1. 1 Managing People B632 Course instructor by: Dr. Manal Al Ibrahim 2007/2008

2. 2 Introduction (Manal Ibrahim) * B.Sc. Biophysics. Cairo Univ. 1985 * Master in Science of Science “Image and molecules in Medicine” Dec. 2000 from Open Univ. UK, London * Master of Philosophy in Distance learning 2005 from MSM, Netherlands. * Doctoral of Business Administration in Distance learning 2006 from MSM, Netherlands. Courses in Research Method, Economics, Behavioural Science and Statistics. Published papers and conferences. * Worked in education field for 22 years in KSA.

3. 3 Managing People- B632 Book1 Understanding People at work Book2 Recruiting and Developing People Book3 Working with Others Book4 Power, Leadership, and Change

4. 4 Book 1 Understanding people at work Contents: Session 1: Understanding behavior Session 2: Communication at work Session 3: Understanding motivation Session 4: Job design

5. 5 Session 1 : Understanding Behaviour Divided into four sections : Understanding behaviour at work The individual in charge Social pressures on behaviour Common mistakes in understanding behaviour

6. 6 1.1 The aims of this session Examine how people construct individual understandings of actions and events. Consider the ways in which shared rules and conventions impact on behavior. Identify some of common mistakes people make when trying to understand behavior.

7. 7 This session is about understanding behavior at work. It addresses different answers to the question of What makes people behave as they do?

8. 8 1.2 Understanding behavior at work Understanding behavior at work is a difficult task which has been approached in different ways. It is helpful to distinguish between two ways of looking at it. To understand behavior you need to appreciate the point of view of the person involved and the mental status that caused behavior. Therefore you can predict what they will do next. To understand behavior you need to perceive how it reflects social pressures, constraints and conventions, therefore to understand behavior you need to understand these social pressures.

9. 9 1.3 The individual in charge In this section we will discuss in more detail that events do not have one fixed meaning, but a number of different interpretations based on peoples own experiences, goals and values. (example – page 11) Value base: the combination of values, ethics and attitudes a person develops as a result of their education, upbringing, life experiences, culture and environment.

10. 10 The question that will be useful to ask at this point: Is our behavior driven primarily by our motives and intentions, or is it driven by the social situation in which it takes place? Example (1.1) illustrates conflict that often arises because people respond differently to the same situation. Activity (1.1)

11. 11 As individuals we construct our own sense of what is going on,creating mental models which are self re- enforcing. Mental model : the set of assumptions and expectations one person has about another or about a situation, based on previous experience of that person or on similar situations in the past. They may also be based on information from other people. Over time- if no evidence against these assumptions found so it turn to be commonsense facts in the mind of individual. Commonsense facts: an assumption, which may or may not be correct, about how other people are likely to behave, based on previous experiences. Activity 1.2 help in consider how to construct the behavior of your colleagues.

12. 12 Repertory grid technique: developed by Kelly (1991) Suggests that attitudes and perceptions of other people’s behavior are more a reflection of the mental models and value base of the observer than of the person being observed. According to Kelly the constructs say nothing about your colleagues and everything about you.

13. 13 Why Understanding values is of particular importance for managers? 1-They often work with people who have quite different values. 2-Managers have values like every one, the difficult task emerge for managers of accommodating their own value with those of others working both within and outside their team.

14. 14 Different levels of values: Individual values: we have ideas about what is right and wrong these ideas develop over time and form our personal value base. Circumstances may challenge and change them. ( Activity 1.3) Professional or occupational values: groups with recognized sets of values sometime expressed through codes of ethics or value statements. ( Activity 1.4) Group/team values: shared values and assumptions in a group or team. ( Activity 1.5 )

15. 15 1.4 Social pressures on behavior It is possible to suggest that formal structures and rules shape how people behave and that organizations have a collective identity or culture that influences behavior. Behavior might be seen to be a reflection of a role that generates a set of expectations that people conform to. Activity 1.6

16. 16 Behavior becomes much more about doing what is appropriate. Formal job roles bring with them certain pressures and expectations about appropriate behavior (our jobs create expectations of role-based behavior). We modify our behavior to fit particular social conventions to under stand behavior is therefore to understand these conventions (we tend to behave differently depending on whether we are with friends,colleagues,police or hairdressers. So, much of our behavior is influenced or constrained by social & cultural influences. Activity 1.7

17. 17 1.5 Common mistakes in understanding behavior We will concentrate on the three common mistakes arising from attempts to understanding behavior: That we should only consider objective facts. (Exploring other people views will improve richer understanding of the situation). That every one works for the same goals/values. (manger need to know some of goals that people seeking to attain through their work &some of their needs that push them to work) That some behavior makes no sense. (It may mean that we are missing some information about events or lacking an appropriate understanding of the situation).

18. 18 Session 2: communication at work Divided into 3 sections: Communication channels Communication processes Effective communication

19. 19 This session has looked at how we communicate ideas& message to others using a range of different techniques Aims of this session: Consider communication processes in away that allow you to analyze your interactions with other people. Analyze how organizational factors impact on effective communication. Develop your insight into the advantage and disadvantage of the range of communication and methods available.

20. 20 2.2 Communication channels: The route by which communication takes place. We will focus on interpersonal communication, communication between two people or people in small groups.it can consist not only of verbal exchanges, but also of body language,facial expressions & gestures. We will consider two channels of communications: A- Communication through language B- Non-verbal communication

21. 21 A- Communication through language : Much communication occurs through words written or spoken. Austin (1962): developed distinction between: Locution: literal meaning. Illocution: actual meaning (which can be hidden within the literal meaning of the word used). Deaux (1993): underline the idea that the practice of talking activity structure how we see things by suggesting what we use words to do one of at least five things: Describing something. Trying to influence someone. Expressing feelings or attitude. Making a commitment. Trying to accomplish something directly

22. 22 People often fail to appreciate the range of meaning a term can have so they fail to appreciate what we are saying. One sentence can have a range of meanings depending on its context as a result we often fail to communicate the message. Meta-language: the meaning implied by words and phrases rather than their literal meaning. Is the Jargon particular groups develop. Box 2.1 Explain meta-language Activity 2.2

23. 23 We have focused on words but not all communication drives from words alone &that sometimes how some thing is said “paralanguage” can be very important. Para-language: the meaning attached to language resulting from the way in which it is spoken or written. Factors include (tone of voice, rhythm, intensity ). Para-language can be used to explain the meaning of word (non verbal vocalizations such as sighing &laughing). Para-language performs the functions of supporting the verbal message.

24. 24 B- Non verbal communication: We do not communicate always through word or the way we say them instead we often communicate through our behaviour when we are speaking. Communication that does not take the form of words such as facial expression, gestures, poses and movement “body language” (ex : winking, shaking hands, smiling). The way we speak, the words we use &the way we act while speaking all merge to form the tools with which we communicate. Activity 2.3

25. 25 2.3 - Communication processes Mean process through which messages are transferred between different parties. Simple model of communication (developed by Shanon and Weaver 1949) contains source, transmitter, receiver, destination and noise. Figure 2.1 (page-30)

26. 26 This model developed by Deaux(1993) along three main dimensions: Communication is an interaction between two parties. Both parties bring to the interaction their own expectations and understandings of self and context. Communication is only possible where individuals share a certain amount of common ground. Figure 2.2 Activity 2.4

27. 27 2.4- Effective communication In this section we will consider the recognition of the following points to improve the effectiveness of the communications: A- Communication need. B- Developing a shared basis for communication. C- Communication climate. D- Listening. A- Communication need: The starting point for understanding effective communication is to think about the quantity of information available and the information needs of others. Activity 2.7

28. 28 B- Developing a shared basis for communication: quantity of information we receive and interpreting this information are both two essential issues that communication relies on. Inability to have a common set of values &beliefs can lead to problems. Understand the audience is critical to any form of communication. Make sure important terms or aspects are explained. Communication is more effective when the beliefs of the audience are taken into account.

29. 29 C- Communication climate: The atmosphere or conditions in which ideas, information and feelings are exchanged. The Communication climate may be open or closed. Open communication climate : An environment in which information is provided freely to all in an honest, egalitarian (classless), and nonjudgmental and solution oriented way with behaviours that encourage this approach being rewarded. An environment in which information is provided freely to all in an honest, egalitarian (classless), and nonjudgmental and solution oriented way with behaviours that encourage this approach being rewarded.

30. 30 Characteristics of open communication behavior: Descriptive (statements tend to be information rather than evaluation ) Solution oriented (focus on problem solving) Open and honest (aim to help and improve) Egalitarian (regardless of their role or status) Forgiving (the error is recognized) Feedback (essential part of maintaining good relationship)

31. 31 Closed communication climate: An environment in which communication is restricted &limited. Characterized by behaviors which are: Judgmental (emphasis on divide blame). Controlling (people expected to conform to certain types of behavior). Deceptive (message are expressed in a manipulative way). Non-caring (communication detached &impersonal). Superior (stresses difference in status,skills). Dogmatic (unwillingness to accept other point of views). Hostile (place little importance on the need of other). Feedback is discouraged and Communication are generally one way from top to down.

32. 32 Feedback: Acknowledgement of a person’s performance. If it includes suggestions for improvement, it is constructive feedback or destructive feedback. The organizational culture ( the set of norms, behavioure, values& beliefs that are prevalent in an organization,and which may or may not be formally encoded in policies, procedures& practices) & management styles are major factors that determine the communication climate.

33. 33 D - Listening Is an active psychological process that requires concentration and conscious effort. Different type of listening: 1- Support listening: a form of active listening which encourages the speaker to freely express their views and feeling, so that the listener can discover more about their opinions and attitudes using encouraging body language such as keeping eye contact and nodding your head.

34. 34 2- Responding listening: A form of active listening where the focus is on creating a relationship with speaker rather than purely on absorbing what they are saying. 3- Retention listening: A form of active listening where the focus is on gaining information and facts rather than developing a relationship with the speaker.

35. 35 Active listening: a way of listening that involves participation in the communication process, gathering information through concentration and making a conscious effort by asking questions and summarizing.

36. 36 The skill of active listening involves: Listen for message content (gathering key facts). Recognize potential barriers to effective communication, seek clarification. Identify the purpose, describe, influence or communicate feelings. Respond through facial expressions or body gestures. Check (seek clarity through questioning). Encourage the speaker to continue and expand on points they have failed to make clear. Reflect back what you think you have heard by repeating or paraphrasing it. Activity 2.8, 2.9

37. 37 Thank you for your attention