...T3 ORGANIZATIONAL CULTURE, SOCIALIZATION AND MENTORING Organizational Culture: Shared values and beliefs that underlie a company’s identity. Values: - Guide the organization’s thinking and actions. - Dimensions: Prosocial, Market, Financial, Achievement, Artistic - They define: * What metters: where people will spend time and energy * Actions: the way companies operate (decision-making criteria) Layers of Organizational Culture: 1) ESPOUSED VALUES (Core values and guiding principles) - Strategies, plans, philosophies, company regulation, working method, company’s goal - They require everyone to obey ENACTED VALUES Values and norms that are actually exhibited or converted into employee behavior) 2) OBSERVABLE ARTIFACTS Dress, acronyms, awards, myths, stories, ceremonies, ways of communicating 3) BASIC ASSUMPTIONS Actions inconceivable in a certain culture (unsafe behavior, refusal to learn languages,…) Outcomes associated with Culture: * Attitudes and Behaviors * Job Satisfaction * Commitment * Intentions to stay in the company * Quality of communication Four Functions of Organizational Culture: Establish who the company is and what it stands for, to drive energy around that is really important to promote social system stability and to shape behavior by helping members make sense of their surroundings. Understanding Organizational Culture: Sustainability and Values: - Sustainability is not just about conserving...
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...Principles of Learning and Teaching STUDENTS AS LEARNERS – 35% THEORISTS LEV VYGOTSKY http://facultyweb.cortland.edu/andersmd/VYG/ VYG.HTML JEROME BRUNER http://tip.psychology.org/bruner.ht ml JOHN DEWEY http://www.infed.org/thinkers/e t-dewey.htm Importance of CULTURE humans use of tools and symbols to learn – culture dictates what we learn and how • Higher and Lower mental functions – elementary (or lower) functions gradually transform to HMF through culture • Central ROLE OF LANGUAGE: Language is made possible because of our culture (tools and symbols). The learning of language (or signs) is brought about by social processes, and language or signs ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy between a child's mental age [indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY...
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...Abstract This article discusses two means by which leaders can impact on subordinate self-regulatory processes Ð making particular patterns of values salient and activating specific subordinate selfconcepts. Research indicating compatible structures among values and self-identities is discussed, and it is suggested that such structures are automatically related by networks of mutual activation or inhibition. The potential of this framework for advancing leadership practice and research is also discussed. D 2001 Elsevier Science Inc. All rights reserved. 1. Introduction Most definitions of leadership share the common assumption that leaders influence subordinate's task and social behaviors (Yukl, 1992). However, the leadership literature, in general, has paid little attention to understanding the intervening mechanisms by which leaders influence followers. Instead, much of the research has focused on the relationship between a leader's behavior or traits and subordinates' satisfaction, behavior, and performance (Lord & Maher, 1991). In the present paper, we attempt to partially bridge this gap by focusing on two key intervening mechanisms Ð values and self-concepts Ð that link leader characteristics and important outcomes. We focus on these two constructs because of their important role in regulating behavior. Although there appears to be good reason to suspect that both values and subordinate selfconcepts serve important regulatory roles, leadership scholars have devoted little effort...
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...Abstract This article discusses two means by which leaders can impact on subordinate self-regulatory processes Ð making particular patterns of values salient and activating specific subordinate selfconcepts. Research indicating compatible structures among values and self-identities is discussed, and it is suggested that such structures are automatically related by networks of mutual activation or inhibition. The potential of this framework for advancing leadership practice and research is also discussed. D 2001 Elsevier Science Inc. All rights reserved. 1. Introduction Most definitions of leadership share the common assumption that leaders influence subordinate's task and social behaviors (Yukl, 1992). However, the leadership literature, in general, has paid little attention to understanding the intervening mechanisms by which leaders influence followers. Instead, much of the research has focused on the relationship between a leader's behavior or traits and subordinates' satisfaction, behavior, and performance (Lord & Maher, 1991). In the present paper, we attempt to partially bridge this gap by focusing on two key intervening mechanisms Ð values and self-concepts Ð that link leader characteristics and important outcomes. We focus on these two constructs because of their important role in regulating behavior. Although there appears to be good reason to suspect that both values and subordinate selfconcepts serve important regulatory roles, leadership scholars have devoted little effort...
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...Chapter Overview 16.1 Social Thought and Behavior Groups Core Social Motives CONCEPT LEARNING CHECK 16.1 Describing 16.3 Attribution: The Person or the Situation? Fundamental Attribution Error Actor-Observer Bias Defensive Attribution Self-Serving Bias Social Roles 16.2 Person Perception Social Categorization Physical Appearance Stereotypes Subjectivity Culture and Person Perception CONCEPT LEARNING CHECK 16.3 Explaining Attributional Biases 16.4 Attitudes and Social Judgments Components of Attitudes Relieving Cognitive Dissonance Influencing Attitudes: Persuasion The Foot-in-the-Door Technique Role Playing Affects Attitudes CONCEPT LEARNING CHECK 16.2 Person Perception and Musical Tastes Culture and Attitudes CONCEPT LEARNING CHECK 16.4 Explaining Persuasion 16 Learning Objectives Social Psychology 16.1 16.2 16.3 16.4 16.5 16.6 16.7 Define social psychology. Compare and contrast social cognition, social influence, and social norms. Describe the core social motives. Illustrate social categorization. Discuss how stereotypes and subjectivity impact personal perception. Explain the various types of attribution. Describe the components of attitudes. Illustrate the different ways to influence attitudes. Differentiate between conformity, obedience, and compliance. Describe the biological, psychological, and sociocultural aspects of prejudice, aggression, and attraction. Discuss the pros and cons of group influence on an individual...
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...involving consideration of internal and external factors, and the short and long term. The effectiveness of an organization’s strategic management can critically impact upon its viability and there are many reasons why the stategic management process may fail. Such reasons include failure to: think creatively about the likely affects of plans obtain external/internal participation and commitment co-ordinate and control resources. In this paper it is argued that many of the reasons for failure may be attributed to the successive dominance of different reductionist approaches to strategic management. From a systems perspective it may be argued that such approaches represent partial approaches to strategic management that neglect the complex, embedded and dynamic nature of modern organizations. Accordingly, the reasons why strategic plans fail are taken to provide a framework for the evaluation of the potential contribution of a range of systems methodologies to the strategic management process. The systems methodologies considered in this paper include: Viable System Methodology, Strategic Assumption Surfacing and Testing, Soft Systems Methodology, and Critical Systems Heuristics. In light of this, a systems approach to strategic management is proposed that sees value not only in using the approaches in isolation but also in using them in a complementary and flexible way. In...
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...themselves? How do the social self, self concept, self esteem, self presentation. They develop a self concept and maintain a stable sense of identity? From the affective or emotional domain, we will ask questions like: How do people present themselves to others? How do they regulate their actions according to interpersonal demands? What is the self? The self refers to a person’s inner being including the mind and spirit. Here, we are referring specifically to the ego which is the conscious self, the real person. A person’s nature or personalities are the personal qualities that make up one individual. For example, we usually say that he or she is not his/her cheerful self today. Self Concept (Cognitive Component) Although we usually talk about the self-concept as a single entity. It is actually a multifaceted structure (Mischel and Morf, 2003). The self concept is an organised collection of beliefs about the self. These beliefs also called self-schema, shape social perception (Green and Sedikides, 2001), are developed form past experience and are concerned with one’s personality traits, abilities, physical features, values, goals and social roles...
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...Chip Heath & Dan Heath p. cm. Includes index. eISBN: 978-1-58836-596-5 1. Social psychology. 2. Contagion (Social psychology). 3. Context effects (Psychology). I. Heath, Dan. II. Title. HM1033.H43 2007 302'.13—dc22 2006046467 www.atrandom.com Designed by Stephanie Huntwork v1.0 To Dad, for driving an old tan Chevette while putting us through college. To Mom, for making us breakfast every day for eighteen years. Each. C O N T E N T S INTRODUCTION WHAT STICKS? 3 Kidney heist. Movie popcorn. Sticky = understandable, memorable, and effective in changing thought or behavior. Halloween candy. Six principles: SUCCESs. The villain: Curse of Knowledge. It’s hard to be a tapper. Creativity starts with templates. CHAPTER 1 SIMPLE 25 Commander’s Intent. THE low-fare airline. Burying the lead and the inverted pyramid. It’s the economy, stupid. Decision paralysis. Clinic: Sun exposure. Names, names, and names. Simple = core + compact. Proverbs. The Palm Pilot wood block. Using what’s there. The pomelo schema. High concept: Jaws on a spaceship. Generative analogies: Disney’s “cast members.” CHAPTER 2 UNEXPECTED 63 The successful flight safety announcement. The surprise brow. Gimmicky surprise and...
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...The Handbook of Negotiation and Culture Michele J. Gelfand Jeanne M. Brett Editors STANFORD BUSINESS BOOKS The Handbook of Negotiation and Culture The Handbook of Negotiation and Culture Edited by miche le j. ge lfand and jeanne m. brett Stanford Business Books An imprint of Stanford University Press Stanford, California 2004 C Stanford University Press Stanford, California C 2004 by the Board of Trustees of the Leland Stanford, Jr., University. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or in any information storage or retrieval system without the prior written permission of Stanford University Press. Printed in the United States of America on acid-free, archival-quality paper Library of Congress Cataloging-in-Publication Data The handbook of negotiation and culture / edited by Michele J. Gelfand and Jeanne M. Brett. p. cm. Includes bibliographical references and index. isbn 0-8047-4586-2 (cloth : alk. paper) 1. Negotiation. 2. Conflict management. 3. Negotiation—Cross-cultural studies. 4. Conflict management—Cross-cultural studies. I. Gelfand, Michele J. II. Brett, Jeanne M. bf637.n4 h365 2004 302.3—dc22 2003025169 Typeset by TechBooks in 10.5/12 Bembo Original printing 2004 Last figure below indicates year of this printing: 13 12 11 10 09 08 07 06 05 04 Contents List of Tables and Figures Foreword Preface xi xv ix ...
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...organization conducts its business, treats its employees, customers, and the wider community, (2) the extent to which freedom is allowed in decision making, developing new ideas, and personal expression, (3) how power and information flow through its hierarchy, and (4) how committed employees are towards collective objectives. It affects the organization's productivity and performance, and provides guidelines on customer care and service, product quality and safety, attendance and punctuality, and concern for the environment. It also extends to production-methods, marketing and advertising practices, and to new product creation. Organizational culture is unique for every organization and one of the hardest things to change. Organizational culture is the behavior of humans who are part of an organization and the meanings that the people attach to their actions. Culture includes the organization values, visions, norms, working language, systems, symbols, beliefs and habits. It is also the pattern of such collective behaviors and assumptions that are taught to new organizational members as a way of perceiving, and even thinking and feeling. Organizational culture affects the way people and groups interact with each other, with clients, and with...
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...CHAPTER 12 Feminist Therapy Co-authored by Barbara Herlihy and Gerald Corey INTRODUCTION History and Development KEY CONCEPTS View of Human Nature Feminist Perspective on Personality Development Challenging Traditional Roles for Women Principles of Feminist Psychology THE THERAPEUTIC PROCESS Therapeutic Goals Therapist’s Function and Role Client’s Experience in Therapy Relationship Between Therapist and Client APPLICATION: Therapeutic Techniques and Procedures The Role of Assessment and Diagnosis Techniques and Strategies The Role of Men in Feminist Therapy FEMINIST THERAPY APPLIED TO THE CASE OF STAN SUMMARY AND EVALUATION Summary Contributions of Feminist Therapy Limitations and Criticisms of Feminist Therapy FEMINIST THEORY FROM A MULTICULTURAL PERSPECTIVE Contributions to Multicultural Counseling Limitations for Multicultural Counseling WHERE TO GO FROM HERE RECOMMENDED SUPPLEMENTARY READINGS REFERENCES AND SUGGESTED READINGS 340 SOME C O N TE M P O R ARY FEMINIST T H E R AP I STS Feminist therapy does not have a single founder. Rather, it has been a collective effort by many. We have selected a few individuals who have made significant contributions to feminist therapy for inclusion here, recognizing full well that many others equally influential could have appeared in this space, Feminist therapy is truly founded on a theory of inclusion. member of the board of trustees of the last two. In recent decades...
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...Theories of Communication – MCM 511 VU LESSON 01 COMMUNICATION Defining communication Communication is seen as central to our everyday ideas about what makes life worth living. It is not surprising that academicians have attempted to unravel the secrets of the communication process. In this section of the study we will examine the theorizing and theories of this discipline of communication. To understand communication theory we need to understand the nature of communication. Nature of communication People define terms in different ways, and those differences in definition can have a profound impact on the extent to which we understand each other and the way we move forward with both academic and everyday pursuits. Given the variety of ways in which words are used and understood, we are often ill-served to search for the single, so-called correct definition of a term. In other words, it is better to evaluate definition in terms of their utility rather than in terms of their correctness. So we should not assume that there is always a single right way to define a concept. There is a great deal of variation in the definitions. Some are very abstract and some are extremely specific. Few definitions are cited below. Communication is the process by which an individual (the communicator) transmits stimuli (usually verbal) to modify the behavior of other individuals (the audience). (Hovland Janis and Kelly in 1953) Communication is the process by which we understand others and in turn...
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...[pic] Department of Education and Training RESEARCH ON HUMAN LEARNING Published by the Department of Education and Training © State of Victoria, 2004 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical and photocopying, recording or otherwise, without the prior permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING...
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...analyzed. Findings pointed towards both positive and negative impacts of mass media. However, there was no empirical evidence to substantiate a direct cause and effect relationship of mass media messages with the actions of the consumer of the information. Consequently we can only assert that the mass media impacts on society but does not necessarily have an effect since other factors also influence people other than information consumed from the media. As such, this study asserts that the mass media influences public opinion but does not necessarily cause it. Key words: powerful media, mass media effects, theories of mass media effects, impact of media messages INTRODUCTION The mass media involve organisations that are responsible for the dissemination of information to a large number of people. Basically, the mass media are categorised into print and electronic media. The print media include magazine, newspapers and books while the electronic media are television, radio, internet, videos or films etc. The instruments of both the print and electronic media are being used by the mass media to create and promote multitude of ideas that positively affect the lives of people and the society. That is to say,...
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...Scotland © 2014 No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise – without permission in writing from Edinburgh Napier University, 219 Colinton Road, Edinburgh, EH14 1DJ, Scotland. Contents Page 1. 2. 3. 4. 5. Welcome to Leadership in a Changing Environment Overview of Topics Reading and Other Resources Assessment Information Tutorials 1 5 15 17 21 Welcome to Leadership in a Changing Environment 1 Welcome to Leadership in a Changing Environment Hello and welcome to the Leadership in a Changing Environment module. My name is Dr Janice McMillan, and I am the Module Leader. This Student Study Guide provides you with information on the module, including the two formal assessments – the case study report and unseen exam. The topics will be introduced by a representative of Edinburgh Napier University. The Tutorials will be delivered by the Local Tutor, which will allow the integration and inclusion of more local examples and discussion of the topics. Interaction at Tutorials is encouraged and any questions should be raised at the classes. We expect you to make a contribution to the classes, which will help you to consolidate learning, and for you to...
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