snd - effective supervision

7/31/2019 SND - Effective Supervision

1/54

Interactive Workshop

on

EFFECTIVE SUPERVISION


2/54

EFFECTIVE SUPERVISION TO GENERATE PERFORMANCE

1. INTRODUCTION

The intent of this program is to develop awareness among SUPERVISORS* asto their role responsibilities as KEYMEN in the management hierarchy.

What is common in a supervisors work is the role and leadership function.

One key characteristic of a supervisory leader is that he is continuouslydeveloping himself and sharpening his skills, not only to enhance is capabilitiesat work but at an individual level as well.

The supervisor has to work in three dimensions (1) as a boss (2) as a

member of a group/team (3) as a subordinate. This workshop has beendesigned to cover all these roles.

(* The work Supervisor has no status connotations. Any person who isresponsible for the work of even one person other than himself is a supervisoryleader).


3/54

OBJECTIVES

a) To develop awareness and understanding of theSUPERVISORs role as a KEYMAN in the companyand to develop a model for a good supervisor.

b) To understand the dynamics of working with peopleand through people in an organization.

c) To acquire skills which will help in making work

smoother and better.


4/54

FORMAT OF WORKSHOP

SIMPLE

PRACTICAL

PARTICIPATIVE

Simple, but not superficial, withas little jargon as possible.

Concerned with practical, how-to-do-it functions as actions ofleadership, not abstract oracademic theory for its ownsake.

Exercises, case studies andchecklists to involve you in theprocess of learning. That makesit enjoyable as well as useful.


5/54

ELEMENTS OF EFFECTIVE PERFORMANCE

EFFECTIVE RESULT

COMPETENCE WILL/ATTITUDE

KNOWLEDGE SKILL

Determination/

motivation to performto the best of ONEs

ABILITY


6/54


COMPETENCE

KNOWLEDGE SKILL

Knowledge inAction!

or

Ability to useknowledge

Understanding about the job

What is to be done?

How is it to be done?

What physical resources areneeded?

What information resource isneeded?


7/54


Mainly higher order of Mind

ABILITY TO

Visualize Foresee Assess Judge

Mainly manual abilities

Depends on speed andquality of work

ABILITY to get on PURPOSEFULLY with PEOPLE

(Superiors, Colleagues, Subordinates)

SKILLS

TECHNICAL

SOCIAL

CONCEPTUAL


8/54


SOCIAL SKILL

COMMUNICATION SKILL IPR * - SKILL

* ABILITY TO

get on PURPOSEFULLY

with PEOPLE

* ABILITY TO

-- Read / write

-- Speak / listen-- Discuss-- Counselling-- Interviewing, etc.


9/54


SKILLS AND HIERARCHICAL LEVELS

OF

MANAGEMENT

Conceptual Social

Social Technical

Top

Middle

Supervisory

At the level of FIRST-LINE MANAGER-- Technical Skills --- Social Skills --- Conceptual Skills -

At all levels of MANAGEMENT need for SOCIAL skills remains HIGH


10/54


EFFECTIVEPERFORMANCE

COMPETENCE

KNOWLEDGE

+

Ability to Use Knowledgei.e., SKILLS

TECHNICAL

CONCEPTUALSOCIAL

ATTITUDE

WILL

COMMUNICATIONINTER-PERSONAL

RELATIONSHIP

SpeakingListening

Reading

Writing

Ability to get onpurposefully with people

DISCUSS COUNSELLING INTERVIEWING

COMPETENCE

ATTITUDEKNOWLEDGE

SKILL


11/54


SUM UP

IF ANY PERSON WANTS TO BE MORE EFFECTIVE IN ACTION,

He must first have Positive/Constructive ATTITUDE. This is NOT ENOUGH.

He must acquire COMPETENCE by increasing his OWNKNOWLEDGE

He must acquire SKILL to USE his KNOWLEDGE.

SKILL IMPROVES WITH PRACTICE.


12/54

KEYS TO EFFECTIVE SUPERVISION

ORGANIZE Plan your work1. Write the six most important items to complete.

2. Place in priority order, coordinate with your calendar.

DELEGATE1. Tell why job is important 4. Agree on deadline2. Define results wanted 5. Ask for feedback3. Define authority 6. Set up controls

COMMUNICATE -- List points to cover Plan ahead Rehearse1. Ask open-ended questions 3. Set goals2. Listen 4. Ask for feedback

DISCIPLINE1. Give facts and figures 3. Explain consequences2. Get agreement that there is a 4. Help employees find their own

problem solutions

MOTIVATION MOTIVATORS Need for:1. Accomplishment 3. Some say in how the job is done2. Responsibility 4. Learning and growth

OVER-ALL MOTIVATOR NEED TO FEEL IMPORTANT


13/54

CONCEPT OF INTER-DEPENDENCE

1 2 3 4


14/54


BOSS


15/54


FUNCTION OF FIRST LINE MANAGER

DOING PART ofthe whole jobhimself

FACILITATING PERFORMANCEof the subordinates

Clarifies OBJECTIVE/Goal/Task

ASSIGNS task to individuals Provides Physical Resources

Gives INFORMATION

Sets STANDARDS of Performances

SUPERVISES checks, corrects mistakes

Gives CREDIT/pulls up


16/54


SUM UP

The first line manager is ACCOUNTABLE for the TEAMs performance.

He is dependent upon his OWN efforts plus the efforts of his

SUBORDINATES.

Likewise his subordinates are DEPENDENT upon him for his guidance,supervision and leadership.

THUS, in a TEAM, people are

INTER-DEPENDENT


17/54

The Three Circles Model

TASKNEEDS

INDIVIDUALNEEDSGROUP

MAINTENANCENEEDS


18/54

What a leader has to do

ACHIEVINGTHE TASK

DEVELOPINGTHE

INDIVIDUALBUILDING ANDMAINTAINING

THE TEAM


19/54

A SHORT COURSE ON LEADERSHIP

The six most important words

I ADMIT I MADE A MISTAKE

The five most important words ..

I AM PROUD OF YOU

The four most important words ..

WHAT IS YOUR OPINION?The three most important words ..

IF YOU PLEASE

The two most important words..

THANK YOU

The one most important word ..WE

AND the least important word

I


20/54

TEN POINT CHECK-LIST FOR TIME MANAGEMENT

1. DEVELOP A NEW PERSONAL SENSE OF TIME

Do not rely on memory; record where your time goes.

2. PLAN AHEAD

Making plans on how you are going to spend your time a day, a week, a month, ayear ahead. Plan in terms of opportunities and results, priorities and deadlines.

3. MAKE THE MOST OF YOUR BEST TIME

Programme important tasks for the time of day you function best. Plan quietperiods for creative thinking.

4. CAPITALISE ON MARGINAL TIME

Squeeze activities into the minutes you spend waiting for a train or betweenmeetings.

5. AVOID CLUTTER

Try re-organizing your desk for effectiveness. Sort papers into categoriesaccording to action priorities. Generate as little paper as possible yourself.


21/54

TEN POINT CHECK-LIST FOR TIME MANAGEMENT(contd...)

6. DO IT NOW

Procrastination is the thief of time.

My object was always to do the business of the day in the day (Wellington).

7. LEARN TO SAY NO

Do not let others misappropriate your time.

Decline tactfully but firmly to avoid over-commitment.

8. USE THE TELEPHONE AS A TIME-SAVING TOOLKeep telephone calls down to minimum length.

Screen telephone interruptions.

9. DELEGATE

Learn to delegate as much as possible.

10. MEETINGS

Keep them short.

Sharpen your skills as Chairman.

Cut out unnecessary meetings.


22/54

MY TIME MANAGEMENT PRACTICES

Answer the question below as candidly as you can. Your responses will give you a profileconcerning your use of time.

1. I start each day with a daily set of goals

2. I set aside a solid block of interrupted time each day foraccomplishment of tasks

3. I review regularly (three to six month) the authority

delegated to my staff4. I rarely take work home on evenings or weekends

5. I use my subordinate fully so that we are a two-person team

6. I find it difficult to make efficient the meetings I conduct

7. My current telephone habits are a significant cause of wasted time

8. I find it somewhat difficult to prevent interruption from taking place

9. I would be a more efficient manager if I learned to say No

10. One phrase that describes my work situation is being on a treadmill

YES NO


23/54

SIX STEPS TO EFFECTIVE DELEGATION

1. Explain, why the job is important?

2. Delegate in terms of results

3. Define authority

4. Agree on a deadline

5. Ask for feedback

6. Provide controls


24/54

MY CAPABILITIES AS A DELEGATORA Self Test

This test is designed to help you assess your prowess as a delegator.Simply answer yes or no to all the questions. Please be as candid asyou possibly can be. You will have a chance to discuss your responseswith your fellow participants.

1. Do I avoid holding on to the tasks I like to do or feel comfortable with?

2. Do I avoid getting bogged down in administration?

3. Do I avoid taking work home regularly?

4. Do I so manage that I avoid being constantly on a treadmill?

5. Do I avoid falling in the trap of letting my subordinates delegate inreverse,that is, to me?

6. Do I avoid tendencies to redo my subordinates work to ensure that it isright?

7. Do I feel it is unimportant to convey the image that I am a hard, tirelessworker?


25/54


8. Have I ever analyzed my job so that I really know how, where, and onwhat I am spending my time?

9. Do I really know how I should be spending my time?

10. Am I actually spending my time as I, as a manager, should be?

11. Do I recognize that delegating to others involves my living withuncertainty, even ambiguity?

12. When I delegate do I specify how much authority the delegate has to dothe job?

13. Do I tolerate a certain amount of error in the things my subordinates doas the price I have to pay for delegation?

14. Do my subordinates feel free to act within their delegated authority?

15. Do I see and use my secretary as part of a two-person team to the jobdone easier?

16. Do I use delegation as a tool to turnon my people?


26/54


17. Do I see delegation as a means of helping my staff to grow, develop andachieve higher self-esteem?

18. Do I see delegation as a tool to force innovation, because if I allow mysubordinates to do something, the odds are that they will do it differentlythan I would have?

19. Do I have a workable or reasonable number of people who report to me

so that I am not suffering from supervisory overload?

20. Do I use controls to monitor delegated authority, that is, to spot theproblems before they develop?


27/54

A LESSON IN COMMUNICATIONWritten Instructions

Name :Address :

1. Read everything before doing anything, but work as rapidly as you can.2. Put your name and address in the upper right-hand corner.3. Do you like this lecture?

4. Draw a circle round the title of this paper.5. Put your initials below your name.6. Are you happy with Life in general? Underline: YES or NO7. Slap your neighbour on the back.8. Do you like your job? Underline: YES or NO9. Are you satisfied with the progress you are making? Circle: YES or NO

10. Write the name of your boss: ____________________________11. Write the name of your Company: ________________________12. Would you like to have more authority in your Job?

Write your answer ____________________________________


28/54

A LESSON IN COMMUNICATIONWritten Instructions (contd...)

13. Are you happy with your friends? Circle: YES or NO14. If you have come so far, speak out loudly your first and last name.

15. Raise your hands.

16. If you have followed the instructions so far, please stand up and say Ihave.

17. Say loudly A. B. C. D. E. F. G.18. Please do not utter a word till the whole group finishes the exercise.

19. Now that you have read the instructions carefully, do only what thesentence Nos. 1, 2 and 4 tell you to do.

20. Please do not give away this exercise by way of comment or explanation.

If you have come so far, go on writing something on this paper. Let ussee how many persons followed these instructions correctly.


29/54

STEPS TOEFFECTIVE COMMUNICATION

1. PLANNING

2. ASKING OPEN-ENDED QUESTIONS

3. LISTENING

4. SETTING GOALS

5. ASKING FOR FEEDBACK


30/54

DETERRENTS TO EFFECTIVE LISTENING

1. ASSUMING IN ADVANCE THAT THE SUBJECT IS UNINTERESTING

AND UNIMPORTANT;2. MENTALLY CRITICIZING THE SPEAKERS DELIVERY;

3. BECOMING OVERSTIMULATED WHEN QUESTIONING OROPPOSING AN IDEA;

4. LISTENING ONLY FOR FACTS, WANTING TO SKIP THE DETAILS;

5. PRETENDING TO BE ATTENTIVE;

6. ALLOWING THE SPEAKER TO BE INAUDIBLE;

7. AVOIDING MESSAGES WHOSE CONTENT IS TECHNICAL;

8. OVERREACTING TO CERTAIN WORDS AND PHRASES;

AND

9. WITHDRAWING ATTENTION AND DAYDREAMING.


31/54

COMMUNICATION PROCESS

ASSIMILATION

RESPONSEPER-

CEPTION

CODING(senses)

THINKING

DOING

TALKING

WRITING

DECODING

DECODING(senses)

THINKING

OBSERVING

LISTENING

READING

CODING

NOISE

REDUNDANCY

SEMANTICS

PERCEPTUAL PROBLEMS

PHYSICAL PROBLEMS

IMMEDIATE MOOD

CONFORMITY

ASSIMILATION

PER-CEPTION

RESPONSE


32/54

CONCEPT OFCOMMUNICATION SENSITIVITY

INTELLECTUAL(CONTENT)

RESPONSE(HERE AND

NOW)PRESENT

FEELINGS

FUTUREPAST

CRITICISM ADVICE


33/54

TEN WAYS TO MOTIVATE

1. DO NOT TELL EXACTLY HOW TO DO THE JOB

2. DO NOT STRESS ACTIVITIES

3. DO NOT MANIPULATE PEOPLE

4. DO NOT CARE ONLY ABOUT YOU

5. LISTEN ACTIVELY6. DO NOT DWELL ON WEAKNESSES

7. TELL THEM WHAT THEY ARE DOING RIGHT

8. GET THEM INVOLVED

9. GIVE REWARDS

10. PROVIDE STRETCH TIME


34/54

EMPLOYEE ATTRIBUTES

One who understands the Organisation its processes, itspurpose and practices it in real life.

One who communicates not a Post Office not concerned

with pleasant things alone but can handle the difficultissues.

Market oriented customer oriented service oriented.

More mobile and energetic.


35/54

EMPLOYEE ATTRIBUTES

More numerate Analyses and acts.

Handles conflicts in a positive manner Does not sweepissues under the carpet.

Committed to planning Review Accountability.

It cost effective.


36/54

EMPLOYEE ATTRIBUTES

Constantly looking for new ways/areas of profit.

Practices and demands excellence in all that he does.

Is a leader not a loose talker.

Finally, he delivers the goods and results not excuses MAKES THINGS HAPPEN.


37/54

EVEN EAGLES NEED A PUSH

In the film named Even Eagles Need a Push David McNally portrays in very effective ways, theimportance of being in control of ones life. We need to continuously renew ourselves to get asense of life and a positive feel for the future. In our busy routine from dawn to dusk, McNallysays, we often stop short and ask ourselves What am I doing here?; Where am I going?; Isthis all there is to life?. The answers to such questions may come naturally and quickly to thosewho are alert and, conscious. In the film, McNally lists 5 basic qualities that successful peopleshare across the world. They are: SELF-APPRECIATION, which means one must value oneselfhighly, with self-respect and dignity to gain confidence. VISION, is equally vital. As all that existstoday once never existed other than in the minds of the creators. Dwelling on PURPOSE,McNally says that only when you have a purpose in life, your life really matters.

He relates a beautiful story of Terry Fox who ran the marathon to win $1 million. But heres theinteresting part Terry was no ordinary athlete. Hed lost one leg to cancer and his sole objectivewas to raise $1 million to aid cancer research. Terry ended up getting about $24 million in thisnoble mission. Next comes COMMITMENT, which McNally aptly differentiates from the terminterest. Things done out of interest are always done at ones own convenience, but when yourecommitted to do something, you never think twice. Committed to good health, we simply keep fit.Committed to work, were forever engaged in improving performance. Lastly speaking on,CONTRIBUTION, McNally uses a lovely anecdote. A Pig complains to a Cow, asking why she isso popular and revered, even if it is him who contributes a lot more. Bacon and ham, hair forbristles, even his feet yet refused recognition? The Cow replies: both of us contribute, I agree.

But I do it while I am living and that makes all the difference!

The film concludes with a message from the expert, that all these qualities for success are alwayshidden inside each individual. All you need to do is to find them, develop them, practice them andspread them. Only then, can you become like the eagle in the sky away from all the turbulence,majestically soaring higher and higher on the horizon of meaningful living.


38/54

TOGETHER EVERYONE ACHIEVES MORE

OBJECTIVES

Insight in the process of decision-making in a group

a) Problem Solvingb) Task Facilitationc) Group Building

Process of development of consensus building

Judicious use of resources in a group

Resolve conflict between the concern for achievement andpower motives.


39/54


PROBLEM SOLVING PROCESS

Deciding priorities

Analyzing the problem at several levels

Generating alternatives

Discussing consequences of each alternative

Reviewing


40/54


TASK FACILITATING PROCESS

Initiative

Information seeking

Summarizing

Synthesizing

Time Keeping


41/54


GROUP BUILDING PROCESS

Listening

Expressing and Responding to Feelings

Gate Keeping

Supporting

Process Reviewing


42/54

CONSENSUS BUILDING(Positive)

Concern for others

Listening

Identifying and using resources

Discussing underlying assumptions and logic

Testing consensus and disagreements

Process Orientation


43/54

CONSENSUS BUILDING(Negative)

Domination by a few

Withdrawal

Tendency to make quick decisions

Testing Strength

Avoiding confrontation

Trading or compromises


44/54

WHAT SUBORDINATES EXPECT FROM THEIR MANAGER?

1. They expect you to keep them informed on the work of the departmentand its objectives.

2. They expect you to tell each one how he is measuring upto his job.

3. They expect you to go to bat for them in matters that affect thedepartment and their interests.

4. They expect you to give credit for jobs well-done.

5. They expect constructive criticism, but resent arbitrary, unfair or spur-of-the-moment comments on their performance.

6. They expect you to show a sympathetic interest in their problems.

7. They expect you to be the chief source of information about the companyand its policies.

8. They expect you to run a happy ship, to make the department a pleasantplace to work.

As their Helper, you must understand exactly what your men demand of yourLeadership. Having understood the same, you must do your best to help them

in your day-to-day work. Their needs are endless Here are some of them:


45/54

WHAT SUBORDINATES EXPECT FROM THEIR MANAGER?(contd)

9. They expect you to set an example.

10. They expect you to tell them of the possibilities of promotion.11. They expect you to help them to improve their job skills both as a group

and as individuals.

12. They expect you to encourage them to greater effort.

13. They expect you to plan their time well, and to coordinate their activities.

14. They expect you to be a master Manager.15. They expect you to be DEFINITE. Yes, you can do that No, you

cannot do that, because .

16. They expect you to run a well-planned, and purposeful meeting.

17. They expect you to have dash & drive all the time Come on, lets goand do this job; - lets plan that . etc.

18. They expect you to admit when you are in the wrong.19. They expect you to be down-to-earth and objective.

20. They expect you to lead with an iron-hand in a velvet glove.


46/54

THE ESSENCE OF TIME MANAGEMENT

Time is an important and valuable resource which should be invested in value addingactivities. Time once lost cannot regained. Unlike any other resource, time is limited by itsavailability.

Successful people differ from others in their attitude to time. They are conscious abouttheir time use. They consider their time as an important investment which they bring inas their unique contribution. This attitude is reflected in the way they behave and theactivities they pursue.

The way of successful people

Some common denominators among successful people can be observed; they arerelaxed. They have time for everything. They do not waste their time. They know exactlywhat they should be doing and what they should not be doing. They cannot be compelledto do something which they consider a wasteful activity. They know how to say no butstill be gracious with people. In spite of their busy day full of activity, they do not becometime nuts or compulsive clock watchers. They are well-organised to do importantthings. They manage their time well.


47/54

THE ESSENCE OF TIME MANAGEMENT

What is observed from outside are only certain patterns of behaviour. Very often these patterns aremisunderstood as proper time management tools. If one accepts these patterns as perfect patterns andemulate them, they may not succeed. While these external manifestations of behavioural patterns areimportant, what is more important is what goes on inside them. If one manages their time well then itbecomes easy to emulate them for effectiveness.

Specific core values

Successful people have specific core values and principles in their life. This becomes a self-unifying

principle and gives them a sense of purpose in their life. Deciding and clearly defining the core value andthe goals to be achieved in life is the first step towards managing time effectively.

Think of personalities like Thomas Alva Edison, Florence Nightingale and Mahatma Gandhi. Each onehad his or her sense of purpose and core value in his or her life time. This sense of purpose was thedriving force behind them. This gave them the mission and vision in their life. By constantly pursuingtheir lifes mission they are at the peak of their energy and not bogged down by failures. Failures do not

dampen their spirits. Even though to others their actions may appear to be wasted efforts, they see adeep meaning and purpose in their various actions.

From the core value and sense of purpose in life, they develop a deep sense of commitment for theirmission in life. They do not live for the evaluation of others on their actions. The very purpose of theirliving is commitment to their core values.


48/54

They are prepared to take any amount of strain and effort for the accomplishment of their mission inrealisation of their dream or vision. They are able to put their various actions in the broader perspectiveof their life time goals. They are not only involved in their life time pursuits, they are committed.

Involvement and commitment

One should understand the important difference between involvement and commitment. Getting involvedis pursuing ones activities; getting committed is giving oneself for the cause of the mission. From thedeep commitment to their core values, they drive the inner power.

Since the successful people are clear about their core values and are committed to them, their actions or

behaviour of doing the right activity and investing their time in value adding activities becomes so naturalto them. They do not require any force or compulsion to manipulate their behaviour to suit the widelyaccepted beliefs on time management. For an outside man, their actions may appear to be meaninglessand out of place. But in their own perceptions, they are very clear in what they are doing.

They have the wisdom to distinguish between what is work and what is no work. They can differentiatebetween action and inaction. They can see action in inaction and inaction in action. By

apparently being inactive, they can be mentally very active like Lord Buddha under the tree, or aresearch scholar gazing through the window deeply contemplating a complex problem.

They refuse to indulge in meaningless and petty activities. They just refuse to do many things which donot fit into their long term goals and sense of purpose.


49/54

Understanding goals

Successful people also understand their various roles and the respective goals. For them, beingsuccessful in one role does not mean a sacrifice in some of their other important roles. For example,

being a successful Chief Executive Officer, they will also have time to successfully play their roles ofhusband, father, son, brother and a social worker. They can allocate enough time for their various rolesin their life. They are responsible enough to appreciate their various duties wherever they are.

They are able to do this because they can prioritise. This ability to prioritise comes from their mentalclarity. They can distinguish between an important and urgent job. They focus their attention onimportant activities that yield results. They do not postpone activities. Their daily-to-do list contains

activities with clearly marked priorities. They refuse to do non-urgent and un-important activities, andwith clarity of their mission, they are able to concentrate on their activities without any interruptions.While interruptions are a part of life, they do not use interruptions as excuses. They get back on theirtrack after successfully handling interruptions.

Whenever circumstances beyond their control make them do actions which are dysfunctional to theircore values and sense of purpose, they do not rationalise their incongruent actions and keep doingthose actions against their will. They re-align their actions and commit and re-dedicate themselves totheir original cause.

For an external observer, it may seem that the successful people control their time through self-imposedtools and check-list. But what really makes them organised is the internal sense of commitment to theirvalues. To follow good time management principles, one should not merely follow externally imposedbehaviour manipulations, but understand what is the real meaning of time management. Timemanagement is not managing time but, is managing your values and attitude to time.


50/54

BARRIERS TO EFFECTIVE COMMUNICATIONS- NOISE FACTORS

We might call these barriers noise factors, to be consistent in our analogy. We have been successfulin by-passing noise factors in our electronic communication processes, but are still struggling with our

human noise factors. Some of the most prominent of these barriers which we shall consider are (1)semantics; (2) perceptual problems; (3) physical problems; (4) immediate mood; (5) conformity.

1. SEMANTICS

The same words mean different things to different people. Within the same language and even withthe simplest of words, there are different meanings. I know four managers who mean four very

different things whey they call a man good. On one end of the range, if manager #1 says a man isgood he must be sensational because nobody is any good to him. At the other end of the range, ifmanager #4 says a man is good, he probably means we should have fired him six months ago. Sowords by themselves do not always communicate the accurate meaning of what we would like toconvey. The so-called non-verbal area of communication is of extreme importance. For instance, canyou manage the facial expression, hand motions, physical idiosyncrasies of manager #4 in the aboveanalysis when he says a man is good (they would all have negative aspects; pursed lips, shouldershrugging, hand turning and eyebrow lifting). Even though the word good was verbally said, youprobably would get the message that he meant other than good, if you were highly perceptive to thesenon-verbal sings. This is the more obvious problem of semantics. There are much more complicatedproblems. Dr. Jack Schiff, Dean of the Graduate School of Pace College, refers to the art oflegitimization which means that any professional area tends to formulate its own technical languagewhich cannot be understood outside the profession. Doctors do it; lawyers do it; chemists do it;physicists do it; sales men do it; managers do it; and Dr. Schiff does it with his own term,legitimization! . As a result, we have multiple problems of semantics when one specialist tries tocommunicate with another type of specialist.


51/54

2. PERCEPTUAL PROBLEMS

Our perceptions are the result of all sensory stimuli; that is, everything we have every

perceived has come through one of our senses. Out perceptions are limited to that whichour senses have been exposed to. This is why two people looking at the time object (orlistening to the same thing) can have two entirely different perceptions of that object.They have had different pervious exposures, conditioning, and have entirely differentframes of references for this object. In trying to successfully communicate withsomeone, establishing the personsframe of reference or previous exposures, can helpconsiderably in overcoming this perceptual barrier. This is a critical point in the teaching

or training of others. In any training effort, the initial repertoire of the trainee must beestablished in order to know where to begin with that trainee. It is important to be awareof his previous association, assimilation, background, so that they may be utilized foranalogies.

3. PHYSICAL PROBLEMS

The assumption is often erroneously made that peoples senses are all equal inefficiency. This is obviously not so. People do not hear, see, or feel, in the same degreeof efficiency. Our own manners of speech can complicate and distort our intendedmessage. Sensitivity to the potential physical problems in training others is essential tobe able to compensate accordingly.


52/54

4. IMMEDIATE MOOD

Our interests are diverse, we all have limitations in our span of attention. Climate, temperature, time ofday, food and drink intake, as well as innumerable psychological and emotional factors will have atremendous effect on receptivity to a message. For example a heavy luncheon, warm room, abstract

or heavy content of material via lecture technique, could create an immediatemood that would beprohibitive for any degree of receptivity on the part of the trainee even though he might have somemotivation to learn the information. Awareness of these problems can help the trainer compensate byusing a variety of methods; dramatic technique, high degree of participation on the part of the trainee,control physical climate, and even of food and drink intake. For example, a session on paper work andreports following a lengthy discussion on compensation would leave something to be desired becauseof a positive response to the former and a negative response to the latter.

5. CONFORMITY

This is a mis-understood word. In many circles, it is considered a negative concept. Nevertheless, it isa reality of inter-personal relationships, and more specifically, in inter-communication. People do notalways say what they really think because of the social (or other) consequences that could result sothey conform and say something different that what they really think. In a group (or individual)training situation, individuals will tailor their verbal (and/or non-verbal) reactions to suit the situation.They will conform in order to protect the sensibilities (or what they think the sensibilities are) of theother members in the group. In the individual training situation, the subordinate would obviously tailorhis reactions to meet his immediate supervisors training efforts. Again, an awareness of this situation

is necessary for the trainer so that he may take into consideration the response he is getting from histrainees. It might be noted here that if proper rapport is built by a staff-trainer with the trainees, thisproblem of conformity could be reduced to a minimum since the staff trainer offers no real threat tothe security of the trainee.

These five noise factors are basic barriers that must be taken into consideration to effect efficientcommunication in a training situation.


53/54

Six criticalfactors influencing perception are:

a. Physiological and Anatomical condition

1. Hearing impaired speak loudly.

2. 45 pound box to be lifted frail person (difficult)- well-built person (easy)

b. Family influence

1. Family where parents are strong-willed accepts orders from

superiors as natural.

2. Family where parents share authority has a stronger need for freedomfrom supervision.

c. Cultural influence

1. Views work as a necessary evil or punishment; resents extra assignments.

2. Views work as a privilege and pleasure accepts extra assignments willingly.

d. Motives, Needs, Goals

1. Need colour TV set will try to work harder, try for over time, etc.

2. Needs are satisfied will even refuse orresent over time.


54/54

e. Past experience

1. Demonstrated by Old woman/Young woman exercise.

2. If past experience with colleagues is bad will find it difficult to trust them.

f. Personality characteristics

1. Optimistic adventuresome character welcomes change, new colleagues/boss,

transfer.

2. Pessimistic cautions character resists change.

Other barriers of perception are:

a. Bias/prejudice

As for example: 1. All Sikhs are good fighters; 2. All road-side dhabas are dirty.

b. Expectations

Pygmalion theory Self-fulfilling/Prophecy.

snd - effective supervision

Documents