MICRO ORGANIZATIONAL BEHAVIOR
BUS 742
FALL 2004-2005
FRIDAYS 4:00-6:00 P.M. & 7:00 TO 9:00 P.M.
Facilitator:
Office:
Home:
Fax:
E-Mail:
Harry J. Bury, Ph.D.
440-826-2395
440-891-9517
440-826-3868
hbury@bw.edu
Course Description:
The micro-perspective of Organizational Behavior examines small units, namely the
individual and small groups. Theories of motivation, learning, perception, communication,
personality, leadership are all emphasized, equipping managers with a sound conceptual
understanding of the causes of behavior, a set of tools with which to change behavior, and a
body of research findings to support the hypotheses and relationships among personal and
environmental causes and behavior outcomes.
The major assumption of this course is that one cannot understand and manage others
unless one understands and can manage oneself. One cannot understand the “outside
other” unless one understands the “inside self”. Hence, the focus of this course is on you,
the participant. Specific exercises and instruments will be utilized for this purpose so we
can all learn by listening, observing, doing and feeling.
The course focuses largely on the “here and now” – learning from present experience as
much as possible. Hence, the emphasis is on process – looking at and learning from what
is happening right now in the classroom and how we can make it better. Our objective is not
only to learn theory, but to actually improve the present process and, if we are successful at
doing this, how we improve the process will be our most significant learning.
A second assumption of this course is that despite of satisfactory technical skills, people
often discover at some point in their career that they do not know how to work effectively
with others or have the interpersonal skills to be a good manager and leader.
Organizational Behavior speaks to this limitation and presents the same type of content and
training found in executive development programs (only cheaper). The course seeks to
help us understand why we behave as we do in organizations and groups. By the end of
the course, we should know ourselves better and have better people skills.
The focus of the course is the “micro” level in organizations—issues concerning individuals,
interpersonal relations, and groups.
The overall purpose of the course is to enable us to develop the people skills we need to be
effective employees, or managers and leaders and improve the effectiveness of our
organizations. The topics to be covered are the practical skills all managers and leaders
need to possess. Immediate application at work and home is our goal.
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Course Objectives:
To increase our self-awareness
To increase our awareness of what is happening between us, others and the organization
plus what is going on in the organization’s environment that impacts ourselves, our group
and the organization itself.
To learn how to learn
To enable us to become more skilled at analyzing behavior in organizations
To enable us to learn what actions are appropriate for different situations and apply the
theory in order to be effective leaders
To enable us to acquire a larger repertoire of behaviors or skills
Required Texts: Learning to Build an Effective Team Through the Process of Team
Building Workbook
Organizational Behavior Reader by Kolb, Osland and Rubin, 7th Edition
Organizational Behavior: An Experiential Approach by Osland, Kolb, and Rubin, 7th
Edition Prentice Hall
Assessment Exercises by Robbins, S. Prentice Hall
Organizational Behavior: An Experiential Approach consists of content, exercises, and tips
for managers. Please bring the workbook to every class. As well as the assessment
text. Utilize the Organizational Behavior Reader for research and the first learning
opportunity and the Team Building text.
Class Format
The most effective method for learning interpersonal and managerial skills is experiential
learning. This means that we will turn the classroom into a laboratory and create conditions
for understanding concepts through experience as well as readings. We will use role plays,
exercises, and simulations so that each participant can pull out his/her own learning points
from these experiences. This type of course requires participants to take
responsibility for their own learning. In order for an experiential course to be successful,
participants need to do all the reading and homework preparation and participate actively in
the classroom.
Please do not underestimate the importance of participation in this course. It is an
important part of the final grade, not to mention that it gives each of us an opportunity to
practice our communication skills. All of us need to learn to speak up sometimes. Here,
among friends, is an excellent place to practice without much risk.
Another text consists in a packet of self-assessment instruments. The instruments are to
enable us to understand ourselves better. Usually, we need to fill these out prior to class.
Please fill them out carefully and do the scoring before coming to class. The more honestly
we answer these instruments, the more accurate a self-portrait we can construct. Learning
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about our own personal self is the valued result. Hence, we need to be as honest as we
can be in responding to the self-assessment instruments.
TEAM TASK LEARNING:
To be an effective systems manager, one needs to be adept at working in teams, achieving
goals and objectives with and through other people. In addition, people tend to learn more
when they are involved in the learning process and when they are called upon to facilitate
the learning of others.
One of the most important skills in today’s business world is the ability to work effectively in
groups. To gain more practice, we will usually work with the same learning group in class
and will receive feedback from this group on our performance in the course. A textbook
enabling us to learn how to build an effective team will be used.
First Learning Opportunity
With these two ideas in mind, class members are invited to form a number of management
teams. Each team will choose a concept from the two Organizational Behavior texts, write a
paper and facilitate a learning experience in and with the class.
Divide the written paper, of no more than ten pages, into three chapters:
Chapter one
1.
2.
3.
4.
Discuss a particular behavioral theory or management concept from the text. Assume
other classmates have read your paper and the chapter in the text that your team
selected.
Give examples from your own experience of the effectiveness of the theory. Do not
repeat examples from the text.
Decide whether the theory fits your perception of reality.
Suggest how to implement the theory in the work place and what challenges to
implementation need to be considered.
Chapter Two
Describe how the learning team practiced the ideas in the chapter as the team went about
working, planning and executing the report and the facilitation. Focus on the PROCESS.
Chapter Three
Each member of the team indicates how he/she will change his/her own behavior based on
the experience, the learning. A report is written covering the above issues in three chapters
and submitted before the facilitation with copies for each participant so the class members
can read your report as well as the chapter before it is experienced. Indicate the sources
the team consulted in a complete bibliography. The second and third chapters are most
important and each is expected to be at least the same length as the first chapter, if not
longer.
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The objective of the facilitation is not merely to report data (a one-way communication
model) but to facilitate a process by which the whole class becomes involved in the learning
experience. High grades will be given teams who best get the class involved. Be creative.
Assume the class has read your paper and the chapter. Do not repeat the material in the
facilitation and do not read your report. Rather, facilitate a process by which your class
colleagues discover and understand the material. In the first sessions I will seek to model
the methodology for facilitating the learning experience.
Second Learning Opportunity
Attend five AA meetings by yourself, write a three page report giving your interpretation of
the experience and be prepared to discuss your experience with the class indicating what
you learned about yourself and organizational behavior. Apply this learning specifically to
your workplace. Do not tell people at the AA meeting that your attendance is a class
assignment unless directly asked. Most will assume you are an alcoholic. To announce
you are not like them is unconscious arrogance. Visitors, and especially students, are
welcome. Call and ask which meetings are open meetings and non-smoking if you are
allergic to cigarette smoke. Go alone and don’t take notes.
Third Learning Opportunity
Individual Papers 40%
Learning Opportunities
Smile Experiment
Psychological Contract
Leadership Cases
Motivational Analysis
Stories Written
Perception Analysis
McClelland Theory Paper
Socialization Analysis
AA Paper
Personality Adjustment Experiment
I Love You Experiment
Surprise Experiment
Communication Experiment
Chapter Paper
Chapter Facilitation (one hour)
Due Dates
August 27, 2004
September 10, 2004
September 10, 2004
September 24, 2004
September 24, 2004
October 8, 2004
October 8, 2004
October 22, 2004
October 22, 2004
November 5, 2004
November 5, 2004
November 19, 2004
November 19, 2004
November 19, 2004
December 3, 2004
Performance to standard (doing what is expected) in this course will be awarded with a B
grade. To achieve an A grade, one needs to go beyond standard (do more than what is
expected, more than what is required because A stands for outstanding work). by attending
the five AA meetings, writing a paper and making a report to the class as described above.
If you need to miss class for a serious reason, you need to view an assigned video tape and
write a paper describing what you learned. Tapes can be obtained from me. Otherwise 2
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points are deducted from the final grade for each missed class. Persons never missing a
class receive two points added to total grade. Papers handed in late will have two points
deducted from the grade of the paper. In the video papers, be certain to give your thoughts
on the subject and how it relates to what we are learning in class besides stating what was
said. I am most interested in what you thought about what the video teaches than what the
video actually is about. And I want to know how you are now changing due to the
experience. Return the tape with your paper.
Criteria for Evaluation
Team Paper on the chapter chosen
Team Facilitation on the chapter chosen
AA Experiment
Individual Papers and Participation
Total
A+ = 98-100
A = 94- 97
A- = 90- 93
B+= 88- 89
20%
20%
20%
40%
100%
B = 84-87
B- = 80-83
C+ = 78-79
Etc.
To reiterate because it is most important, an “A” grade indicates that the participant
has done far more than is required. A “B” grade indicates that the participant has performed
to standard. In other words, the participant has done well all that is required. An A is similar
to a bonus at work due to extra high performance.
EXPECTATIONS/OBJECTIVES/GOALS
We expect each of you to:
-
Change seats each class meeting . Make a point to sit next to all members of this
class organization at least once during this semester.
-
Be open and honest with peers, your associates, and me. Let me know what is going
well for you and what is not.
-
Go out of your way to avoid obstacles with communications. If I am presenting an
obstacle to you or become a roadblock, let me know.
-
Manage your area of responsibility in such a way as to positively contribute to the
overall class results as well as your personal goals and objectives. A gain for you at
the expense of someone else is a loss for the whole class. Teamwork is essential -here is no room for “gamesmanship” or “one up” stuff.
-
Know what is going on in other classes as well as companies and organizations off
campus. Visit them and have them visit us – find out how they manage things – steal
all the ideas you can – network whenever possible. The greatest compliment you can
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give me as the class facilitator is to bring friends to class. Especially invite the person
to whom you report to participate in class with us and stay for dinner.
-
Keep me informed – verbally and with written material – Use your judgment about
frequency, methods, etc. I’ll let you know if it is meeting my needs.
-
Provide me with feedback (included page 9 through 16) that indicates your ideas,
feelings, progress.
-
Do your best to solve problems. Don’t present me with problems to solve; instead,
develop alternatives and act on them if possible. If you need my input, I am available
to provide it. Use me as “sounding board/coach.
-
Involve your work team and associates, even family in planning, meeting challenges,
improvement, etc. They might know more about something than you do. Mix with
second year participants and Health Care MBAs at lunch and dinner. Serve as
mentors, show your knowledge and experience, but mostly listen.
-
Assess how you are impacting this class – adding to it, treading water, or pulling us
under.
-
Help me and your class colleagues – volunteer and respond to requests.
-
Also, helping others, whether manager, facilitators or colleagues, is not “sucking up”,
but networking and cooperative behavior designed to benefit the whole system.
-
Continually strive to improve the quality and efficiency of the educational process.
Constantly ask yourself, “How can I learn more, better apply what I am learning, help
others in the class learn?
-
Know all your class colleagues; find out what they need and expect from you; ask them
to evaluate you.
-
Complete requests from me by the due date or negotiate other arrangements in
advance of the due date.
-
Lead. If you see a lack of leadership by me or others, take the lead. It is not vested in
me. Be proactive rather than reactive.
-
Expect a lot from your team, your class colleagues, yourself and from me.
-
Behave in ways that positively contribute to us being more human with each other;
respect the dignity of each individual.
-
Grow and help others grow. I am bored around people who are treading water. How
are you a more valuable person this month than last – what have you learned, what
skills have you improved, how are you better?
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Challenge me, I need to grow too!
-
Have a lot of fun studying this organizational behavior material.
FALL 04-05
BALDWIN-WALLACE COLLEGE
MBA PROGRAM
POLICIES AND REGULATIONS
As a program designed for experienced, working professionals, the MBA Program at
Baldwin-Wallace College expects both students and faculty to behave in a professionally
appropriate manner. As is true in most organization, policies and regulations can be useful
in helping professionals to select the appropriate response in difficult or conflictual
situations. Therefore, in the absence of specific guidelines in a given course syllabus to the
contrary, the following policies can be assumed to apply throughout the MBA student’s
experience at Baldwin-Wallace College:
1.
Attendance: As working professionals with significant work and family responsibilities,
it is likely that a student may occasionally have an unavoidable conflict with a class
meeting.
a.
b.
c.
Notify the instructor of the anticipated conflict.
Take responsibility for doing any missed assignments.
Coordinate with members of the student’s class team, if the student is part of a
work/study group.
Unless otherwise stated in the syllabus, there would normally be no other
consequences for a single missed class. However, it is also true that some missed
classes (i.e., a group exercise) may impair the student’s ability to fulfill future
assignments (i.e., a paper based upon the group exercise) which may have negative
and necessarily consequential effects on the student’s grade point average. If a
second class is missed, the student will be expected to “make up” the class in some
fashion appropriate to the course. Typically, the student may be required to do a
make-up paper, project or presentation. In addition, as the discretion of the instructor,
the student’s grade may be lowered by an amount specified in the syllabus for any
unexcused absences. If a third class is missed, the student will normally be dropped
from the class and expected to repeat the course unless unusual circumstances make
such an action inappropriate. However, if possible, the student should try to anticipate
such unusual circumstances before the start of the term and voluntarily sit out the term,
rather than unnecessarily suffer a loss of tuition and other administrative
consequences of being dropped from the class after the term has begun.
2.
Academic Dishonesty: Integrity is one of the most important attributes of a successful
professional. A host of stores and news events have documented that even the most
competent leaders are likely to seriously derail their careers and lose their leadership
effectiveness by committing dishonest acts. Therefore, the commission of any act of
academic dishonesty or deceit is a serious matter, not only for the college but also for
the student’s future career.
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Unless the instructor has formulated explicit guidelines to the contrary, any
assignment, test, or project which a student or group of students inappropriately submit
as their own, without proper references and attribution, or upon which they
inappropriately collaborate when the work was to be individual in nature, may receive a
grade of “F” for the course and be terminated from the program. The application of this
policy will be up to the discretion of the individual faculty member(s) involved in
evaluating the assignment. This policy in no way diminishes the rights of the
student(s) with respect to appealing the grade or seeking re-admission into the
program.
Any student with a documented disability (e.g., mobility, learning, psychological, vision,
hearing, etc.) who needs to arrange accommodations must contact both the instructor
and Disability Services at the beginning of the term.
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Date August 27, 2004
Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date September 10, 2004
10
FALL 04-05
Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date September 24, 2004
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Name____________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date October 8, 2004
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Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date October 22, 2004
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Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date November 5, 2004
14
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Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
BUS 742
Date November 19, 2004
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Name ___________________________________
I.
How Concepts learned last class were applied at work and/or at home
II.
Questions
III.
Comments
_________________________________________________________________
COMFORT
-5 -4 -3 -2 -1 0 1 2 3 4 5
UNDERSTANDING
-5 -4 -3 -2-1 0 1 2 3 4 5
IMPORTANCE
-5 -4 -3 -2 -1 0 1 2 3 4 5
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Harry J. Bury
Harry J. Bury, Ph.D. is an Adjunct Professor of Systems Management at BaldwinWallace College in Berea, Ohio and teaches in both the undergraduate and graduate
divisions (1979 - present).
Harry J. Bury, Ph.D is an Adjunct Professor at Baldwin-Wallace College in Berea,
Ohio. As a full time Professor and full Professor, he taught at both the undergraduate and
graduate divisions (1979-2002). He facilitated the learning of students in such courses as
Micro and Macro Organizational Behavior, Systems Management, Intercultural
Communications, Behavioral Theories of Management, Leadership and Team Building.
Dr. Bury earned a Ph.D from Case Western Reserve University in Organizational
Behavior in 1975. He also completed the Gestalt Institute of Cleveland's Post-graduate
Program in 1975. Since then he has been involved in individual and large-scale systems
change in the industrial, public and community sectors worldwide. Dr. Bury has codeveloped an organic approach to management and organizational development toward
creating open and free-flowing communications, increased productivity, collaborative
management of work team culture, enriched job content and improved interpersonal and
inter-group relations.
Dr. Bury’s career is highlighted by consultations for corporate, healthcare, religious
and governmental agencies nationally and internationally. He has consulted to such
organizations as TRW, Baily Controls, Minneapolis/St. Paul and Cleveland transit
companies, Merck Pharmaceuticals (EMD), The United States Federal Reserve Bank
among others.
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Dr. Bury's international competence in experienced-based-cross-cultural training for
the improvement in communications has been demonstrated as a consultant to and
organizer of three International Assemblies, in Paris, France, Turin, Italy, and Quebec,
Canada, as well as, consultant to companies in Indonesia, Vietnam, China, Hong Kong,
Costa Rica and Saudi Arabia.
In 1990, he received the coveted Strosacker Award at Baldwin-Wallace College for
Excellence in Teaching.
During the 1990-91 academic year, Dr. Bury had the privilege of being a visiting
scholar in residence at Hong Kong Baptist University in Hong Kong. He has done seminars
and workshops two-three times a year in Shanghai, Shenzhen, Beijing, Guangzhou (China)
and Vietnam. He also taught Organizational Behavior at FAE (Faculdade Catolica de
Administracao de Economia) University in Curitiba, Brazil both in 2000 and 2002.
In 2001 and 2002, Dr. Bury taught Leadership, Organizational Behavior, and Human
Resource Management for Southern California University for Professional Studies, in
Vietnam, China, and Malaysia.
In January 2003, he was invited to teach Organizational Behavior at Assumption
University in Bangkok, Thailand.
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In April 2003, Dr. Bury was chosen to chair the Doctoral Program in Business
Administration in Burapha University, Bangkok, Thailand. In addition to his administrative
responsibilities, he also teaches Advanced International Organizational Behavior to doctoral
students.
Dr. Bury co-authored a text: Success in College and Career Simplified published by
Pearson Longman in 2004. Presently he is working on another book entitled, Thinking and
Feeling Differently, An Emerging Worldview for the Third Millennium. A third work is in
process describing his experiences in Vietnam during the war entitled, The Soldier and The
Priest.
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Smile Experiment
1)
After attaining eye contact, smile at Ten Strangers and Note their reactions.
2)
After attaining eye contact, smile and say “Hello” or “Hi” (Not “how are you?”) to Ten
Strangers and Note their reactions.
3)
After attaining eye contact, Frown or hold a Straight face at Ten Strangers and Note
their reactions.
4)
Write a paper containing the data from the above experiment and explain:
a) What you learned about yourself from this experiment
b) What you learned about others from this experiment
c) What are the implications for management and organizational behavior
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THE PSYCHOLOGICAL CONTRACT EXPERIMENT
FACT-FINDING AND THE EXECUTION OF THE EXPERIMENT
1.
Select a person with whom you have excellent interpersonal relations and who you
know has expectations regarding your behavior. This person can be your manager,
spouse, relative, friend, or the like. Carefully explain the nature of the experiment to
your partner before you start. If you get any resistance from the person you select, find
another partner. If this experiment is to be successful, you need to receive
considerable voluntary cooperation form your partner.
2.
If your partner is your manager, give him or her copy A of the Expectations Survey No.
1 on the following pages. Ask him or her to fill it out and arrange a meeting to discuss
it at a later time.
3.
If your partner is a spouse, relative, or friend, give him or her copy A of the
Expectations Survey No. 2 on the following pages. Ask him or her to fill it out and
arrange a meeting to discuss it at a later time.
4.
Before you examine your partner’s entries, fill out Copy B of the appropriate
Expectations Survey.
5.
Compare copies A and B of the Expectations Survey. If there are any differences of
opinion regarding mutual expectations, a discussion of these differences may be
appropriate.
WRITTEN REPORT
Answer the questions in the Psychological Contract Experiment Report on the pages
following the Expectations Surveys.
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EXPECTATION SURVEY NO. 1 – COPY A
To be completed by employee’s immediate supervisor.
Many employees are not as effective as they could be because they do not have a
clear understanding of exactly what is expected of them. Such employees want to do their
best, but they are not sure what is wanted and they are reluctant to ask. Employee
performance usually improves if the supervisor gets the opportunity to clarify his or her
expectations.
The purpose of this survey is to obtain a specific statement of the expectations that the
manager has of the employee. Following are several categories of expectations that
managers often have of their employees. Check the box to the left of each statement that
best describes what you expect of
(name of employee) ____________________________________
Select only one box in each category as you deem appropriate. At the end of the
survey, there is space for any written comments you may have. Select your responses
based on your personal expectations of this employee rather than on the expectations
stated in the policies of your organization. Complete the survey in private and return it to
the employee.
1.
Use of time. I expect the employee to:
___ Come to work before working hours and stay after quitting time if necessary to get the
job done.
___ Rigidly adhere to working hours and break time.
___ Not to be too concerned about the clock but to give me hours of work each week.
___ Come and go as he or she pleases as long as the work is done.
___ Come and go as he or she pleases whether or not work is done.
2.
Quality of work effort. I expect the employee to:
___ Work at top speed and make no mistakes at all times.
___ Work at a reasonable speed and make a minimum of mistakes at all times.
___ Work at a speed that will get all of the work out with a below average number of
mistakes.
___ Work at a speed that will get most of the work out with an average rate of mistakes.
Work at a speed and mistake rate with which he or she feels comfortable.
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Loyalty. I expect the employee to:
___ Place my personal career interests above all else.
___ Be loyal enough to me such that he speaks well of me and is willing to cover up all my
mistakes.
___ Be loyal to me as long as it is in the best interest of the organization.
___ Be loyal to me such that he does not foment disloyalty among other employees.
___ Do as he or she wants about being loyal to me.
4.
Interpersonal relations with me. I expect the employee to:
___ Maintain formal and respectful deference to me as his or her manager.
___ Maintain informal relations with me, but give me full respect as his or her manager.
___ Maintain informal relations with me and give me respect as a friend.
___ Maintain a buddy-buddy relationship with me and treat me as a complete equal.
___ Maintain a relationship with me and treat me in a manner with which he or she feels
most comfortable.
5.
Interpersonal relations with other employees. I expect the employee to:
___ Maintain a formal business-like relationship with other employees with due respect of
their position in the organization.
___ Maintain formal business-like relationships with an employee with appropriate
consideration toward their positions in the organization.
___ Maintain informal friendly relationships with other employees and treat them as equals.
___ Maintain deep personal relationships with other employees with whom he or she is
compatible.
___ Maintain such relationships with other employees as he or she feels comfortable.
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Appearance. I expect my employee to:
___ Be immaculately clean, well groomed, and in appropriate business attire at all times
when on the job.
___ Be reasonably clean, adequately groomed, and dressed in presentable sports wear at
most times on the job.
___ Be clean, not disheveled, and dressed in comfortable clothing most of the time on the
job.
___ Have an appearance on the job that is better than grossly unclean and sloppy.
___ To appear on the job as he or she sees fit.
6.
Attitude. I expect the employee to:
___ Be enthusiastic, cheerful, pleasant and eager at all times while on the job.
___ Be enthusiastic, cheerful pleasant, and eager at all times while on the job except where
there is good reason not to be.
___ Accept his duties on the job without complaint and do them willingly while being civil to
others in the organization.
___ Not be apathetic, morose, unpleasant or lazy while on the job.
___ Have any attitude on the job with which he or she feels comfortable.
What other expectations do you have of this employee?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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EXPECTATIONS SURVEY NO. 1 – COPY B
To be completed by the employee.
The following is a list of several categories of expectations that, managers, and
employees often have of their employees. After you submit copy A of this survey to your
manager for completion and before he or she returns it, complete this Copy B of the survey.
Check the lines below as you believe your manager will check them. After you receive
Copy A from your manager, compare the lists and see how well you understand what is
expected of you on the job.
1. Use of time. I expect the employee to:
___ Come to work before working hours and stay after quitting time if necessary to get the
job done.
___ Rigidly adhere to working hours and break time.
___ Not to be too concerned about the clock but to give me hours of work each week.
___ Come and go as he or she pleases as long as the work is done.
___ Come and go as he or she pleases whether or not work is done.
2. Quality of work effort. I expect the employee to:
___ Work at top speed and make no mistakes at all times.
___ Work at a reasonable speed and make a minimum of mistakes at all times.
___ Work at a speed that will get all of the work out with a below average number of
mistakes.
___ Work at a speed that will get most of the work out with an average rate of mistakes.
___ Work at a speed and mistake rate with which he or she feels comfortable.
3. Loyalty. I expect the employee to:
___ Place my personal career interests above all else.
___ Be loyal enough to me such that he speaks well of me and is willing to cover up all my
mistakes.
___ Be loyal to me as long as it is in the best interest of the organization.
___ Be loyal to me such that he does not foment disloyalty among other employees.
___ Do as he or she wants about being loyal to me.
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4. Interpersonal relations with me. I expect the employee to:
___ Maintain formal and respectful deference to me as his or her manager.
___ Maintain informal relations with me, but give me full respect as his or her manager.
___ Maintain informal relations with me and give me respect as a friend.
___ Maintain a buddy-buddy relationship with me and treat me as a complete equal.
___ Maintain a relationship with me and treat me in a manner with which he or she feels
most comfortable.
5. Interpersonal relations with other employees. I expect the employee to:
___ Maintain a formal business-like relationship with other employees with due respect of
their position in the organization.
___ Maintain formal business-like relationships with an employee with appropriate
consideration toward their positions in the organization.
___ Maintain informal friendly relationships with other employees and treat them as equals.
___ Maintain deep personal relationships with other employees with whom he or she is
compatible.
___ Maintain such relationships with other employees as he or she feels comfortable.
6. Appearance. I expect my employee to:
___ Be immaculately clean, well groomed, and in appropriate business attire at all times
when on the job.
___ Be reasonably clean, adequately groomed, and dressed in presentable sports wear at
most times on the job.
___ Be clean, not disheveled, and dressed in comfortable clothing most of the time on the
job.
___ Have an appearance on the job that is better than grossly unclean and sloppy.
___ to appear on the job as he or she sees fit.
7. Attitude. I expect the employee to:
___ Be enthusiastic, cheerful, pleasant and eager at all times while on the job.
___ Be enthusiastic, cheerful pleasant, and eager at all times while on the job except where
there is good reason not to be.
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___ Accept his duties on the job without complaint and do them willingly while being civil to
others in the organization.
___ Not be apathetic, morose, unpleasant or lazy while on the job.
___ Have any attitude on the job with which he or she feels comfortable.
What other expectations do you have of this employee?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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EXPECTATIONS SURVEY NO. 2 – COPY A
To be completed by a partner contacted by person conducting the experiment
Many interpersonal relationships run into difficulties because the partners do not
understand what each expects of the other. Each tried to fulfill the expectations of the
other, but sometimes fails because of such misunderstandings. If the partners address the
problem of mutual expectations, the result is usually an improvement of interpersonal
relations.
The purpose of this survey is to clarify the expectations each partner has of the other.
The following list poses several questions regarding the expectations that spouses,
relatives, and friends have of one another. In private, answer each question in a way that
best describes what you expect of your partner and what you believe your partner expects
of you. Your partner is completing a similar survey. After both are finished, compare
results.
1. Use of time.
Number of hours per week I expect my partner to devote to me. ___ hours.
Number of hours per week my partner expects me to devote to him or her. ___ hours.
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Priority.
a.
Among the many interpersonal relationships my partner has, I expect to be given
priority (1, 2, 3, etc.)
___
b.
Among the many interpersonal relationships I have, my partner expects me to give
him or her priority (1, 2, 3, etc.) ___
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Financial Assistance.
a.
Percentage of my total required financial support that I expect to receive from my
partner. ___%
b.
Percentage of my partner’s total required financial support that he or she expects to
receive from me. ___%
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Influence.
a. Percentage of the times I expect to be able to decisively influence the attitudes,
behaviors, and decisions of my partner. ___%
b. Percentage of the times my partner expects too decisively influence my attitudes,
behaviors, and decisions. ___%
Comments:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Consideration.
a. Percentage of times I expect my partner to be on time, keep appointments,
remember important anniversaries, and so on. ___%
b. Percentage of times my partner expects me to be on time, keep appointments,
remember important anniversaries, and so on. ___%
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Attention.
a. Number of times each month I expect my partner to express love or friendship, touch
me, compliment me, show concern for my feelings, offer assistance, listen to my
problems, and the like.
___
b. Number of times my partner expects me to express love or friendship, touch him or
her, give compliments, show concern for feelings, offer assistance, listen to his or her
problems, and the like.
___
Comments:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Task Performance.
a. List five specific tasks that you expect your partner to perform:
1._________________________________________________________________
_________________________________________________________________
2._________________________________________________________________
_________________________________________________________________
3._________________________________________________________________
_________________________________________________________________
4._________________________________________________________________
_________________________________________________________________
5._________________________________________________________________
_________________________________________________________________
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b. List five specific tasks that your partner expects you to perform:
1._________________________________________________________________
_________________________________________________________________
2._________________________________________________________________
_________________________________________________________________
3._________________________________________________________________
_________________________________________________________________
4._________________________________________________________________
_________________________________________________________________
5._________________________________________________________________
_________________________________________________________________
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EXPECTATIONS SURVEY NO. 2 – COPY B
To be completed by person conducting the experiment.
While the partner you selected is completing Copy A of Expectations Survey No. 2, you
complete Copy B of the survey. When both copies of the survey are complete,
you should have a good written record of mutual expectations of each other and how
much each partner understands the other’s expectations of him or her. A joint
comparison of Copies A and B by you and your partner might prove beneficial to your
understandings of your mutual expectations.
1. Use of time.
Number of hours per week I expect my partner to devote to me. ___ hours.
Number of hours per week my partner expects me to devote to him or her.
___ hours.
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Priority.
a. Among the many interpersonal relationships my partner has, I expect to be given
priority (1, 2, 3, etc.) ___
b. Among the many interpersonal relationships I have, my partner expects me to give
him or her priority (1, 2, 3, etc.) ___
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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3. Financial Assistance.
a. Percentage of my total required financial support that I expect to receive from my
partner. ___%
b. Percentage of my partner’s total required financial support that he or she expects to
receive from me. ___%
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Influence.
a. Percentage of the times I expect to be able to decisively influence the attitudes,
behaviors, and decisions of my partner. ___%
b. Percentage of the times my partner expects too decisively influence my attitudes,
behaviors, and decisions. ___%
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Consideration
a. Percentage of times I expect my partner to be on time, keep appointments, remember
important anniversaries, and so on.
___%
b. Percentage of times my partner expects me to be on time, keep appointments,
remember important anniversaries, and so on. ___%
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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6. Attention.
a. Number of times each month I expect my partner to express love or friendship, touch
me, compliment me, show concern for my feelings, offer assistance, listen to my
problems, and the like.
___
b. Number of times my partner expects me to express love or friendship, touch him or
her, give compliments, show concern for feelings, offer assistance, listen to his or her
problems, and the like.
___
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Task Performance.
c. List five specific tasks that you expect your partner to perform:
1._________________________________________________________________
_________________________________________________________________
2._________________________________________________________________
_________________________________________________________________
3._________________________________________________________________
_________________________________________________________________
4._________________________________________________________________
_________________________________________________________________
5._________________________________________________________________
_________________________________________________________________
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d. List five specific tasks that your partner expects you to perform:
1._________________________________________________________________
_________________________________________________________________
2._________________________________________________________________
_________________________________________________________________
3._________________________________________________________________
_________________________________________________________________
4._________________________________________________________________
_________________________________________________________________
5._________________________________________________________________
_________________________________________________________________
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PSYCHOLOGICAL CONTRACT EXPERIMENT REPORT
1.
Without revealing names, describe the relationship between you and the partner you
selected.
2.
Describe exactly what happened when you contacted your partner. What response did
you receive? How did you feel during the contact?
3.
How did you feel when you compared the results found in Copies A and B of the
survey? Did you find any differences in your mutual expectations? If so, describe
each difference.
4.
Did you discuss the survey results with your partner? What did you talk about? How
did you feel during the discussion? What were the outcomes of the discussion?
5.
Did you improve your mutual understanding of the psychological contract you have
with your partner? Explain.
6.
Explain in specific detail what positive or negative effects this experiment had on the
interpersonal relationship between you and your partner.
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THE MOTIVATIONAL ANALYSIS EXPERIMENT REPORT
1.
Maslow’s Hierarchy of Needs: Provide the following information for each of the needs
identified by Maslow, expect self-actualization.
 What percentage of these needs are now being met by you?
 List actual behaviors you do now to meet each one of these needs.
 How much time do you spend on meeting each need in a 24 hour period. State
specific hours as, for example, I sleep 6 hours on average each night.
a. Physiological needs.
b. Safety and security needs. (What do you fear? List what you are motivated to
do about your fears.)
c. Social, belonging, and love needs.
d. Esteem and autonomy needs. (List exactly what you do to get others to respect
you. List exactly what you do to get yourself to respect yourself.)
e. Describe your concept of what your life would be like if you were meeting your
self-actualization needs. Actually state what your particular work is or would be
if you were self-actualized.
f. Give an example of when you were motivated by one of the exceptions to
Maslow’s hierarchy of needs theory.
2.
Herzberg’s Two Factor Analysis: Relate your present job or your school work to
Herzberg’s factors.
a. Are you satisfied with your present pay or grades?
Yes___ No___
Would an increase of pay in your present job or grades cause you to work
harder on a permanent basis?
Yes___ No___ Explain your answer.
b. Are any of the other Herzberg hygiene factors sources of motivation to you?
Yes___ No___ Explain your answer.
c. Does your job contain any of Herzberg’s motivators?
Yes___ No___ Explain your answer.
3.
Skinner’s Operant Conditioning Theory: Give two examples of how your behavior has
been conditioned.
4.
Give an example of one of your current behaviors with which you are the least
comfortable. Explain in terms of motivational theory why you do not change this
behavior.
5.
Explain how you think differently about the theory of motivation after having studied the
theory in this course.
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THE PERCEPTION ANALYSIS EXPERIMENT REPORT
1.
Briefly describe your socialization. What values were imbued in you by those
responsible for managing your early life? Have any changed? What happened to
bring about these changes?
2.
What perception descriptors do you normally use? Focus on other person’s
behaviors, not what they cannot control such as gender, age, beauty, and size. Give
specific examples of (1) how these descriptors served you well and (2) how they
caused you to make a mistake. Something such as confidence or dedication is
difficult to observe. They call for interpretation of behavior. The question asks you
rather what behaviors catch your eye when you meet a stranger such as an
interviewee.
3.
Briefly describe your personality. Give two specific examples of (1) how your
personality has affected your perceptions positively and (2) how your personality has
affected your perceptions negatively.
4.
List at least two of your Prejudices that are not stereotypes. Give a specific example
of how one of these prejudices affected your perception in the past. In judging others
have your perceptions ever been influenced by the halo or horn effect? If so, explain.
5.
Identify a stereotype you have had. What people or things belonged to your
stereotypes group? What characteristics did you assign to members of the group?
Give an example where you saw a member of the group who did not fit the
stereotype so you rationalize the situation as the ‘exception that proves the rule.’
How has the stereotype affected you, has this subconscious activity affected your
perception?
6.
Identify some specific attitude you feel very strongly about (“I hate cats”) or a
behavior you repeatedly exhibit (“I always whistle while I work”) that you cannot
explain. Do you have any ideas of how the basis for this attitude or behavior entered
you subconscious? How has this subconscious activity affected your perception?
7.
Do you differentiate your perceptions of the behavior of people in higher, equal or
lower roles and statuses? Give a specific example of how someone’s role or status
affected your perceptions process. Does your perception influence you behavior
towards people of high or low status in your eyes?
8.
Give a specific example of how transference affected your perception of somebody or
something.
9.
In doing this experiment, have you learned anything that will help you as a manager
in the future? If so, what?
10. Explain how you perceive yourself behaving differently now that you have studied the
theory of perception in this course.
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SOCIALIZATION ANALYSIS PAPER
1.
LIST your basic assumptions about “reality”: the way you perceive the world presently
(the way things are):
a.)
b.)
c.)
In general
In terms of management
In terms of groups or teams in organizations
This is the “Descriptive Model” from your perspective. Examples or reasons “why” you
perceive the world this way although helpful, are not necessary. place emphasis on
the length of your perception list.
2.
LIST your basic assumptions regarding how you would like “reality” to be. This is the
“Normative Model” and manifests your “core values”. Again do so:
a.)
b.)
c.)
In general
In terms of management
In terms of groups or teams in organizations
Also, examples and explanations, while sometime helpful, are not necessary. Place
emphasis on capturing your basic value assumptions.
3.
Describe the socialization process that brought you to perceive “reality” the way you
described it in #1 and the way you would like it to be as described in #2. This
description gives the reasons for your present perceptions of “reality” and values. Be
sure to focus on the process – “the how” you came to have these perceptions and
values rather than perceiving “reality” and wanting “reality” to be the same as your
colleagues in this program. In other words, how come you perceive the world
differently and want it to be different, perhaps, from how your colleagues in this
program perceive it and desire it to be?
4.
LIST examples of normal behaviors on your part (as many as you can think of) how
you walk your talk, how your present behaviors are consistent with how you perceive
“reality” in #1 and how you would like “reality” to be in #2.
5.
LIST examples of behaviors on your part that might be interpreted by yourself or others
as inconsistent with “your truth” in #1 and/or your values in #2.
6.
Indicate what was the learning for you in doing the above analysis. How does it relate
to Perception Theory?
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The Personality Adjustment Experiment
1. Identify five frank and sincere persons whom you trust. Ask each one separately to tell
you which characteristics of your personality they like the best and which they like the
least. Be sure they give an example of each characteristic. To make sure you
understand them, repeat their comments in your own words until they agree that is
exactly what they meant. During the interviews try not to give verbal or nonverbal cues
that influence the person you are interviewing. (If you have an especially durable ego,
you can have a trusted friend collect the information from five persons who are assured
their remarks will not be identified with them.)
2. Pick one of the least liked characteristics of your personality that you discover during the
fact-finding effort. Determine which of your mental attitudes and behavior patterns
project this least liked personality characteristic.
3. Select specific mental attitudes and behavior patterns that you can change to improve
your personality in this area.
4. For approximately one week force yourself to assume new mental attitudes and behavior
patterns that you believe will improve your personality in the selected area. Do at least
three specific actions that would go contrary to the negative characteristics chosen to
change.
5. Carefully record the reactions of others and your own feelings while you experiment with
your new attitudes and behaviors. Discuss the feedback you received.
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THE PERSONALITY ADJUSTMENT EXPERIEMENT REPORT
1.
How did you collect your data? What were your perceptions of the perceptions of the
people who were providing the data? Do you think they were being candid? Were you
surprised with the results?
2.
List the facts you collected about others’ perceptions of your personality. Note the
difference between behavior examples and personality characteristics.
Person
a. Least liked
Best liked
Personality Characteristics
______________________
______________________
Example of Behavior
______________________
______________________
b. Least liked
Best liked
______________________
______________________
______________________
______________________
c. Least liked
Best liked
______________________
______________________
______________________
______________________
d. Least liked
Best liked
______________________
______________________
______________________
______________________
e. Least liked
Best liked
______________________
______________________
______________________
______________________
3.
Which personality characteristics did you select as the one you wanted to change?
4.
What mental attitudes do you have that cause you to have this characteristic?
5.
Give a specific example of your behavior when you exhibited the characteristic.
6.
What new mental attitudes did you adopt to change the characteristic.
7.
Give three specific examples of different attempts you made to change your behavior
in removing the unwanted characteristic. State when and where you actually did the
attempt since beginning the experiment.
8.
What was the reaction of others to your change? Did you receive any verbal or
nonverbal feedback? Give specific details.
9.
How did you think and feel while you were conducting the experiment? Was it hard to
do? Did you slip and resume your old mental attitudes and behavior patterns?
10. What were the results of the experiment? Did it result in any permanent change? How
do you feel about the experiment now that it is over?
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The “I Love You” Experiment
INTRODUCTION
In many families there is an unspoken rule that family members (except for husband
and wife) do not verbally express their love for one another. In most cases they truly love
each other but they just don’t say it. They believe that love should be shown by actions, not
words. Members of such families often carry this behavior over into relationships with
friends. As families and old friends drift apart the opportunity to show one’s love diminishes
and love needs to unfulfilled. Later on, a day arrives when the opportunity to say “I love
you” to older relatives and friends is gone forever. Sometimes children raised in these
families feel unloved because the parents don’t know how to say “I love you”.
People have difficulty expressing or accepting these three simple words for many
reasons. Some people believe “I love you” should be reserved for that one-and-only person
of the opposite sex. Others perceive it is inappropriate among persons of the same sex.
Others think that it is too much of a commitment or that it might be misinterpreted. Most of
these reasons are hang-ups carried over from early socialization. If for no other reason that
good mental health everyone needs to be able to say “I love you” when they truly mean it.
You may say, “That’s all well and good, but what does it have to do with being a good
manager?” The answer is quite simple. Emotions and feelings play a vital part in the lives
of everyone 24 hours a day. Our desire the ability to work can be greatly increased or
decreased by our feelings. Feelings that are not expressed are always detrimental to our
work effort and, when they are adequately expressed, their negative effects are reduced
while their positive effects are enhanced.
Therefore, the workplace where the expression of emotions is encouraged, accepted,
and understood is a more productive place than where they are not. Likewise, being unable
to appropriately express and understand emotions is a handicap to both managers and
employees. This experiment gives you an opportunity to deal with the problem of
expressing and understanding feelings (almost everyone has this problem to some degree)
and to take the first step toward solving it. The expression of love is used in this experiment
because love is probably the most positive emotion we have, and sincerely expressing love
to someone usually is a rewarding experience.
OBJECTIVES After this experiment you will be better able to:
1. Express the feeling of love.
2. Understand the power of the sincere expression of a feeling.
3. Recognize the need to accept and understand the feelings of others.
4. Experience the reward of expressing a heartfelt emotion.
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FACT-FINDING
Identify someone you sincerely love, but to whom you have not verbally expressed
that love. The person may be any relative or friend. Think of why you love him or her.
Would you really like to tell him or her, “I love you”? Only if the answer is yes should you
attempt this experiment.
EXECUTION OF THE EXPERIMENT
Pick an appropriate time, place, and method (face-to-face) to express your love for the
person you select. Plan in advance what you want to say. Tell the person that you love her
or him and why. If you think this person may misinterpret your comments, explain exactly
what you mean. Carefully observe the person’s reaction. Try to remember every word he
or she says, the tone of voice used, and any nonverbal cues exhibited. Do not tell the
person this is an experiment for class.
THE “I LOVE YOU” EXPERIMENT REPORT
1.
In a general way (names are not necessary), identify the person you selected and
discuss your past interpersonal relationship.
2.
Explain why you love this person. After you have written your response, comment on
the conditional and unconditional love for this person.
3.
Why haven’t you ever expressed your love to this person?
4.
Relate how you approached the persona and exactly what you said.
5.
How did the person react? What did the person do? Exactly what did he or she say?
6.
What did you learn by conducting this experiment?
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Surprise Experiment
______________________________________________________________________
1. Go by yourself to a place in the woods or by a lake where there are few people or
unnatural noises to distract you.
2. Spend an hour getting in touch with your present. That is, do not think about
anything in the past, do not think about all the things you need to do in the future.
Just quietly be in the present. If thoughts of past or future come to mind, as if turning
the page in a book, say to yourself “next” and quietly turn the page in your
imagination and go back to the present. Do not fight the past or future thoughts,
simply come back to your present surroundings.
3. Notice the birds, ducks, leaves on tress, spiders in the grass etc. As you notice what
is “outside of you,” pay attention to what you think and feel about whatever you are
observing in the present. In other words, as you pay attention to whatever is
happening in nature, notice what you think and feel about your observations.
4. After an hour return and write a short paper about what you learned from this
experience.
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THE COMMUNICATIONS EXPERIMENT
1.
Make sure you are well aware of the following:
a. How communication works.
b. Barriers to communication.
c. Characteristics of a positive communications climate.
d. The art of listening.
2.
Select a specific person whom you see regularly and with whom you would like to
improve your communications. Do not select someone with who you now have
satisfactory communications. This experiment is especially good with someone you
have lived/worked with for a long time.
3.
Contact the person and ask them if they will cooperate in this communications
experiment. Unless the person is eager to do the experiment and is willing to read the
communications material, select another person for the experiment. Copy the handout
and give to him or her to read before the initial meeting.
EXECUTION OF THE EXPERIMENT
1.
Schedule regular sessions of approximately one hour per day on at least five different
days. Be sure your partner does the required reading before you start.
2.
In the first session discuss the communications process, barriers to communications,
characteristic of a good communications climate, and the art of listening. Keep the
discussion general and do not address your communication difficulties until the next
meetings.
3.
In the second session review the topics covered in the first session and isolate areas
that tend to hinder communications between the two of you. If communications begin
to falter, then shift the discussion to why they are breaking down. Identify
communications problems the two of you have.
4.
In the third session discuss ways that communications or hurt feelings that have
occurred between you and your partner as a result of your communications problems.
5.
In the fourth session identify misunderstandings or hurt feelings that have occurred
between you and your partner as a result of your communications problems.
6.
In the fifth session practice your improved communications by planning how you will
maintain better communications in the future. Evaluate the results of your experiment.
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THE COMMUNICATIONS EXPERIMENT REPORT
1.
Without revealing the name of your partner, describe the nature of your past and
present relationship.
2.
Describe exactly what happened when you first contacted your partner. What was
your partner’s reaction? Was your partner willing to study the material on
communications? How did you feel during the contact?
3.
When, where, and how long was your first session? How did you prepare for it? As
you discussed the following topics in your first session did you have any differences in
opinion regarding word meaning or definitions? Explain. Use Roadblocks handout
here. Do not discuss communications between the two of you. The point of the first
meeting is to read the material and write down anything each of you do not understand
so you can discuss what it means.
4.
When, where, and how long was your second session? How did you prepare for it?
What communications problems did you isolate in your second session? How did you
feel during this session?
5.
How are you and your partner going to solve the communications problems identified
in the second session? How did you feel during the session? When, where, and how
long was the third session?
6.
What misunderstandings and/or hurt feelings did you identify in the fourth session?
Did your discussion remove these misunderstandings and/or ameliorate the hurt
feelings? How did you feel during the session? When, where, and how long was the
fourth session?
7.
In the fifth session, what did you and your partner agree on as a plan to improve your
communications in the future? What is your evaluation of the experiment? How do
you feel about the experiment now? When, where, and how long was your fifth
session?
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COMMUNICATION ROADBLOCKS
1.
ORDERING, COMMANDING, DIRECTING
These messages tell employees that his feelings, needs, or problems are not
important, he must comply with what you feel or need.
They tell others that they are unacceptable as he is at the moment.
They produce fear of power. Employees hear a threat of being punished by someone
bigger and stronger than themselves.
They may make employees resentful or angry and may cause them to express hostile
feelings – fight back, resist, sabotage.
They can communicate that the employer doesn’t trust the employee’s competence or
judgment.
2.
WARNING, THREATENING
These messages are very much like ordering, commanding, and directing, but the
consequences for refusal to comply are added.
They tell the employee that the employer has little respect for his needs or wishes.
They can make a subordinate feel fearful and submissive.
Like orders and commands, such warnings and threats evoke hostility.
3.
MORALIZING, PREACHING, GIVING “SHOULDS AND OUGHTS”
These messages bring to bear on employees the power of outside authority, duty or
obligation. Employees commonly respond to “shoulds and oughts” by resisting and
defending their postures even more strongly.
Moralistic messages convey to subordinates that the boss does not trust their
judgment; that they had better accept what others deem right.
They cause feelings of guilt; convince employees that they are “bad”.
They imply that the boss has no faith in the student’s ability to form opinions, make
judgments, or hold values of his own.
4.
ADVISING, OFFERING SOLUTIONS OR SUGGESTIONS
Such messages are heard by subordinates as evidence that supervisors don’t have
confidence in the subordinates’ ability to solve their own problems.
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They sometimes influence workers to become dependent on supervisors, to stop
thinking for themselves, to turn to outside “authorities” for answers in every stressful
situation.
Advice communicates an attitude of superiority (I know what’s best for you). Since
advising implies superiority on the part of the supervisor, subordinates sometimes
spend excessive time reacting to this attitude instead of developing ideas of their own.
These messages frequently leave employees feeling that they have been
misunderstood; that if the supervisor had understood, he wouldn’t have suggested the
solution he came up with. The feeling is, “If you really understood how I feel, you
wouldn’t make such a dumb suggestion.”
5.
TEACHING, LECTURING, GIVING LOGICAL ARGUMENTS
Though teaching, lecturing and giving logical arguments are legitimate functions in the
no-problem area of the boss-subordinate relationship; they are regarded by
subordinates as illegitimate at other times. Subordinates experiencing problems may
react to “teaching” by feeling inferior, inadequate, etc.
Logic and “facts” often evoke defensiveness and resentment since they imply that the
subordinate is illogical or ignorant.
Adults seldom relish being shown that they are “wrong”. Consequently, they tend to
defend their positions to the bitter end. They think, “I’m right, you’re wrong, and I’ll
prove it if it kills me.”
Lecturing has always been an inefficient method of teaching. When it is used
inappropriately, it is not only inefficient, it is hated. People feel “hassled” and quit
listening.
Workers sometimes resort to desperate methods of discounting supervisor “facts”.
They write off supervisor’s views not only on out-of-job topics but in matters of on-thejob as well.
Workers often have more facts and more relevant information about their problems
than their employers have, which is why an employer’s factual arguments are often
interpreted by workers as power plays to get them to “do it my way”.
6.
JUDGING, CRITICIZING, DISAGREEING, BLAMING
More than any others, these messages make employees feel stupid, inadequate,
inferior, unworthy, bad. These negative evaluative statements chip away at employees’
self-esteem.
Negative criticism provokes counter-criticism. Workers often react by thinking (and
sometimes saying), “Well, you’re not so great yourself.” Often supervisors who are the
most prolific users of negative evaluative statements are the very ones who complain
the loudest about the lack of cooperation they get from their workers.
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Evaluation strongly influences subordinates to hide their feelings, play it safe and go
elsewhere for help.
Subordinates respond with defensiveness and anger to these messages because they
need to protect their own self-images. Telling a worker that he is lazy will usually make
him angry and almost very make him ambitious.
About the only thing worse than negative evaluation is frequent negative evaluation.
Workers subjected to a great deal of negative input about themselves come to think of
themselves as no good, undeserving, and unlikeable.
7.
PRAISING, AGREEING, GIVING POSITIVE EVALUATIONS
While supervisors often understand the terrible hurting power of negative evaluation,
they are often shocked to learn that, contrary to commonly held belief, praise is not
always beneficial to subordinates and often has very negative effects. A positive
evaluation that does not fit a subordinate’s self-image may evoke anger. They interpret
these positive messages as attempts to manipulate them in a subtle way of influencing
them to do what the boss wants.
Workers correctly infer that if a boss judges positively, he can also judge negatively at
another time. They also correctly infer that to judge implies superiority.
The absence of praise in a work situation where praise is frequently used can be
interpreted as criticism.
Praise is also frequently embarrassing when given publicly. Most workers despise
being held up as the “good example” as much as being exposed as the “bad example”.
Workers who are praised a lot may grow to depend on it, even demand it.
Finally, subordinates sometimes infer that supervisors who praise them don’t really
understand them, that the positive evaluation is used to save the supervisor from
having to take time to understand what the subordinates are feeling.
8.
NAME CALLING, STEREOTYPING, RIDICULING
Name calling, stereotyping, and ridiculing are forms of negative evaluation and
criticism, and as such, have the same devastating effect on employees.
The most frequent response of workers to such messages is to give one back. (Maybe
not audibly but the thought is there.)
Employers who use such messages in attempts to influence employees are invariably
disappointed. Instead of looking at themselves realistically, the employees are able to
use the employer’s unfair message to excuse themselves.
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INTERPRETING, ANALYZING, DIAGNOSING
Such messages tell subordinates that the supervisor has them “figured out,” knows
what their motives are or why they behave the way they do. This amateur
psychoanalysis can be threatening and frustrating. If the supervisor’s analysis is
correct, the subordinate feels exposed and embarrassed. If the analysis is wrong, he
feels angry at being accused.
Subordinates often see these messages as evidence that the boss feels he is the
wiser, that from his position of superiority he can see through the subordinate and, like
God, know their inner thoughts and feelings. These “I know why” and “I can see
through you” messages often cut off any desire on the part of subordinates to say
more. They teach subordinates to refrain from sharing information with the boss. It’s
too risky.
10. REASSURING, SYMPATHIZING, CONSOLING, SUPPORTING
On the surface, these messages seem to be helpful to the worker struggling with
problems. In fact, they are not as helpful as they appear. To reassure a worker when
he is feeling disturbed about something may simply convince him that you don’t
understand him.
Supervisors reassure and console because they are not comfortable with the strong
negative feelings others may have and express when they are troubled. Reassuring
and supportive messages at these times, tell workers that the boss wants them to stop
feeling the way they do.
People see through these attempts to get them to change—and distrust them.
Sympathy and other devices often used to discount one’s feelings stop further
communication because workers sense that the supervisor wants them to stop feeling
the way they do.
No one likes to be told that he is not in touch with reality. All forms of reassurance
imply that the troubled person is exaggerating, doesn’t understand how things really
are, is in a sense “crazy”. This is why people sometimes react with hostility to attempts
by others to make them feel better with support and sympathy.
11. QUESTIONING, PROBING, INTERROGATING, CROSS-EXAMINING
To ask questions when subordinates have problems may convey a lack of trust, some
suspicion and doubt.
People often interpret some questions as attempts to entrap, to get them out on a limb,
only to have the limb sawed off.
Subordinates often feel threatened by questions, especially when they don’t
understand why the person is questioning them. Notice how often people respond to a
question with one of their own.
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When the boss questions a worker who is sharing a problem, the worker may infer that
the boss is trying to get information in order to solve the problem for him, rather than let
him solve his own problem.
When a question is asked of a subordinate sharing a problem, each question limits the
person’s freedom to talk about what he wants to talk about. In a sense, each question
dictates the next message. If you ask, “When did you first notice this feeling?”, the
person must talk about the onset of that feeling, nothing else. Lawyers learn the
techniques of cross-examination in order to extract the truth from unfriendly witnesses.
The lawyer directs. The recalcitrant witness tells as little as possible. Interrogation is,
therefore, a poor method for facilitating open and constructive communication.
Questions are most frequent when the employer’s desire to know more – his natural
curiosity – gets in the way of his ability to be helpful.
12. WITHDRAWING, DISTRACTING, BEING SARCASTIC, HUMORING, DIVERTING
Such messages can communicate to a worker that the boss is not interested in him,
doesn’t respect his feelings and may even be rejecting him.
Employees are generally quite serious and intent when they need to talk about a
problem. Responding with kidding, teasing, sarcasm, or humor can make them feel
hurt, rejected, and put down.
Putting subordinates off, diverting them from their feelings of the moment, may appear
successful at first. But a person’s feelings tend to reappear until dealt with. Problems
put off are not problems solved.
People want to be heard and understood respectfully. Supervisors who use sarcasm,
humor and distractions teach subordinates to take their problems elsewhere. These
people are written off by the workers as helping agents and, unfortunately, as persons
they might trust and have a relationship with.
1.
Ordering Directing, Commanding
You must do this.
You cannot do this.
I expect you to do this.
Stop it.
Go apologize to her.
2.
Warning, Admonishing, Threatening
You had better do this or else….
If you don’t do this, then….
You better not try that.
I warn you, if you do that….
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Moralizing, Preaching, Imploring
You should do this.
You ought to try it.
It is your responsibility to do this.
It is your duty to do this.
I wish you would do this.
I urge you to do this.
4.
Advising, Giving Suggestions or Solutions
What I think you should do is….
Let me suggest….
It would be best for you if….
Why not take a different approach?
The best solution is….
5.
Persuading with Logic, Lecturing, Arguing
Do you realize that….
The facts are in favor of….
Let me give you the facts.
Here is the right way.
Experience tells us that….
6.
Judging, Criticizing, Disagreeing, Blaming
You are acting foolishly.
You are not thinking straight.
You are out of line.
You didn’t do it right.
You are wrong.
That is a stupid thing to say.
7.
Praising, Agreeing, Evaluating Positively, Buttering Up
You usually have very good judgment.
You are an intelligent person.
You have so much potential.
You’ve made quite a bit of progress.
You have always made it in the past.
8.
Name-calling, Ridiculing, Shaming
You are a sloppy worker.
You are a fuzzy thinker.
You’re talking like an engineer.
You really goofed on this one!
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Interpreting, Analyzing, Diagnosing
You’re saying this because you are angry.
You are jealous.
What you really need is….
You have problems with authority.
You want to look good.
You are being a bit paranoid.
10. Reassuring, Sympathizing, Consoling, Supporting
You’ll feel different tomorrow.
Things will get better.
It is always darkest before the dawn.
Behind every cloud there’s a silver lining.
Don’t worry so much about it.
It’s not that bad.
11. Proving, Questioning, Interrogating
Why did you do that?
How long have you felt this way?
What have you done to try to solve it?
Have you consulted with anyone?
When did you become aware of this feeling?
Who has influenced you?
12. Distracting, Diverting, Kidding
Think about the positive side.
Try not to think about it until you’re rested.
Let’s have lunch and forget about it.
That reminds me of the time when….
You think you’ve got problems!
COMMUNICATION FACILITATORS
1.
PASSIVE LISTENING (SILENCE)
Encourage students to talk once they have started, but does not meet students’ needs
for interactive and responsive two-way communication.
Silence does not “interrupt students,” but students never know if the teacher is paying
attention. Nor do they get any proof that the teacher understands.
It may communicate some degree of acceptance, but students may guess that the
teacher is evaluating while being silent. Silence does not communicate empathy and
warmth.
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ACKNOWLEDGEMENT RESPONSES
Somewhat better than silence in demonstrating to students that the teacher is paying
attention. Such responses do communicate some empathy. They indicate that the
teacher is at least awake and attentive.
Facilitate further communication from students, but only weakly.
Communicate acceptance to some degree, but do not prove teacher acceptance.
Do not prove to students that the teacher really understands.
3.
DOOR OPENERS, INVITATION TO TALK
Very effective in showing students that the teacher wants to listen and take the time to
be a counselor.
Particularly useful at the start, right after the student sends a cue to clue that a problem
exists. They can help a student who bogs down or gets stuck while he is sharing the
problem.
Are not effective in demonstrating acceptance, understanding, or warmth. Invitations
open the door but do not keep the door open. If used too often, door openers may
sound repetitious.
4.
ACTIVE LISTENING (FEEDBACK)
Makes students feel their ideas and feelings are respected, understood, and accepted.
Fosters further communication. Defuses feelings and provides cathartic release.
Helps students accept their feelings as natural and human – teaches them that feelings
are friends.
Facilitates identification of the underlying or real problems. Starts the problem-solving
process going, but leaves the responsibility with students to be their own problem
solvers.
Puts students in the frame of mind of being willing to listen to the teacher. Brings
teacher and student into a relationship of greater mutual understanding, mutual
respect, mutual caring.
Carries the risk of being mechanical and sounding phony or manipulative if used as a
gimmick without underlying attitudes of worth, empathy, trust and acceptance.
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USING ACTIVE LISTENING
APPROPRIATE CONDITIONS:
Sometimes active listening has the capacity to arouse resentment in the sender when the
listener uses it in the wrong circumstances. To avoid feedbacks being greeted with scorn or
hostility, the following conditions must be present.
IN THE SENDER:
1.
2.
The sender must be having feelings and/or experiencing a problem, and the listener
must be picking up cues or clues such as:
a.
Clear verbal or non-verbal expressions of those feelings or problems (I’m
worried,”, “I’ve got a problem,”, crying, sulking, etc.)
b.
Ambiguous, sensitivity-alerting code (3 year-old: “Mommy, did you ever used to
worry a lot about your Mommy and Daddy dying?”).
If feelings or problems are not present in the sender, active listening may be perceived
as a maddening word game or a subtle implication that the sender is unsure he has
understood a purely informational input and uses feedback to clarify or verify his
understanding.)
IN THE LISTENER:
1.
The listener must have a genuinely helpful “set” in the following areas:
a.
Feeling accepting
b.
Want to help (not just be turning on a mechanical gimmick).
c.
Having and wanting to take enough time (unexpectedly lengthy talks can be
ended with an agreed upon appointment to continue later).
d.
Trusting that sender (read, “other people besides listener”) can solve his own
problem better for himself than the listener can (hard to achieve for those
committed to culturally prevalent “Medical Model” of helping agent. Hard to
believe that owner or problem is his own best “expert.”).
e.
Feeling reasonably separate. That is, the listener’s “button” isn’t pushed by the
subject matter; the listener can empathize with the sender’s pain but not become
disabled by it himself; the listener can let the sender be a separate person who
owns his own problems in a life separate from the listener’s. (Often hard for
parents to achieve.)
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2.
Starting each feedback with the same phrase (Ex. “What I hear you saying is…”). Such
phrases are occasionally useful and are often a handy help for beginners to stay in the
active listening mode, but constant repetition is irritating to the sender. (A help for this
and the previous error is to start most feedback with the pronoun, “you.”)
3.
Using active listening as a shield when sender is angry at listener. Initial hearing of
sender’s feelings is usually acceptable to sender, but steadfast refusal to talk any other
way is usually perceived as a copout or as playing “doctor” to a “sick” sender.
4.
Using active listening to draw him out. The sender owns the conversation. The listener
simply offers a safe opportunity if the sender wants to use it. “Drawing out” implies a
subtle non-acceptance of silence.
5.
Using active listening to develop data which listener then uses to move in with
roadblocks – solution, evaluation, reassurance, punishments, etc.