Report on the Analysis of Ineffective Communication in the Workplace Essay Example for Free

Report on the Analysis of Ineffective Communication in the Workplace Essay This report will analyse and examine issues of interpersonal behaviour in the workplace. It will describe a scenario observed concerning communication and will include an analysis of the problems that occurred. A conclusion will be made which will lead to recommendations to prevent this situation from recurring. 2. 0 The scenario The main conflict in this scenario transpired between persons B and C (see appendix 1) on the shop floor of B Q. Person B had previously spoken rudely about person C to person D. Persons D and C are good friends, therefore person D informed C about the incident. Person C then discussed the issue with Person A who had a one-to-one meeting with person B. The outcome of the meeting was that Person B should have an informal meeting with person C to resolve the issue. However, person B avoided holding this meeting and instead chose to speak to person C on the shop floor in the presence of customers. (See appendix 2 for the transcript of the scenario). 3. 0 Transactional Analysis and Effective Communication Transactional Analysis assists when evaluating this situation as the model is a popular way of explaining the dynamics of interpersonal communication. It was developed by Eric Berne in 1949 and has two fundamental assumptions; all the events and feelings people experience are stored within them and can be replayed, and that personality is made up of three ego states that manifest themselves in gesture, tone of voice and actions. The child ego state is described as the ‘feelings state’ and involves people behaving as they did when they were a child. This includes three sub-states which are the ‘free or natural child’, the ‘little professor’ and the ‘rebellious child’. The free or natural child state focuses on genuine feelings, acting on impulse and letting others know how we feel. The little professor state is creative, questioning and experimental. As the name suggests, the rebellious child state invokes rebellion, frustration and withdrawal. The adult ego state involves behaviour that concerns thought processes and can be defined as ‘the thoughtful’ state. This state focuses on data collection, reality testing and objectiveness. The parent state is described as the ‘taught’ state and consists of two sub-states; the nurturing and the critical parent. In this state, people take responsibility and tend to behave in ways learnt from parental figures. The nurturing parent state involves caring for other people, whereas in the critical or controlling parent state people have a tendency to lay down rules and boundaries and insist on their own method of getting the job done. Exclusions of ego states occur when someone is permanently using one ego state and cuts off the others (see appendix 7). There are three types of transactions in communication; complementary, crossed and ulterior (see appendix 3). When both parties’ ego states match, this is a complementary transaction and communication can continue. Crossed transactions occur when one party addresses a different ego state to the one the other party is currently in. The communication in crossed transactions disintegrates and can result in bad feelings. Ulterior transactions involve a crossed transaction on a psychological level, however on the surface the ego states seem to match leading to people playing games with one another. Strokes are units of recognition and are given and received via the five senses. Positive strokes are life and growth encouraging, whereas negative strokes are the opposite and cause the recipient to feel dejected. Transactional analysis assumes that our characteristic ways of feeling and behaving derive from the way we feel about ourselves in relation to other people. These are referred to as the four life positions and consist of â€Å"I’m not OK, You’re OK†, â€Å"I’m not OK, You’re not OK†, â€Å"I’m OK, You’re not OK† and â€Å"I’m OK, You’re OK† (see appendix 4). Body language is another method used to communicate and can assist when deciphering an underlying message that someone is trying to purvey. According to Pivcevic, â€Å"it is commonly agreed that 80 per cent of communication is non-verbal† (Mullins, L. J, 2010, pp 235). Effective communication is achieved by attending, reflecting and following (see appendix 5). This benefits both the listener and the speaker as it aids the listener in thoroughly understanding what the speaker is saying. Attending is non-verbal communication that signifies someone is paying careful attention to the person talking. Attending includes body posture, gestures, eye contact and an environment free of distractions. Following skills require the listener to offer openers and encouragements. Openers are non-coercive invitations for the speaker to talk and include judgemental, reassuring and advice statements. Opening questions and silence can be used as they encourage and concentrate on the concerns of the speaker rather than the listener. Reflecting skills avoid both speaker and listener problems. Words are perceived differently to people and listeners can often become distracted. Reflective responses are non-judgmental and help the listener to grasp the feelings of the speaker. Guirdham’s cycle of perception and behaviour can also aid in analysing communication as perceptions can alter the way in which we behave, thus having an effect on communication (see appendix 8). 4. 0 Analysis of the scenario By applying the Transactional analysis model, it is evident that when person B approached C, she was speaking from her critical parent ego state. This state is condescending and admonishing and can cause the addressee to feel discouraged. When replying, person C speaks from her adult ego state which is objective and rational, presenting a crossed transaction as B was addressing a different ego state to that of which C is currently in (see appendix 3). Person B should have shifted to an adult ego state to ensure that the states matched, amending it to a complementary transaction. However, B replies she has no time denoting that she is speaking from her critical parent ego state and sending out negative strokes. Her abrupt and loud tone insinuates she is defensive and angry. Her body language also gives an implication of her underlying message as she is walking away from the situation with her arms crossed, suggesting she is uninterested. Person C is rational and relaxed with her body language, making constant eye contact and positioning herself closely to person B, signifying she is listening intently. C’s ego state shifts to a rebellious child state when B’s body language and attitude is perceived as rude, abrupt and unconcerned. This subliminal communication causes an argument to break out and C begins to speak vociferously. The clenching of her fists and words spoken infer this shift in ego state. A change in behaviour occurs due to C’s perceptions of B’s behaviour (see appendix 8). Person A then interrupts the conversation and speaks from a nurturing parent ego state; this is presumed as he interjects with a question, â€Å"are you okay guys? † He places a hand on person C’s shoulder, signalling a display of power over her. At this point, person B begins to fiddle with her pen, suggesting a transition out of her comfort zone and showing she is uncomfortable in the situation. By this point, person C is very distressed and is deep in a rebellious child ego state. Her body language conveys feelings of anger and frustration as she is frantically waving her arms. Person B is reluctant to apologise or be sympathetic throughout the incident, indicating her ego state has not changed. This implies that she is currently in an arrogant life position as she feels she is not in the wrong (see appendix 4). She walks away, with her arms crossed expressing hostility and disregard to the situation. Person C reverts back to an adult ego state towards the end of the conversation and realises that she needs to calm down and clear her head. She also displays anxiety as she begins to bite her lip. Person A has maintained a nurturing parent ego state throughout as he is caring and tries to control and pacify the situation. 5. 0 Conclusion In conclusion, person B has inadequate communication skills. The crossed transaction, exclusion of other ego states and current life position (see appendix 4) of person B combine together to make her appear arrogant and uninterested, leading to conflict between the two parties. Attending, following and reflecting skills (see appendix 5) should have been applied to the conversation on B’s part to ensure effective communication took place. Person B’s disregard to instructions given to her by A could be due to the age gap between the two. According to Hart (Mullins, L. J, 2010, pp 101), age gaps can lead to conflict in the workplace as there is a dispute between age and experience. 6. 0 Recommendations To avoid this situation recurring, person B should receive training on interpersonal skills (see appendix 6), attending, following and listening (see appendix 5), enabling her to understand her own behaviour, other points of view and improve communication skills. Person A should hold an informal, one-to-one meeting with B and discuss possible outcomes of the meeting, such as training. Person A should identify whether B is in a constant ‘arrogant or cosmetic’ life position as she could have been having a bad day when the argument broke out. If it is found that her constant life position is ‘I’m OK, you’re not OK’ then an attempt should be made to modify this as it has a negative effect on communication. Person A should ensure this is carried out in a conscientious manner to prevent another conflicting situation from occurring. Person A should avoid singling out B as this could demotivate her from joining work shop training, so should offer the opportunity to every employee. This informal, fun atmosphere may help to improve person B’s opinions of others and alter her current life position. Another method of altering person B’s life position is to offer counselling but should be suggested at a later date if workshops fail.

Oedipus the King: Does Oedipus Satisfy the Definition of a Good Man? Es

Does Oedipus Satisfy the Definition of a Good Man?      Ã‚  Ã‚  Ã‚   As a young man, Oedipus learned of his fate to kill his father and marry his mother.   Oedipus flees to a distant land to escape his terrible fate and inadvertently fulfills the prophecy. Unknowingly, Oedipus kills his father and enters the bed of his mother.   Was Oedipus was a good man who happened to suffer an unfortunate fate, or was he a truly bad person, whose fate was only just?   If we accept the Aristotelian views of good and bad, as expressed in The Good, Oedipus was indeed a good man by saving the city, ruling justly and searching for the truth although his anger could be seen as a flaw.    In his first dealings with the city of Thebes, Oedipus found them under the curse of the Sphinx.   He actually gained his position of King of Thebes by rendering unto the city a great service, namely the salvation of the city from the Sphinx's plague.   Aristotle praised the type of cleverness and practical wisdom Oedipus exhibited in his solution to the riddle as being a component of overall goodness.   If it were not for Oedipus virtuous action in saving Thebes, the citizens would have suffered untold disasters at the merciless hands of the Sphinx.   After proving his worth as a good man and his concern for the citizens of what was seemingly a foreign city, Oedipus was well liked by the people of Thebes.      The people of Thebes liked their ruler, and he in turn ruled over them in a good and just way, trying to help them in their times of need.   Aristotle believed that good in man existed in doing his job well.   A good carpenter was one who worked with his wood and built things as best as possible; a good ruler presided over his people justly.   Oedipus was a go... ...lege Publishers, 1999. Aristotle. " The Good."   Dramatic Theory and Criticism.   Ed. Bernard F. Dukore.   Fort Worth: Harcourt, 1974. Benardete, Seth. "Sophocles' Oedipus Tyrannus." In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Dodds, E. R.   "On Misunderstanding the Oedipus Rex." Twentieth Century Interpretations of Oedipus Rex: A Collection of Critical Essays. Ed. Michael J. O'Brien.   New Jersey: Prentice-Hall, 1968.   17-29. Harmon, William, and C. Hugh Holman.   A Handbook to Literature. 8th ed. Upper Saddle River, NJ: Prentice Hall, 1999. Knox, Bernard M. W.   The Heroic Temper: Studies in Sophoclean Tragedy. Berkeley: U of California Press, 1964. Sophocles.   "Oedipus Rex."   An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al.   New York: Longman, 1997.

Democratic Nation Essay

Democracy in its ancient concept is a beautiful idea. It means a government by the people and for the people. Democracy empowers the people regardless of their social status and it promises freedom to exercise ideas and to choose the kind of life that we want. Democracy gives us a freedom of self-expression. Freedom is such an important element of democracy directly in contrast to tyranny of the dictatorial and authoritarian rule. Basham quoted from Welzel which says, â€Å"at this point in history, democracy has a positive image almost everywhere, but these favorable opinions are often superficial, and unless they are accompanied by deeper-rooted orientations of tolerance, trust, and a participatory outlook, the chances are poor that effective democracy will be present at the societal level† (Basham, p. 3). Democracy as a political reform that emerged in western and Asian countries almost centuries ago began to saturate the whole world. In this case, it is important to look into reasons why Iraq has to be democratic based on its political, social, and cultural conditions, as discussed below. Iraq has for many years been under tyrannical rule of Saddam Hussein and many of its citizens are dreaming of freedom under a democratic rule. Paul Woodruff asserts, â€Å"no one sleeps well in tyranny because the tyrant knows no law, and he is a terror to his people† (p. 64). In many democratic countries it was quite evidence that citizens enjoys more freedom and self-expression than in non-democratic countries. Thus the blessings of democracy are that it guaranties our freedom to exercise our highest capacities while it protects us from our worst tendencies. (p. 3) As the rule of tyranny ended, Iraq is now underway to become a democratic country under the guidance of the United States. But the imposing question is can Iraq overcome the challenges it faces to become a democratic nation? As we all know, Iraq have not emerged yet completely from the rubbles of destruction brought about by the war against the US led coalition to oust the tyrant ruler. Frequent suicidal bombings that are killing many innocent people continues to pose threat to the safety of its people and of everyone which are clear indications that the fangs of tyranny are still alive and giving signal of its desire to regain their power. The case of Afghanistan reminds us of the tyrannical rule of the Taliban who were toppled by the US backed anti Taliban Afghan forces but they remain a threat to the reign of peace and freedom in the Afghan people. Aside from the unstable political and social condition in Iraq that poses challenge to existing political and social structure, Hugh Starkey noted that the displacement of individuals and even groups, by war and the dire economic conditions as well as the â€Å"political movements based on ethnic, religious and narrowly nationalist ideologist† (p. 23) not only poses challenge but threaten democracy as well. But amidst this political and social problem, Starkey emphasized the need of education in general, and education for citizenship in particular if Iraq has to embrace democracy, for it â€Å"provide the mechanism for transmitting those core shared values that are essential if just and peaceful democratic societies are to be develop† (p. 23). It means that the challenges that threaten the existing political and social structure and the democracy can be subdue if an intensified educational approach are implemented focusing both on the education in general and education for citizenship in particular. Another question that needs answer is whether Iraq is prepared politically, socially, and culturally for democracy. In the survey conducted by Freedom House conducted from 1981 to 2002 that measures the values and beliefs of people in seventy countries regarding the society’s level of democracy. The survey concluded that for Islamic countries, the â€Å"prospects for democracy are particularly poor† (Basham, p. 3). The reason for this finding was that, for Islamic people democracy is problematic but better than any other form of government. Though, they have a poor prospect for democracy but the chance for acceptability is positive. Another reason that has to be considered is that, Iraqis has anti-American sentiment that is so pervasive though which, according to Ottaway, et. al, â€Å"the Middle East today lacks the domestic conditions that set the stage for democratic change elsewhere† (cited by Basham, p. 4). Religion is another factor for non-democratization of Iraq in which many of the practices and tradition of people in the democratic countries are very distinct from the Islamic faith. For instance, separation of authority and rights of both gender marks the difference. Democracy is hinder to gender equality. Culturally, Iraq seemed to be unprepared for democratic. In another study conducted, of the 150 tribes in Iraq, seventy-five percent of them exercised the terms â€Å"primordial allegiances. † In one example of this according to Basham is that, most Iraqis â€Å"view political nepotism as a moral duty rather than a civic problem† (p.5), as such a strong family bonds is still prevalent as in marriages between first or second cousins is still of significance in the society. This society’s condition is another hindrance in the democratization of Iraq according to Basham. Accordingly, the greater challenge that Iraq faces is the challenge of democracy it self. Audrey Osler noted that â€Å"even in the most proudly democratic societies, significant inequalities remain sections of the population maybe marginalized and anti democratic forces’ misuse freedom of speech to promote xenophobia and nationalistic populism† (p. 23). Democracy is often identified with what the traditional societies see in it, what they see in democracy is a â€Å"cultural devastation caused by American-style freedoms† (p. 6). Embracing democracy therefore could mean allowing western values of economic and especially political freedom to dominate the society. Thus, the question that must be answered is Does Iraq need democracy? Certainly democracy is not the immediate answer to the political and social problem of Iraq but in the end it will bring more economic benefits, peace, and social order. As Bruce M. Russett puts it, â€Å"in the modern international system, democracies have almost never fought each other† (p. 4). What Russett meant for this is that democracies rarely fight each other because they have other means of resolving conflict. Therefore, â€Å"the more democracies there are in the world the fewer potential adversaries †¦will have the wider the zone of peace† (p. 4). Ayers noted, Iraqis are cognizant of their situation yet they remain to what they are because of fear out of distrust to Americans and democratic life (p. 5).

The Situational Occurrence Of Congolese / Zairian Students...

In this study, data will be collected and managed for the investigation that will be conducted to study the situational occurrence of Congolese/Zairian students exposed to menaces pushing them to initiate migration. This population is constituted of students’ grade level range from junior high, high School, and second Year College students who are the targeted population for this study. The population to be studied is categorized as students that never experienced the migration, those are migrating for the first time and those that never migrated before and are stable. During this study, the researcher will adopt a plan before proceeding with data collection and how data will be managed. The study must initialize the management of the data evidence collection and data that are collected. According to Yin (2013) any encountered competing interpretations that will be discovered in the data must be reported to ensure its credibility for the study. Additionally, during the researc h, the most significant elements of the study must be addressed by the data analysis (Yin, 2009). Data and information will be collected and recorded to ensure reliability and validity of the research result. Measurement is at the core of doing research (Santayana, 2011). The progress of doing research is measured by its quantity, not its quality (Santayana, 2011). Collecting enough data is advisable since after measurement some of the data would be discredited. This