Transcript Book 1 Understanding people at work

Book 1
Understanding people at
work
Session 1:
Session 2:
Session 3:
Session 4:
Contents:
Understanding behavior
Communication at work
Understanding motivation
Job design
1
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
2
This session is about understanding behavior at
work. It addresses different answers to the question
of
What makes people behave as they do?
The aims of this session are to :
 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.
3
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.
4
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) (different perspectives) illustrates
conflicts that often arises because people
respond differently to the same situation.
Activity (1.1)
5
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.
As individuals we construct our own sense of
what is going on ,creating mental models
6
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.
7
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.
Understanding values is of particular importance for
managers because:
1-They often work with people who have different values.
2-Managers have values like every one, the difficult task
emerge for managers of accommodating their own values
with those of others working both within and outside their
team.
8
Different levels of values:
Individual values:
we each have ideas about what is right and wrong
these ideas develop over time and form our personal
value base. Circumstances may change challenge
and change individual values. (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)
9
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.
Activity 1.6
Formal job roles bring with them certain
pressures and expectations about appropriate
behavior (our jobs make expectations of rolebased behavior).
10
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
11
1.5 Common mistakes in understanding
behavior
We will concentrate on the three common mistakes arising from
attempts to understanding behavior. These are as the following:
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).
12
Session 2: communication at work
Divided into 3 sections:
 Communication channels
 Communication processes
 Effective communication
13
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 a way that
allows you to analyze your interactions with other
people.
Analyze how organizational factors impact on
efficient and effective communication.
Develop your insight into the advantage and
disadvantage of the range of communication and
methods available.
14
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 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
15
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
16
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
17
We have focused on words but not all communication derives
from words alone &that sometimes how something 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 (such as laughing).
Para-language performs the functions of supporting
the verbal message.
18
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
19
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)
20
The 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
21
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
22
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.
23
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, nonjudgmental and
solution oriented way with behaviours that
encourage this approach being rewarded.
24
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)
25
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
26
one way from top to down.
Feedback:
Acknowledgement of a person’s performance. If
it includes suggestions for improvement, it is
constructive feedback , if it dose not it is
destructive feedback.
The organizational culture ( the set of norms,
behaviors, values& beliefs that are prevalent in an
organization ,and which may or may not be formally
&
management styles are major factors
that determine the communication
climate.
encoded in policies, procedures& practices)
27
D - Listening
Is an active psychological process that requires
concentration and conscious effort.
Different types 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.
28
2- Responding listening:
A form of active listening where the focus is on
making 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.
29
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.
30
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
31