫ﻟطﯾف ﺑطرﯾﻘﺔ رﺳﻣﯾﺔ‬ Stimulating - ‫ﻧﺷﯾط‬ Directing - ‫ﺗوﺟﯾﮫ‬
DISC PROFILE D I S C
1. B D A C
2. A C D B
3. C B A D
4. A D C B
5. D B C A
6. B A D C
7. C D B A
8. B A D C
9. D A C B
10. C B D A
11. A D C B
12. D C A B
13. B A D C
14. C D B A
15. D A C B
16. A B C D
17. B C D A
18. C A B D
19. D B C A
20. A D C B
21. A B C D
22. D C B A
23. D B A C
24. D C A B
COLUMN TOTALS
 Extroversion

Introverted
D Dimension

Calculated risk-
Self-reliant - Self-critical -
taker - ‫اﻟﻣﺧﺎطرة‬
‫اﻻﻋﺗﻣﺎد ﻋﻠﻰ اﻟذات‬ ‫اﻟﻧﻘد اﻟذاﺗﻲ‬
‫اﻟﻣﺣﺳوﺑﺔ‬

Unassuming - Self-effacing -
Realistic - ‫واﻗﻌﻲ‬
‫ﻣﺗواﺿﻊ‬ ‫ﺗﺣﻘﯾق اﻟذات‬

Weighs pros
and cons - ‫ﯾزن‬
‫إﯾﺟﺎﺑﯾﺎت وﺳﻠﺑﯾﺎت‬
I Dimension

Self-
Emotional -
promoting - Trusting - ‫اﻟﺛﻘﺔ‬
‫ﻋﺎطﻔﻲ‬
‫ﺗﻌزﯾز اﻟذات‬

Influential -
Pleasant - ‫ﻣﻣﺗﻊ‬ Sociable - ‫ﻣرن‬
‫ﻣؤﺛر‬

Generous -
‫ ﺳﺧﻲ‬- ‫ﻛرﯾم‬
S Dimension

Outgoing -
Alert - ‫ﻣﺗﻧﺑﮫ‬ Eager - ‫ﺣرﯾص‬
‫ﻣﻧﻔﺗﺢ‬

Discontented Fidgety -
Critical - ‫ﺣﺎﺳم‬
- ‫ﺳﺎﺧط‬ ‫ﻣﺗﻣﻠﻣل‬

Impetuous -
‫ﻣﺗﮭور‬
C Dimension

High
Restrained - Analytical -
standards -
‫ﻣﻘﯾد‬ ‫ﻣﺣﻠل‬
‫ﻣﻌﺎﯾﯾر ﻋﺎﻟﯾﺔ‬

Sensitive -
Mature - ‫ﻧﺎﺿﺞ‬ Evasive - ‫ﻣراوغ‬
‫ﺣﺳﺎس‬

Own
personality
 the capacity or
power of persons
or things to be a
compelling force
on or produce
effects on the
actions,
behaviour,
opinions, etc., of
Influence: others.
Power, influence
and negotiation are
interrelated.
Influential people are:

• CONFIDENT
• TRUSTWORTHY
• POSITIVE
• FOCUSED
• GOAL ORIENTED
• ACTION ORIENTED
7 behavioural styles:
• ASSERTIVE
• AUTOCRATIC
• DEMOCRATIC
• EMOTIONAL
• LOGICAL
• NEGOTIATING
• PERSUASIVE
Personality Types
• Locus of control: people control the consequences of their actions or are
controlled by external factors
• External control: luck, fate, or powerful external forces control one’s
destiny
• Internal control: believe they control what happens to them
Types of workplace behavior
The Seven Classic Types of Workplace Behavior

Commanders Attackers Performers Analytical

Drifters Pleasers Avoiders

1. Commanders
• Demanding and domineering,
• Commanders are the stereotypical control freaks. Bossy
and abrupt to the point of rudeness, they’re crisp and
direct and not terribly tactful.
• Uncomfortable with and aggravated by phrases such as “I
feel” or
• Mentally engaged, and the softer side of human
interaction isn’t a priority for them.
• Value and validate Commanders for their ability to
overcome obstacles, to implement and to achieve results.
2. Drifters
• – Free-spirited and easygoing, disorganized and
impulsive,
• Drifters are virtually antithetical to Commanders. They
have difficulty with structure of any kind, whether it
relates to rules, work hours or deadlines.
• Drifters make you vulnerable by causing others to
question your managerial effectiveness. To successfully
manage a Drifter, keep assignments short, provide lots of
fun and variety, flexible work schedules, etc
• Value and validate the Drifter for their innovation and
creativity, their ability to improvise on a moment’s notice
and their out-of-the-box thinking.
3. Attackers

• -- Angry and hostile, cynical and grouchy, Attackers

are
• often the most demoralizing influence in the
workplace. They are highly critical of others in
public,
• Attackers decimate the morale of the rest of your
staff. To leverage this vulnerability, reassign work
to minimize others’ interaction with the Attacker,
• Value and validate the Attacker for their ability to
take on the ugly, unpopular assignments no one else
has the mettle to do, and for their ability to make
unemotional decisions.
4. Pleasers
• Thoughtful, pleasant and helpful, pleasers are easy
to
• get along with on a personal level. They view their
work associates as extended family members and
have a high need for socialization at work.
• Pleasers make you vulnerable by subordinating
what’s best for the company to the maintenance of
relationships. If keeping you informed will get
someone else in trouble, they’ll feign ignorance to
protect the other person..
• Value and validate Pleasers for the way they
humanize the workplace, and for their helpful,
collaborative work style.
5. Performers
• -- Flamboyant and loud, jovial and entertaining,
• Performers are often the most favorite personality in
the workplace. Their wit and mental quickness makes
us laugh. They charm and delight others with
ambassadorial sophistication.
• Performers make you vulnerable by distorting the truth
to make themselves look good. Don’t take action on
anything the Performer tells you until you have
verified the facts. Link incentives to improved
teamsmanship.
• Value and validate your Performer for their ability to
establish new relationships and for their persuasive and
public speaking skills.
6. Avoiders

• -- Quiet and reserved, Avoiders are the wallflowers

of the world. They create warm, cozy nest-like
environments and prefer to work alone. If forced to
work on a team or committee, they speak only to
validate what others have said
• Avoiders make you vulnerable by not taking any
initiative whatsoever. This can be so frustrating as
to make you lose your temper.
• Value and validate your Avoider for their
reliability, for their meticulous attention to your
instructions and for getting the job done right the
first time, every time.
7. Analytical --

• Cautious, precise and diligent, Analyticals are the

• personification of procrastination, checking
everything thrice. They even proofread photocopies.
• Analytical make you vulnerable by overwhelming
you with information. Manage this by highlighting
selected sections of the data, asking meaningful
questions and expressing appreciation that you can
rely on them for fluency with the entire document.
• Value and validate your Analytical for their
commitment to accuracy and for their ability to
anticipate and evaluate risk far enough in advance to
allow risks to be reduced.
Goal Setting - S.M.A.R.T.
goals
101
S.M.A.R.T. Goals are…

•Specific
• Measurable
•Attainable
•Realistic
•Timely

102
S pecific

• Specific goals answer the following questions:

Who: Who is involved?

What: What do I want to accomplish?
Where: Identify a location.
When: Establish a time frame.
Which: Identify requirements/constraints.
Why: Specific reasons, purpose or
benefits of accomplishing the goal.

103
M easurable
• To determine if your goal is measurable, ask questions such as

104
• The goal is “do-able”
• It is action-oriented
• It is “within reach” of mortals!

•A may also stand for Action-oriented and

that requires action verbs in the goal!

105
• The goal must be an objective toward
which you are both willing and able to
work.
• Again, it must be “do-able”
• People must believe it can be
accomplished

Realistic
106
• You should establish a timeframe
• The timeframe must be realistic
• Everyone needs to know the
timeframe…make it public

T
• ** may also represent Tangible in that
you can experience it with one of your
senses!
107
DELEGATION

108
 DELEGATION

The process of transferring the responsibility for a specific

task to another member and empowering that individual to
accomplish the task effectively.

109
7 level of delegation

110
111
Delegating Work
• Refers to the assignment of a task - It is work focused
• It is not turning over work that the manager dislikes
• Empowerment is focused on the individual
• Increases productivity and the organization’s ability to achieve goals

112
Benefits of Delegation
• More involved, empowered workforce
• Increased productivity and quality
• Reduced costs
• More innovation
• Greater commitment

113
Advantages of Delegation
• Increases manager’s flexible time
• Develops subordinate capabilities
• Demonstrates confidence in delegates
• Enhances commitment of delegates
• Improves decision making
• Increases efficiency

114
Delegation considerations:

Things to consider when delegating:

}Qualifications of subordinate
}Necessity of employee commitment
}Expansion of employee capabilities
}Evidence of shared values and
perspectives
}Sufficient time for delegation

115
STAR

• Skills: to do the job (at least at basic level if the delegation is to

develop the skill to a higher level)
•Time: to do the job (this is an amount of time appropriate to their
skill level if they are learning)
•Authority: to get other people to supply appropriate input or give
them the time
•Responsibility/Recognition: for achieving the successful completion
of the job

116
Barriers to Delegation
n Lack of confidence
n Fear
n Vanity (Narcissism)
n Insecurity
n Self -importance

117
Delegation Steps
1. Decide what to delegate
2. Decide who will do the task
3. Assign responsibility
4. Grant authority
5. Establish accountability

118
Delegate broadly
} Wait to be told what to do – least delegation & empowering
} Ask what to do – delegation & empowerment is constrained
} Recommend then take action – more delegation & empowerment over time
and content
} Act, then report immediately
} Initiate action and report routinely – highest level of delegation &
empowerment

119
Support Participation in Delegation

• Subordinates are given an opportunity to negotiate the roles (degree of

acceptance of delegation)
• Subordinates should feel free to express ideas about the parameters of
the work
• Managers should be available for consultation during the assignment
on an exceptions basis

120
Work within the Organizational Structure
• Delegate through subordinates not around them in the chain-of-
command
• Establish the norm of delegation to the lowest level of the organization
• Everyone affected by the decision to delegate should be informed.

121
Provide Adequate Support

• Provide relevant information

• Provide necessary resources to accomplish the task
• Give credit for the task publicly
• When errors are made, focus on the ;problem, not individuals.

122
Focus Accountability on Results
• Specify the goal not preferred methods
• Do not micromanage
• Support subordinates in the choice of their own methods to accomplish
results

123
Delegate Consistently
• Primary reason to assigning responsibilities & authority is to empower
employees
• Assign both the pleasant and unpleasant tasks
• Delegate continuously, not just when overworked

124
Avoid Upward Delegation
• Occurs when the subordinate asks for help
• Manager says “Let me think about it; I’ll get back to you later.”
• Manager now has to follow up with the employee
• Manager signals upward delegation is OK

125
Constructive Confrontation skills

126
Confrontation Definition
4

•A face-to-face discussion between two parties with a desired Outcome

of change in the behavior of the confronted party
•Direct Expression of one’s view (thoughts and feelings) of the conflict
situation and an Invitation of the other party to express his/her views

127
Successful Confrontation:
6

Diplomats, Leaders, Winners

Leads to:
*Resolution to the problem
*Improve relationship
*Effective outcome

128
Reasons for Not Confronting
7

•Fear of rejection
•Fear of consequences
•Fear of hurting feelings
•Fear of losing control
•Unsure of rights

129
Not Confronting Leads to:
8

•Uncontrolled explosion
•False sense of success
•Constant complaining to the wrong people!
•Avoidance of situations
•Emotional wounds

130
Unskilled Confronting Leads to:
9

Denial in forms of:

–No problem
– it’s OK.
– Stress

131
Confrontation Strategy
10

Before:
Look During: After:
Respect Action
Inwards

132
Before Confronting
11

Define the issue

–What is upsetting you?
–What are the consequences of the problem?
–What are your expectations?
–What needs to change? Why? How?

133
During Confronting:

• Safety First Guideline

Present the problem
– Appropriate time and place –Communicate openly and
– Use “I” instead of “You”
directly “just the facts”
– One-to-one
– Use your communication skills:
–Focus on the problem, not the
– Be calm and respectful person * Eye contact
– Do not threaten, do not attack “Hate the sin, love the sinner” *Body language
– Establish mutual conversation
*Listen, listen, listen
– Watch your body language
– Confirm understanding

134
After Confronting: Action
15

•Agreement
–Who does what
–By when
–Next checkpoint

135
Performance Appraisals that work

136
“If you do not know where you are going...how will
you know when you have arrived?”

137
Performance Appraisal/Reviews
• The Process by which an employee’s Contribution to the Organization
during a specified Period of time is Assessed.

Lets employees know how well they have performed in comparison with the
standards of the organization

138
Performance Management Performance Review
• Continuous interaction • Singular meeting (2x’s/yr)
• Part of the ongoing “routine” • “Dedicated” time
• Ongoing development • Development “plan”
• Observations with feedback for • Summarizes results against
small incremental changes expectations
• “Real-time” here-and-now • Documentation of past
orientation events
COACHING EVALUATION

139
A GOOD APPRAISAL SYSTEM (CRITERIA)
• Validity
• Reliability
• Freedom from bias
• Practicality

140
Why Appraisal May Fail
Mgr not taking
PA seriously Lack appraisal
Unclear
skills
Language

Mgr not honest Mgr not

or prepared
sincere

No on-going Insuff. Rewards

feedback

Ineffective
Mgr Lacks Infos.
discussion

141
The Problem With Performance Reviews
According to Supervisors. . Employees say. . .

• Take too long to write. • Never get one or it’s late.

• People only want good news. • All checkmarks and no examples.
• It’s about “Show me the money!” • No guidance about what to do
• Don’t improve performance. differently.
• No link between performance and
pay.

142
Appraisal Process

Establish and communicate expectations for

performance.

Observe and measure individual performance against

standards.

Reinforce performance to provide remedies

143
Purpose of Performance Reviews

GIVING
Feedback

Engagement
Regarding performance
& development

RECEIVING
Feedback

144
Performance Appraisal (Pointing System)
Productivity Quality
• Maintaining workload 80% occupancy (6:30 out of • Conversion rate 2%
8:00) • Closing Ratio 2 Deals
• 90 : 100 % +2 point
• 80 : 89 % +1 point
• 60 : 79 % -1 point
• 50 : 59% -2 point
• 40 : 49% -3 point
• 30 : 39% -4 point
• 29 or less -5 point

Adherence Conformance
• Minimum 8 Hours • Half Day after 10:30 am
• 10+ Hours +2 point
• 9+ Hours +1 point
• 8+ Hours 0 point
• 7:30 Hours -1 point
• 7 Hours -2 point

RECAP BUILD THE MOST OF TOMORROW

MOTIVATION
146
Why do some people climb mountains?
RECAP BUILD THE MOST OF TOMORROW
While others run?
RECAP BUILD THE MOST OF TOMORROW
And some people just sit?
RECAP BUILD THE MOST OF TOMORROW
And why do billions of people go to
work each day?
RECAP BUILD THE MOST OF TOMORROW
Definition of motivation:
• The driving force within
individuals by which they attempt
to achieve some goal in order to
fulfill some needs or expectation.

• The degree to which an

individual wants to choose in
certain behavior.
RECAP BUILD THE MOST OF TOMORROW
What is motivation?
•Motivation is a Latin word,
which means to move.
•It is the willingness of an
individual to respond to
organizational requirements.

Koontz O’Donnell defines it as “ a general term applying

to the entire class of drives, desires, needs wishes & similar
forces that induce an individual or a group of people at
work.”
Performance
=
Ability
x
Motivation
 Motivation is…

§ Complex
§ Psychological
§ Physical
§ Unique to each and every person
§ Context sensitive
§ Not fully understood

RECAP BUILD THE MOST OF TOMORROW

Energizes Behavior
Drives
Compulsions
Deprivation
Disequilibrium Directs Behavior
Goals
Organization of Effort
Reaching Equilibrium
Sustains Behavior
Maintaining motivation
Persistence
Ability to change course
Importance of Feedback
Characteristics of motivation

1 Unending process: human

wants keep changing &
increasing.
Characteristics of motivation

2 A psychological concept:
deals with the human mind.
Characteristics of motivation

3 Whole individual is
motivated: as it is based on
psychology of the individual.
Characteristics of motivation

4
Motivation may be financial
or non-financial: Financial
includes increasing wages,
allowance, bonus, perquisites
etc.
Characteristics of motivation
Motivation can be positive or negative:

5
positive motivation means use of
incentives - financial or non-financial.
Egs. of positive motivation:
confirmation, pay rise, praise etc.
Negative motivation means emphasizing
penalties. It is based on force of fear. Eg.
demotion, termination.
Characteristics of motivation

6
Motivation & job satisfaction
are different. Motivation is
goal-oriented behaviour.
Job satisfaction is the outcome
of job performance.
 6 Coaching Steps
Use these six steps to provide effective supportive coaching to
your reporting employees.

162
Step: 1

• Show Confidence in the employee's ability and Willingness to solve the

problem.
• Ask him or her for help in solving the problem or improving their
performance.

163
Step: 2

• Describe the performance problem to the employee.

• Focus on the problem or behavior that needs improvement, not on the
person.
• Use descriptions of the behavior with examples so that you and the
employee share meaning.
• Ask for the employee's view of the situation. Do they see the same
problem or opportunity that you do?

164
Step: 3

• Determine whether issues exist that limit the employee's

ability to perform the task or accomplish the objectives.
• Four common barriers are time, training, tools, and
personality
• Determine how to remove these barriers.
• Determine whether the employee needs your help to
remove the barriers—a key role of a manager—or if he is
able to tackle them by himself.

165
Step: 4

• Discuss potential solutions to the problem or improvement actions to take.

• Ask the employee for ideas on how to correct the problem, or prevent it
from happening again.
• With a high performing employee, talk about continuous improvement.

166
Step: 5

• Agree on a written action plan that lists what the employee, the manager, and
possibly, the HR professional, will do to correct the problem or improve the
situation.
• Identify the core goals that the employee must meet to achieve the
appropriate level of performance that the organization needs.

167
Step: 6

• Set a date and time for follow-up.

• Determine if a critical feedback path is needed, so the
manager knows how the employee is progressing.
• Offer positive encouragement.
• Express confidence in the employee's ability to
improve.
• Recognize that the only person who is in charge of
their performance improvement is the employee.
• As much as you try to help, he is the one in charge

168
Six C’s of Motivation..

Challenges Consequences Collaboration

Constructing
Control Choices meaning

RECAP BUILD THE MOST OF TOMORROW

Theories of Motivation:

Maslow’s Macgregor's Herzberg’s

need Theories X & two factors
Hierarchy Y theory

RECAP BUILD THE MOST OF TOMORROW

Theories of Work Motivation : Maslow’s hierarchy of needs
Self
actualization
needs

Esteem needs

Social needs

Safety & security needs

Physiological needs
Macgregor’s
Theories X & Y

RECAP BUILD THE MOST OF TOMORROW

RECAP BUILD THE MOST OF TOMORROW
Herzberg’s two factors theory

RECAP BUILD THE MOST OF TOMORROW

7
.5 Challenges of Motivating Employees

RECAP BUILD THE MOST OF TOMORROW

1 Challenges of Motivating Employees

FOCUS

RECAP BUILD THE MOST OF TOMORROW

2 Challenges of Motivating Employees

PERSONALITIES

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3 Challenges of Motivating Employees

COMMUNICATION

RECAP BUILD THE MOST OF TOMORROW

4
Challenges of Motivating Employees

LEADERSHIP

RECAP BUILD THE MOST OF TOMORROW

 Challenges of Motivating Employees

5
EXPECTATIONS

RECAP BUILD THE MOST OF TOMORROW

6
Challenges of Motivating Employees

COSTS

RECAP BUILD THE MOST OF TOMORROW

 Challenges of Motivating Employees

7 ENVIRONMENT

RECAP BUILD THE MOST OF TOMORROW

 Challenges of Motivating Employees

7.5
EMOTIONS
RECAP BUILD THE MOST OF TOMORROW
7.5 Challenges of Motivating Employees

1. Focus
To 5. Expectations

A P …
2. Personalities
REC 6. Costs

3. Leadership 7. Environment

4. Communication 7.5 Emotion

RECAP BUILD THE MOST OF TOMORROW
Overcome the Challenges: Four Models of Employee Motivation

Acquire & Achieve

Bond & Belong
Comprehend & Challenge
Define & Defend
RECAP BUILD THE MOST OF TOMORROW
Acquire & Achieve We all have a motive
& Achieve
to Acquire

§ Recognize or provide incentives money, things, prestige, power…

for your employees in a
customized manner (one size
does not fit all)
§ Ensure recognition is timely and focuses on achievements
§ Reward your employees with appropriate and individualized tools
§ Make recognition a priority utilizing formal and informal methods
– ensure you do this on a regular basis
§ Get creative, some of the best recognition is low cost but high in
creativity
RECAP BUILD THE MOST OF TOMORROW
Bond & Belong We also want to Bond
with
others – and Belong
§ Create and support opportunities for employees to connect on a
personal level, i.e. business book clubs, work softball teams,
bowling leagues, etc
§ Develop formal job sharing/rotation where peers learn other jobs on
team
§ Understand that there is a human need to connect with others,
remember to balance the perspective of employees ‘goofing off’
§ Organize a share and tell day, where employees get together and
share what they do within the company and how their job fits into
the bigger picture
RECAP BUILD THE MOST OF TOMORROW
Comprehend & Challenge We strive to
COMPREHEND our
§ Provide challenging work world and feel
assignments that allow your CHALLENGED
employees to grow
§ Create opportunities for your employees to cross train into other
areas of the company that they might be interested in learning
§ Share fun/interesting magazines or journals with your employees,
highlight interesting articles and then have them pass along to the
next person
§ Set achievable but realistic stretch goals – have a goal setting
meeting with employees
RECAP BUILD THE MOST OF TOMORROW
Define & Defend And we need to DEFINE and
§ Provide time off / company time for DEFEND those
charitable work things and ideas we
BELIEVE IN
§ Ensure you have a clear Mission
§ Be transparent with information, this will foster an environment
of trust and pride
§ Actions speak louder than words, have your employees back,
believe in them
§ Ask for testimonials from customers have them share their
experience with your company and then share those with your
employees
RECAP BUILD THE MOST OF TOMORROW
Great!

But, so what?

RECAP BUILD THE MOST OF TOMORROW

Because it…

Increases Saves Drives

Effort $$$ Revenue

Aids Enhances
Retention Engagement

RECAP BUILD THE MOST OF TOMORROW

And we’ve only touched
the tip of the…
RECAP BUILD THE MOST OF TOMORROW
CHANGE MANAGEMENT
193
What is Change Management?

• Change management refers to the task of managing change.

• Managing change refers to the making of changes in a planned, managed and
systematic fashion.
Change Management Principles
At all times involve and seek support
from people within system

(system = environment, processes,

culture, relationships, behaviours, etc.,
whether personal or organisational).
•Understand where you are and where
the organisation is at the moment.

•Understand where you want to be,

when, why, and what the measures will
be required for reaching and getting
there.
•Plan development towards your goals in
appropriate achievable measurable stages.

•Communicate, involve, enable and facilitate

involvement of people:
•As early as possible
•As openly as possible
•As fully as possible
Advantages of Proper Organizational
Change Management
 Lesser time and Lower costs
Lower staff Lower resistance to efforts are required
dissatisfaction change process for implementing associated with
change
change

Participation of Sustainable change

Successful
majority in change, implementation of with very less Adapt to changes at a
thus leading to probability of faster rate
increased motivation change rollback

Easy integration in
the case of merger Lead to increased Lead to lower cost of Lead to improvement
efficiency, increased operations i.e. cost
with lesser time, productivity reduction in quality
efforts and costs

Help in gaining
technological Lead to more
profitability
leadership
Change Management Process

1. Identify potential change

2. Assess
3. Plan change
4. Implement change
5. Review and
6. Close change.
Resistance to Change
•The biggest challange to any change comes
through resistance to change.

•Change disturbs existing equilibrium, existing

procedures, power structures etc within the
system or organization, which may not be liked
by many persons, thus leading to resistance to
change.
Resistance to Change

1: The resistance to change could be:

•Overt or Immediate resistances to change
•Implicit or Deferred resistances to change
Resistance to Change
•2. Resistance to change can come from employees
as well as employers or management.

•3. Resistance to change can occur at any level i.e.

• Individual level
• Group level
• Organization level.
Individual Resistance to Change
sources of organizational resistance to change
 Building Culture for Change
1. Describe the change process to all people involved and explain the
reasons why the changes are occurring. The information should be
complete, unbiased, reliable, transparent, and timely.
2. Be designed to effectively implement the change while being
aligned with organizational objectives, macro environmental trends,
and employee perceptions and feelings.
3. Provide support to employees as they deal with the change, and
wherever possible involve the employees directly in the change
process itself
4. Be consistently monitored and reviewed for effectiveness. A
successful change management program is typically also a flexible
project
Change Management Strategies

Proper timing / Education & Seeking

tact communication participation

Facilitation & Introducing

support Negotiation incentives /
rewards

Manipulation Coercion
Change Management Strategies factors
Organizations do not pursue a single strategy. They adopt a
suitable mix of strategies depending upon following factors:

Degree of Target The Stakes

Resistance Population Involved

Degree of
The Time
Expertise Dependency
Frame
Involved
Role of Leader in Change
Encouraging Encouraging Encouraging training Encouraging quality
collaboration rather
than comeptition customer-orientation and coaching consciousness

Improving
Improving Encouraging team participation of work Can reduce conflicts
communication work by problem-solving
force

Helping in creating
Helping and Can encourage proper culture for
encouraging for better creativity in an improvement,
productivity organization problem solving,
prevention etc.
ADKAR
ADKAR
The ADKAR model developed by Jeff Hiatt (1998, 2006) can be highly helpful for
individual change management. The model presents five building blocks which must be
obtained / implemented to realize change successfully. It is management's job to create an
environment in which people can go through these five stages as quickly as possible,
which include:
ADKAR model focuses on the
‘people’ element of change,
specifically how to ensure the
employees involved support and
believe in the change.
Once this has been done, the model
moves to look at the business
dimension
Awareness – Employees need to be aware of exactly what
change is occurring and why it is necessary. If employees are
not aware of these things, they can lose motivation and
direction within the strategy. The manager has a crucial role
in ensuring employees are fully aware of every element of the
change process.
Desire – Support for the change strategy should come
naturally from the employees. Rather than forcing the change
upon your employees, including them in developing the
project and vision will ensure their support for the final
outcome.
Knowledge – Change will likely bring a change in routine
and skills for your employees, as well as the overall
organization change. For this reason, employees should be
fully supported in their acquisition and development of these
skills.
Ability – This knowledge must then de developed, but this
can only happen if the individuals have the necessary ability.
Reinforcement – The change process, and rewards for
individuals changing their methods, should be reinforced long
after the change has occurred. This ensure employees resist
the temptation of slipping back into old habits.
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