Professionalism in Workplace free essay sample

The purpose of this workshop is to reinforce best practices as well as key concepts and skills that create a professional team and work environment. Objective At the end of this course, each participant will: 1. Have a clear understanding of the qualities of a professional person 2. Understand how to develop superior job performance 3. Have a thorough understanding of Organization standards for professionalism in the workplace 4. Have an increased skill level in the area of professional communication 5. Understand the importance of perception management Contents 1. Introduction and Overview 2. Superior Job Performance 3. Skillful Communication 4. Successful Perception Management 5. Summary and Conclusion Speakers The following names are the speakers in the Professionalism in the Workplace Seminar. †¢Mr. Anthony Villarina †¢Mr. Arnulfo Almeniana †¢Ms. Avon Pearl Amores Emcee †¢Ms. Annalyn Manero †¢Mr. Erwin Sario Organizers †¢Arnulfo A. Almeniana †¢Pearl Avon S. Amores †¢Henmar C. Cardino †¢Joanne A. Garcia †¢Annalyn R. Manero †¢Sybil Q. Ortguesa †¢Erwin B. Sario †¢Veron Angeli R. We will write a custom essay sample on Professionalism in Workplace or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Trinidad †¢Anthony G. Villarina â€Å"PROFFESIONALISM IN THE WORKPLACE† PROFESSIONALISM â€Å"The conduct, aims, or qualities that characterize or mark a profession or a professional person. † 1. SUPERIOR JOB PERFORMANCE begins with seeing yourself and the services you provide as important †¢It is your job to exceed customer expectations! †¢Handling complaints is a skill that all professionals must develop into an art. Tips for effectively handling customer complaints: 1. Listen 2. Understand 3. Apologize 4. Take responsibility 5. Act 6. Follow up 2. SKILLFUL COMMUNICATION -one of the key attributes of all professionals A. Verbal -remain open -listen for content rather than style -look at the other clues to meaning -maintain eye contact B. Vocal -Choose your words carefully -Avoid slang and profanity -Improve your vocabulary -Focus on positive statements C. Non-verbal -Get some feedback -Groom yourself carefully -Correct your posture -Be careful of offensive gestures 3. PERCEPTION MANAGEMENT – perception = reality Tips for effectively handling customer complaints: 1. Watch your words 2. Produce quality work Maintain a positive attitude â€Å"PERSONALITY DISORDERS† Sunday, 6th of May, 2012 8:00 am – 12:00 nn PUP-Graduate School, M. H. Del Pilar Campus, Valencia St. , Sta. Mesa, Manila The seminar is organized by Clinical Psychology Group. Target attendees for this Seminar are the Graduate School Students. Purpose The purpose of this seminar is to enlighten and broaden the knowledge of the MP students about the Personality Disorders. To be familiarized with its signs and symptoms as well as its diagnosis and prognosis, treatment such as psychotherapy and pharmacotherapy. Objective At the end of this course, each participant will: 1. Have a clear understanding of the different kinds of personality disorders. 2. To distinguished one personality disorders from the other. 3. To understand and help people with personality disorders, so they can cope with their day to day living. 4. To let them recognized and accept their personality disorders as well as the necessary treatment. 5. To know and realize all the pain and sufferings they went through in dealing with their personality disorders. Contents 1. Introduction and Overview 2. Classifications of Personality Disorders Cluster A, B and C. 3. Etiology Psychoanalytic Factors 4. Epidemiology Diagnosis Differential Diagnosis, Course and Prognosis 5. Clinical Features and Treatments. Resource Persons The following names are the speakers in the â€Å"Personality Disorders† Seminar. †¢Ms. Ivy Marie B. Paulete †¢Mr. Joseph J. Cando †¢Ms. Tschaine Cristine C. Cac †¢Mr. Juno C. Bautista Emcee †¢Ms. Cherry Mae Esios †¢Mr. Alexander Prudente Organizer †¢Josephine L. Abdon †¢Juno C. Bautista †¢Tschaine Cristine C. Cac †¢Joseph J. Cando †¢Cherry Mae D. Esios †¢Ivy Marie B. Paulete †¢Alexander B. Prudente Jr. PERSONALITY DISORDER An Introduction Ivy Marie B. Paulete What is Personality Disorder? According to Diagnostic Statistic Manual (4th Edition) Personality disorder (PD) is defined as an enduring pattern of inner experience and behavior that deviates markedly from the expectations of individual and culture. DSM-IV: Five Criteria CRITERION A: this pattern must be manifested in at least two of the ff. areas: cognition, affectivity, interpersonal functioning, or impulse control. CRITERION B: the enduring pattern must be inflexible and pervasive across a broad range of personal and social situations. CRITERION C: the pattern leads to clinically significant distress or impairment functioning. CRITERION D: the pattern is stable and of long duration and its onset can be tracked back at least to adolescence or early adulthood. CRITERION E: the pattern is not better accounted for as a manifestation or consequence of another mental disorder Categories of PD CLUSTER A: people with this disorder seem odd or eccentric, with unusual behavior ranging from distrust and suspiciousness to social detachment. Sub-categories: Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder CLUSTER B: individual with these disorder share tendency to be dramatic, emotional, and erratic Sub-categories: Histrionic PD Narcissistic PD Anti-Social PD Borderline PD CLUSTER C: anxiety and fearfulness are common to them Sub-categories: Avoidant PD Dependent PD Obsessive-Compulsive PD Etiology of PD? GENETIC FACTORS †¢Cluster A are more common in the biological relatives of patients with schizophrenia than in control groups. †¢Cluster B are genetic based but usually accompanied with mood, alcohol use, somatization (Briquet’s Syndrome) disorders †¢Cluster C are more common to monozygotic twin than dizygotic twin. It is also accompanied with depression short rapid eye movement (REM) latency period and abnormal dexamethasone-suppression test (DST) reults. BIOLOGICAL FACTORS †¢Hormones. High levels of testosterone, 17-estradiol, and estrone exhibit impulsive traits. †¢Platelet Monoamine Oxidase. Low (MOA) level exhibits having more time in social activities and accompanied with schizotypal disorder than the high (MOA). †¢Smooth Pursuit Eye Movement. Appears to person who are introverted, has low self-esteem, and withdrawn personality. †¢Electrophysiology. Slow wave in electrocephalogram exhibits anti-social and borderline disorders. †¢Neurotransmitters. a. High level of serotonin reduces depression, impulsiveness, and rumination, and a general good sense of well-being. b. low level of serotonin increases suicidal attempts, aggressive and impulsive behaviors.  c. Increase Dopamine in the CNS can induce euphoria. d. High endogenous endorphin levels may be associated with persons who are phelgmatic (insensible and no arousal). e. Endorphins have effects to exogenous morphine, such as analgesia and suppression of arousal. PSYCHOANALYTIC FACTORS Sigmund Freud stated that personality disorder occurs when there is a fixation in the psychosexual stage of development . Wilhelm Reich claims the personality disorder is characterized by their defense mechanism such as Paranoid PD use projection while Schizoid PD use withdrawal. When Defense Mechanism works effectively, persons with personality disorder masters the feeling of anxiety, depression, anger, shame, guilt, etc.. They intend to be reluctant to treatment process because their defense are important in controlling unpleasant affects, they are not interested in surrendering them. Common Types of Defense Mechanism †¢Fantasy. Satisfaction within themselves by creating imaginary lives. †¢Dissociation. Replacement of unpleasant affects within pleasant ones. †¢Isolation. Shows intensified self-reliant, overly formal social behavior, and obstinacy. †¢Projection. Attribution of unacknowledged feelings to others. †¢Splitting. Feelings are ambivalent are divided into good and bad. †¢Passive Aggression. Turns their anger against themselves. †¢Acting Out. Expresses unconscious wishes or conflicts through action to avoid being conscious of either the accompanying idea or the affect. AVOIDANT PERSONALITY DISORDER Tschaine Cristine Cac, RND Famous Persons with Avoidant Personality Disorder †¢Emily Dickinson †¢Diana Willson Outline †¢Definition of Avoidant Personality Disorder †¢Epidemilogy †¢DSM-IV-TR Criteria for Avoidant Personality Disorder (AvPD) †¢Clinical Features †¢Differential Diagnosis †¢Course and Prognosis †¢Psychotherapy †¢Pharmacotherapy AVOIDANT PERSONALITY DISORDER †¢Avoidant personality disorder is a mental health condition in which a person has a lifelong pattern of feeling very shy, inadequate, and sensitive to rejection. EPIDEMIOLOGY †¢Avoidant personality disorder has been reported to have lifetime prevalence rates of 1. 1% (Maier et al. 1992) and 1. 3% (Zimmerman and Coryell 1990), considerably lower than the 13. 3% for the related social anxiety disorder reported by Kessler and colleagues (1994) in the National Comorbidity Study. DSM-IV-TR Criteria for Avoidant Personality Disorder (AvPD) †¢A pervasive pattern of social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation, beginning by early adulthood and present in a variety of contexts, as indicated by four (or more) of the following: †¢Is unwilling to get involved with people unless certain of being liked. †¢Avoids occupational activities that involve significant interpersonal contact, because of fears of criticism, disapproval, or rejection. †¢Shows restraint initiating intimate relationships because of the fear of being ashamed, ridiculed, or rejected due to severe low self-worth. †¢Is preoccupied with being criticized or rejected in social situations. †¢Is inhibited in new interpersonal situations because of feelings of inadequacy. †¢Views self as socially inept, personally unappealing, or inferior to others †¢Is unusually reluctant to take personal risks or to engage in any new activities because they may prove embarrassing. Clinical Features †¢Hypersensitivity to rejection by others. †¢Patients main personality trait is timidity. †¢These persons desire warmth and security of human companionship, but justify their avoidance of relationships by their alleged fear of rejection. †¢They are afraid to speak up in public or to make requests of others. †¢They are apt to misinterpret other persons’ comments as derogatory or ridiculing. †¢They rarely attain much personal advancement or exercise much authority, but seem shy and eager to please. †¢These persons are generally unwilling to enter relationships unless they are an unusually strong guarantee of uncritical acceptance. †¢They often have no close friends. Differential Diagnosis †¢Patients with APD desire social interaction, unlike with schizoid personality disorder, who want to be alone. †¢Patients with APD are not as demanding, irritable or unpredictable as those with BPD and HPD. †¢APD and dependent personality disorder are similar. †¢Patients with DPD are presumed to have greater fear of being abandoned or unloved than those with APD, but the clinical picture may be indistinguishable. Course and Prognosis †¢A therapist must convey an accepting attitude toward the patient’s fears, especially the fear of rejection. †¢Therapist eventually encourages a patient to move out into the world to take what are perceived as great risks of humiliation, rejection and failure. †¢Group therapy may help patients understand how their sensitivity to rejection affects them and others. †¢Assertiveness training is a form of behavior therapy that may teach patients to express their needs openly and to enlarge their self-esteem. Pharmacotherapy †¢Some patients are helped by ? -adrenergic receptor antagonists, such as atenolol (Tenormin), to manage autonomic nervous system hyperactivity, which tends to be high in patients with APD. †¢Serotonergic agents may help rejection sensitivity. †¢Dopaminergic drugs might engender novelty-seeking behavior. BORDERLINE PERSONALITY DISORDER Tschaine Cristine C. Cac, RND Famous People with Borderline Personality Disorder Princess Diana Adolph Hitler Definition of Terms Affect- feeling or emotion, especially as manifested by facial expression or body language Dysphoria- an emotional state characterized by anxiety, depression, or unease Neurosis- a disorder in which anxiety, obsessional thoughts, compulsive acts, etc. dominate the personality Paranoid Ideation or Paranoia- having beliefs that you are being harassed or persecuted, or beliefs involving general suspiciousness about others motives or intent. Psychosis- a severe mental disorder characterized by symptoms, as delusions or hallucinations, that indicate impaired contact with reality Rem latency- after a person falls asleep, the amount of time it takes for the first onset of REM sleep Thyrotropin-releasing hormone- a hormone secreted by the hypothalamus that stimulates release of thyrotropin Thyrotropin-promotes the growth of the thyroid gland in the neck and stimulates it to produce more thyroid hormones MAOIs-Monoamine oxidase inhibitors (MAO inhibitors) are medicines that relieve certain types of mental depression Outline †¢Definition of Borderline Personality Disorder †¢Epidemiology †¢DSM-IV-TR Criteria for Borderline Personality Disorder (BPD) †¢Clinical Features †¢Differential Diagnosis †¢Course and Prognosis †¢Psychotherapy †¢Pharmacotherapy Borderline Personality Disorder The patients stand on the border between neurosis and psychosis. Characterized by extraordinary unstable affect, mood, behavior, object relations and self-image. Also been called ambulatory schizophrenia, pseudoneurotic schizophrenia, psychotic character disorder and emotionally unstable personality disorder EPIDEMIOLOGY †¢Thought to be present in about 1 to 2% of the population. †¢Twice as common in women as in men. †¢An increased prevalence of major depressive disorder, alcohol use disorders substance abuse is found in first-degree relatives of persons with borderline personality disorder. DSM-IV-TR Diagnostic Criteria For Borderline Personality Disorder 1. A pervasive pattern of instability of interpersonal relationships, and affects, and marked impulsitivity beginning by early adulthood and present in variety of contexts, as indicated by five (or more) of the following: Frantic efforts to avoid real or imagined abandonment 2. A pattern of unstable and intense interpersonal relationships characterized by alternating between extremes of idealization and devaluation. 3. Identity disturbance: markedly and persistently unstable self-image or sense of self 4. Impulsivity in at least two areas that are potentially self-damaging (e. g. , spending, sex, sibstance abuse, reckless driving, binge eating). 5. Recurrent suicidal behavior, gestures, or threats or self-mutilating behavior. 6. Affective instability due to a marked reactivity of mood (e. g. , intense episodic dysporia, irritability or anxiety usually lasting a few hours and only rarely more than a few days) 7. Chronic feelings of emptiness 8. Inappropriate, intense anger or difficulty controlling anger ( e. g. , frequent displays of temper, constant anger, recurrent physical fights) 9. Transient, stress-related paranoid ideation or severe dissociative symptoms. DIAGNOSIS Biological studies may aid in the diagnosis; in some patients show shortened REM latency and sleep continuity disturbances, abnormal DST results and abnormal thyrotropin-releasing hormone test results. Clinical Features Micropsychotic episodes(short- lived) Psychotic symptoms are always circumscribed, fleeting or doubtful. Unstable interpersonal relationships Affective distress Marked impulsivity Unstable self-image Repetitive self- destructive acts Manipulative suicide attempts Negative emotional states specific to BPD fall into four categories: †¢destructive or self-destructive feelings; †¢extreme feelings in general; †¢feelings of fragmentation or lack of identity; †¢feelings of victimization †¢Differential Diagnosis †¢Differentiated from schizophrenia on the basis that the patient with BPD lacks prolonged psychotic episodes, thought disorder and classic  schizophrenic signs. †¢Patients with schizotypal personality disorder show marked peculiarities of thinking, strange ideation and recurrent ideas of reference. Those with paranoid personality disorder are marked by extreme suspiciousness. Patients with BPD generally have chronic feelings of emptiness and short-lived psychotic episodes; they act impulsively and demand extraordinary relationships; they may mutilat e themselves and make manipulative suicide attempts. Course and Prognosis †¢BPD is fairly stable; patients change little overtime. †¢The diagnosis is usually made before the age of 40, when patients are attempting to make occupational, marital and other choices and are unable to deal with the normal stages of the life cycle. †¢Common Features of Recommended Psychotherapy for BPD †¢Therapy is not expected to be brief. †¢A strong helping relationship develops between patient and therapist. †¢Clear roles and responsibilities of patient and therapist are established. †¢Therapist is active and directive, not a passive listener. †¢Patient and therapist mutually develop a hierarchy of priorities. Therapist conveys empathic validation plus the need for patient to control his/her behavior. Flexibility is needed as new circumstances, including stresses, develop. Limit setting, preferably mutually agreed upon, is used. Concomitant individual and group approaches are used. PHARMACOTHERAPY Antipsychotics have been used to control anger, hostility and brief psychotic episodes. Antidepressants improve the depressed mood common in patients with BPD. The MAO inhibitors have successfully modulated impulsive behavior in some patients. Benzodiazepines, particularly alprazolam(Xanax) help anxiety and depression. Anticonvulsants, such as carbamazepine, may improve global functioning for some patients. Serotonergic agents such as selective serotoni reuptake inhibitors(SSRIs) have been helpful in some cases. HISTRIONIC PERSONALITY DISORDER Tschaine Cristine C. Cac, RND Epidemiology †¢Prevalence of about 2 to 3 percent( DSM-IV-TR) †¢Rates of about 10 to 15% have been reported in inpatient and outpatient mental health settings when structured assessment is used. †¢Diagnosed more frequently in women than in men. †¢Some studies have found association with somatization disorder and alcoholic use disorders. DSM-IV-TR Diagnostic Criteria for Histrionic Personality Disorder †¢A pervasive pattern of excessive emotionality and attention seeking, beginning by early adulthood and present in a variety of contexts, as indicated by five (or more) of the following: †¢is uncomfortable in situations in which he or she is not the center of attention †¢interaction with others is often characterized by inappropriate sexually seductive or provocative behavior †¢displays rapidly shifting and shallow expression of emotions †¢consistently uses physical appearance to draw attention to self †¢has a style of speech that is excessively impressionistic and lacking in detail †¢shows self-dramatization, theatricality, and exaggerated expression of emotion †¢is suggestible, i. e. , easily influenced by others or circumstances †¢considers relationships to be more intimate than they actually are. †¢Clinical Features †¢High degree of attention-seeking behavior à ¢â‚¬ ¢Exaggerate their thoughts and feelings †¢Display temper tantrums, tears and accusations when they are not the center of attention or are not receiving praise or approval †¢Seductive behavior is common in both sexes. †¢Sexual fantasies about persons with whom patients are involved are common. †¢Patients may have a psychosexual dysfunction; women may be an orgasmic, and men may be impotent. Their need for reassurance is endless. †¢Relationships tend to be superficial and they can be vain, self-absorb and fickle. †¢Strong dependence needs make them overly trusting and gullible. †¢They are unaware of their true feelings and cannot explain their motivations. †¢Differential Diagnosis †¢Somatization disorder (Briquet’s syndrome) may occur in conjunction with HPD. †¢Patients with brief psychotic disorder and dissociative disorders may warrant a coexisting diagnosis of HPD. †¢In BPD, suicide attempts, identity diffusion and brief psychotic episodes are more likely. Although both conditions may be diagnosed in the same patient, clinicians should separate the two. Course and Prognosis †¢With age, persons with HPD show fewer symptoms, but because they lack the energy of earlier years, the difference in number of symptoms may be more apparent than real. †¢Persons with this disorder are sensation seekers, and they may get into trouble with the law, abuse substances and act promiscuously. Psychotherapy †¢Clarification of their inner feelings are important because they are often unaware of their own real feelings. †¢Psycho-analytically oriented psychotherapy, whether group or individual, is probably the treatment. Pharmacotherapy †¢Antidepressants for depression and somatic complaints †¢Anti-anxiety agents for anxiety †¢Antipsychotics for derealization and illusions. NARCISSISTIC PERSONALITY DISORDER Tschaine Cristine C. Cac, RND Famous Person with Narcissistic Personality Disorder †¢Elvis Presley †¢Barbara Streisand Outline †¢Definition of Narcissistic Personality Disorder †¢Epidemiology †¢DSM-IV-TR Criteria for Narcissistic Personality Disorder (NPD) †¢Clinical Features †¢Differential Diagnosis †¢Course and Prognosis †¢Psychotherapy †¢Pharmacotherapy Narcissistic Personality Disorder †¢Characterized by a heightened sense of self-importance and grandiose feelings of uniqueness. †¢Epidemiology †¢DSM-IV-TR, estimates of the prevalence of NPD range from 2 to 16%in the clinical population. †¢Persons with the disorder may impart an unrealistic sense of omnipotence, grandiosity, beauty and talent to their children; thus offspring of such parents may have a higher than usual risk for developing the disorder themselves. †¢Diagnostic and Statistical Manual of Mental Disorders †¢A pervasive pattern of grandiosity (in fantasy or behavior), need for admiration, and lack of empathy, beginning early adulthood and present in variety of context, as indicated by five( or more) of the following: †¢Has grandiose sense of self-importance †¢Believes that he or she is special and unique and can only be understood by, or should associate with, other special or high-status people( or institutions) †¢Is preoccupied with fantasies of unlimited success, power, brilliance, beauty or ideal love †¢Requires excessive admiration †¢Has a sense of entitlement, i. e. , unreasonable expectations of especially favorable treatment or automatic compliance with his or her expectations †¢Is interpersonally exploitative, i. e. , takes advantage of others to achieve his or her own ends †¢Lacks empathy: unwilling to recognize or identify with the feelings of others †¢Is often envious of others or believes that others are envious of him or her †¢Shows arrogant, haughty behavior or attitudes Clinical Features †¢Grandiose sense of self-importance †¢Consider themselves special and expect special treatment †¢Handle criticism poorly †¢Frequently ambitious to achieve fame and fortune †¢Their relationships are fragile and they can make others furious y their refusal to obey conventional rules of behavior. †¢They cannot show empathy and hey feign sympathy only to achieve their own selfish ends. Susceptible to depression Interpersonal difficulties, occupational problems, rejection and loss are among the stresses that narcissists commonly produce by their behavior -stresses they are least able to handle. Differential Diagnosis †¢Borderline, histrionic and antisocial personality disorders often accompany NPD, so a differential diagnosis is difficult. †¢Patients with NPD have less anxiety than those with BPD; their life tends to be less chaotic, and less likely to attempt suicide. †¢Patients with antisocial personality disorder have a history of impulsive behavior, often associated with alcohol or other substance abuse. †¢Patients with HPD show features of exhibitionism and interpersonal manipulativeness that resemble those of patients with NPD. Course and Prognosis NPD is chronic and difficult to treat. Aging is handled poorly; patients value beauty, strength and youthful attributes, to which they cling inappropriately. They may be more vulnerable, therefore, to midlife crises than are other groups. Psychotherapy Psychiatrists such as Kernberg and Heinz have advocated using psychoanalytic approaches to effect change. Some clinicians advocate group therapy for the patients so they can learn how to share with others and, under ideal circumstances, can develop an empathic response to others. Pharmacotherapy †¢Lithium( Eskalith) has been used with mood swings. †¢Antidepressants and serotonergic drugs for depression â€Å"PERSONALITY DEVELOPMENT: YOUR PERSONALITY IS THE KEY FOR YOUR SUCCESS† Sunday, 13th of May, 2012 8:00 am – 12:00 nn PUP-Graduate School, M. H. Del Pilar Campus, Valencia St. , Sta. Mesa, Manila The seminar is organized by Clinical / Industrial Psychology Group. Target attendees for this Seminar are the Graduate School Students. Purpose The purpose of this seminar is to encourage each and every one of us to enhance, develop and improve our personality to use it in our career development. Objective At the end of this course, each participant will: 1. Have a clearer view of their personality. 2. To adapt the positive mental attitude. 3. To eliminate those attitudes that is not needed for their developmental growth. 4. To know that they are always part of the team. 5. To bear in mind that success is not done immediately, it takes a lot of time, effort, patience and being optimistic in life. Contents 6. Introduction and Overview 7. Discussion 8. First part: Developing a Positive Work Attitude. 9. Second part: 10 Enemies of Greatness 10. Personality Development further Discussion. Resource Person The name of the keynote speaker in â€Å"Personality Development: Your Personality is the Key for your Success† Seminar. †¢Mr. Darwin B. Rivers Organizers †¢Josephine L. Abdon †¢Arnulfo A. Almeniana †¢Pearl Avon S. Amores †¢Juno C. Bautista †¢Tschaine Cristine C. Cac †¢Joseph J. Cando †¢Henmar C. Cardino †¢Cherry Mae D. Esios †¢Joanne A. Garcia †¢Annalyn R. Manero †¢Sybil Q. Ortguesa †¢Erwin B. Sario †¢Veron Angeli R. Trinidad †¢Ivy Marie B. Paulete †¢Alexander B. Prudente Jr. †¢Anthony G. Villarina DEVELOPING A POSITIVE WORK ATTITUDE Darwin B. Rivers INTRODUCTION: Where negativity exists in a workplace, people are quick to blame each other and feel a sense of injustice. With a negative attitude, you are less likely to be accountable and reliable. A positive attitude will enable you to take risks, innovate, communicate, have confidence and create a better workplace. This means you are more productive and achieve more. OBJECTIVES: †¢ Define What is an Attitude? †¢ Define What is a Work Attitude? †¢ Define What does Positive Work Attitude means? †¢ Learn the Different Positive Work Attitude Equations †¢ Describe How to Develop a Positive Work Attitude †¢ Know the Importance of having a Positive Work Attitude †¢Benefits of having a Positive Work Attitude †¢ Achieving a Positive Work Attitude ATTITUDE †¢What is an Attitude? †¢An attitude is a favorable or unfavorable evaluation of something. Attitudes are generally positive or negative views of a person, place, thing, or event this is often referred to as the attitude object. People can also be conflicted or ambivalent toward an object, meaning that they simultaneously possess both positive and negative attitudes toward the item in question. (Wikipedia) †¢Carl Gustav Jung – a well known psychiatrist and founder of analytical psychology defines attitude as a readiness of the psyche to act or react in a certain wayâ€Å" (Chapter XI of Psychological Types) TYPES OF ATTITUDES Within Jung’s broad definition he defines several attitudes. 1. Consciousness and the Unconscious The presence of two attitudes is extremely frequent, one conscious and the other unconscious. This means that consciousness has a constellation of contents different from that of the unconscious, a duality particularly evident in neurosis (Jung, [1921] 1971: par. 687). 2. Extraversion and introversion -This pair is so elementary to Jungs theory of types that he labeled them the attitude-types. 3. Rational and Irrational attitudes. I conceive reason as an attitude (Jung, [1921] 1971: par. 785). †¢ATTITUDE †¢The rational attitude subdivides into the thinking and feeling psychological functions, each with its attitude. †¢ The irrational attitude subdivides into the sensing and intuition psychological functions, each with its attitude. There is thus a typical thinking, feeling, sensation, and intuitive attitude (Jung, [1921] 1971: par. 691). 4. Individual and social attitudes. Many of the latter are ismsâ€Å" 5. Abstract attitude – IT is a type of cognitive functioning that includes assuming a mental set voluntarily; shifting voluntarily from a specific aspect of a situation to the general; keeping in mind simultaneously various aspects of a situation; grasping the essentials of a whole, and breaking it into its parts and isolating them voluntarily; planning ahead ideationally; and/or thinking or performing symbolically. ATTITUDE †¢A characteristic of many psychiatric disorders is the person’s inability to assume the abstract attitude or to shift readily from the concrete to the abstract and back again as demanded by circumstances. 6. Concretism – It means a peculiarity of thinking and feeling which is the antithesis of abstraction† (Jung, [1921] 1971: par. 696). †¢For example: I hate his attitude for being Sarcastic. †¢WORK ATTITUDES: TWO TYPES 1. Work Attitude Behavior †¢WAB refers to the ‘feel’ part of your work. It relates to how you feel about your work and your approach towards work. Hence, work attitude behavior is intangible. You cannot see it. Your colleagues cannot see it. But people can feel it. People whom you work with can feel your work attitude behavior. †¢Your Colleagues â€Å"knows† it if you carry out your tasks with pride. They can feel whether you belief in your work or not. They know if you have passion in your work. †¢WORK ATTITUDES: TWO TYPES 2. Work Behavior Attitude †¢WBA refers to the ‘do’ part of your work. It relates to how you do your work and how you get your work done. Work behavior attitude can be seen. It is the actual work. You can see the result of your work behavior attitude be it a report or a finished good. Your colleagues can see it. It is the action. †¢They can see if you worked hard. They can see if you do your work with skills and applied the knowledge you know into the work. They can see for themselves if you are the all talk and no work type. †¢WORK ATTITUDES †¢Work attitudes are also the feelings we have toward different aspects of the work environment. Job satisfaction and organizational commitment are two key attitudes that are the most relevant to important outcomes. †¢In addition to personality and fit with the organization, work attitudes are influenced by the characteristics of the job, perceptions of organizational justice and the psychological contract, relationships with coworkers and managers, and the stress levels experienced on the job. †¢FACT: †¢Institutions such as Gallup or the Society for Human Resource Management (SHRM) periodically conduct studies of job satisfaction to track how satisfied employees are at work. †¢According to a recent Gallup survey, 90% of the employees surveyed said that they were at least somewhat satisfied with their jobs. A recent SHRM study revealed 40% who were very satisfied. †¢QUESTION: †¢Have you recently had a bad day? †¢How could that day been better? †¢Has another person’s bad day had a reflection on your day? †¢How would a person having a bad day effect the attitude of a work place? POSITIVE WORK ATTITUDE †¢What is a Positive Work Attitude? A â€Å"positive work attitude is an attitude about working. It is often used to refer to someone who has positive outlook and behavior at work. It also refers to someone possessing good work values and ethics in the work place. †¢POSITIVE WORK ATT

Misrepresentations of African Americans in the Media essays

Misrepresentations of African Americans in the Media essays Misrepresentations of African Americans in the Movies It seems that the entertainment industry has helped to shape the way that African Americans are viewed by modern day America. As a white male who has little or no experience within an actual black family unit, I am not sure exactly how accurate media portrayals are. However, I am fully aware of the stereotypes that often plague the African American race. Myths and untruths about the work ethic and sexual ferocity of Black males, the unskilled or careless parenting of Black mothers and fathers, and the general moral deterioration of the Black family as a whole run rampant in todays films, television shows, and other forms of media. Through real life interactions and experience, books and classes, and common sense, I have put these stereotypes to rest for myself. I know that they are not accurate. Unfortunately, there are many who do fall victim to the stereotypes, and there are many more who experience prejudice and pain because of them. After watching some movies that are currently popular, it seems to me that the majority of current films that are aimed at an African American audience fill and support these negative stereotypes of African Americans. When Hollywood pitches an idea for a film, it is aimed towards a specific audience. Some of these movies are specifically aimed towards African American teens. These films usually star African American actors and actresses, sometimes popular rap stars, and they usually take place in an urban setting. I have seen two such comedy movies recently; Friday, starring Ice Cube, and How High, starring Method Man and Redman. Because these movies star popular rap artists, they are meant to attract those artists core audience, African American teens. However, upon viewing these films, I was disturbed rather than amused. Because of the extremely high number of racial stereotypes that these movies held, I co...

Case study #1 HRD #394 Example | Topics and Well Written Essays - 500 words

#1 HRD #394 - Case Study Example tance of repairing the machines and also improve the conditions and the equipments that would help reduce the cases of accidents and injuries in the work. The programs of behavioral based safety focus the employees as the main cause of accidents and injuries at workplaces. In this, many employees blame their employees for most of the accidents at workplaces, in most cases; however, behavioral based safety targets improving the safety behaviors in the workplaces by the use of employee involvement. It involves identifying the employees practices and behaviors that would help in reducing the risk of injury. Management accountability and engineering control both affect safety issues at workplaces, managers should understand that the safety of their employees also fails in their hands. They should understand that they have the responsibility to provide a safe and healthy workplace for their employees. Management should also ensure that the organization has adequate resources focused towards ensuring that the organization meets the safety and health implementation strategies and objectives. With this in mind then the management is accountable to all its employees in regard to health and safety. Engineering control also affects safety issues at the workplace; regular fixing of the engineering systems in an organization reduces the incidences of accidents and injuries at the workplaces. This fixing of the engineering systems helps improve the hazardous conditions and equipments that help eliminate the potential causes of accidents. This paper concurs with the critics of behavior based safety, the critics of the BBS state that the employees are not always responsible for the accidents and injuries as the advocates put it. Injuries and accidents in the workplaces mainly rise from the unsafe conditions with bad designs, the failure of the organizations to provide the safeguards required and the failure of the organizations to take the best preventive measures. This proves

Impact of performance evaluation on employees motivation and Literature review

Impact of performance evaluation on employees motivation and productivity - Literature review Example 9 2.6 Performance Evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11 2.6.1 Different appraisal methods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 2.6.2 Advantages and Disadvantages of an Appraisal†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14 2.6.3 Limitations of Performance Appraisal†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦16 2.7 Factors that affect Productivity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......20 IMPACT OF PERFORMANCE EVALUATION ON EMPLOYEES MOTIVATION AND PRODUCTIVITY (A Case Study) 2. Literature review 2.1 Introduction Performance evaluation is an aspect of organizational progress that facilitates productivity and innovation. Performance evaluation looks at the issues that lead to progress in the daily activities of employees. Performance evaluation links the goals and objectives of an organization with the individual actions and behavior. Organizations set standards for measuring performance evaluation against performance (Armstrong 2006). Such standards guide the daily performance of employees and give a level ground for measuring success. Performance evaluation aims at enabling employees to follow procedures and guidelines that are in line with the aims and objectives of an entity. Such conduct gets looked at by evaluating the conduct of employees alongside set organizational standards. Performance evaluation in many entities determines the punishment and reward that gets accorded to employees. This shows that individuals have to behave in a certain manner in order to realize the diverse performance measures set by their entity. Failure to obey the rules may lead to loss of job, lack of bonuses, stagnation, and demotion at the work place. This indicates that performance evaluation has the ability to influence motivation and productivity in the workplace (Waal 2007). Moreover, the human resource function uses performance evaluation as a tool of ranking the level of employees in the entity. Organizations must have the capability to objectively distinguish employees in relation to performance. This should happen to al employees in an organization. Employees who are underperforming should get the assistance and opportunity to progress. Leaving poor perf ormers in the entity sends incorrect signals to other individuals who are performing well. Successful employees should be recognized for the effort put in daily operations. Performance evaluation is a critical facet of the human resource function (Bohlander, Snell, & Sherman 2001). As a result, employees should be subjected to reasonable appraisal methods. These methods must be understandable in terms of their relevance to all individuals in the entity. This will make workers behave in a way that is pleasing to the organization. However, this does not signify that things go as intended in performance evaluation. Organizations have been blamed of not following the correct process in guiding the actions of employees. This in turn influences motivation and productivity in the organizational context (Waal 2007). In conclusion, performance evaluation has led to the success of numerous organizations. Handling performance evalu

Enron Research Paper Example | Topics and Well Written Essays - 5000 words

Enron - Research Paper Example The company regularly featured into the most innovative firms categories across America (McLean & Elkind, 2003).   The first investigations was of their complex and private networking with off-shore partners and then into their accounting practices. Enron bankruptcy is also known as largest audit failure in the history of America. The bankruptcy further led to the Arthur Andersen’s dissolution, which at that time were world’s fifth largest accountancy and audit partnerships. Before Enron bankrupted in the year 2001, its annual revenues increased from around 9 billion dollars in 1995 to more than 100 billion dollars in 2000. The audit after the investigation revealed that the company’s financial conditions were covered largely by systematic, institutionalized as well as creatively planned ethical and accounting fraud (Deli & Gillan, 2000). Thomas (2002a) examined the drop of the stock prices of the firm, which was less than 1 dollar per share by 2001 from 90 dollars per share, before the investigation. It was also found that Enron revised its annual financial statements over the past five years in order to cover its 586 million dollar losses. It was declared bankrupt on 2nd December, 2001 (Bartlett & Glin ­ska, 2001). The current research paper will analyze the event’s details included conflicts in interests, management as well as accounting fraud. The analyzing will consist of both corporation’s perception and individual’s perception. The broader perspective of the research paper is to examine the scandal from multiple perspectives. The background of the paper has provided a summary of the scandal and situation of the company before and after the scandal. The paper will throw light on the business model that was implemented by Enron and culture, legal and moral implications of the business model that impacted the company in its later stages. Special light on the transformational and trait leadership in

Stalins manipulation of the central organs of the Communist Party Essay Example for Free

Stalins manipulation of the central organs of the Communist Party Essay Stalins manipulation of the central organs of the Communist Party was they key reason for his rise to power by 1929. How far do you agree with this statement? Use the sources and your own knowledge to answer the question. The rise of Stalin to his position of extreme power is a result of a number of factors varying from Stalins personal characteristics and political skills to the situation of Russia in the years 1924.29. The argument that Stalin came to power as a result of his control of the central organs is strong. However, it is vital that the other factors are not dismissed as they all play an importance in Stalins rise to power. Source A strongly supports the argument that it was his control of the party that resulted in his rise to power by explaining how Stalin had total control over the party and was able to allows his supporters to move up to the higher levels of the party, in which his main rivals were replaced with. Stalins control and organisation of the Secretariat was a key factor that helped him to gradually replace his opponents with his supporters, therefore allowing him to maximise his support of the whole party. This source explains how it was not only the control of the central organs but also Stalins political cunning that was key to his rise in power. Stalins Source B supports this argument to a certain extent but explores other factors that were vital to his rise in power. This includes Stalins policies and in particular Socialism in one country which urged for modernisation through industrialisation without the help of those outside. This policy carried undertones of nationalism and patriotism, appealing to the masses despite it clearly going against the Marxist theory. Socialism in one country proved far more popular than Permanent Revolution as it gave the Russians historic roles. However, it was not just this one policy that contributed to his popularity. His positions on the NEP and his decision to go for rapid industrialisation at the end of the 1920s were supported by the majority of the party. It can also be inferred from the source that Stalins political skill played a major role as he was responsive to the mood of the times and exploited this to his benefit. An alternative explanation is found in source C where a modern historians intentionalist interpretation of Stalins rise to power informs of Stalins ruthlessness being of great benefit to him. Furthermore, during the 1920s Stalin would often speak last at Politburo (The key decision making body) and would float in and out of alliances. His lack of loyalty to any of his colleagues was extremely beneficial to him, as he would cunningly float in and out of alliances as a way of gaining popularity. This was the case with Stalins change of policy on the NEP when he turned and attacked the right wing of the party and adopted the very policies of which he had smashed with the left of the party. Stalins cunning and intelligent political attributes are key in his rise to power. Furthermore, the source offers the idea that his own personal characteristics, being a disloyal and ruthless, played a dominant part in his climb to supreme power. However, there are a number of arguments that have not been presented in the sources. Stalins political skills, personal characteristics, policies and his control of the party organs have all been contested in the sources but there are many other factors that must be considered. Firstly is Stalins position in 1924 before Lenins death. Stalin had began to lay the foundations for his rise to power before Lenin was dead by exploiting the weakness of the central organs due to Lenins ill health. As a result of Stalin laying the foundations when Lenin was still in power he was able to become General Secretary in 1924. This came about due to Stalin being the link between the leader Lenin and the Politburo. The position of Stalin before Lenins death is a factor that must not be ignored, as it was when Stalin began to lay the foundations of what became his rise to power. His role of the General Secretary was key to him becoming more powerful within the party and being able to have his supporters entered into the party at the higher levels. Secondly, Lenins funeral played an important part in Stalins rise, as he was able to show how he could manipulate events. Stalin played a crucial part in Lenins funeral promoting his intention of continuing Lenins work. Trotsky failure to attend the funeral just further added to Stalins growing popularity and raised questions about Trotskys respect towards Lenin. Another crucial factor that added to Stalins success was the weakness of his opponents and in particular, Trotsky. Trotsky attacked the policies of the party and believed that it was becoming far too bureaucratic. These comments were only to increase his unpopularity as the bureaucracy had grown in size during Lenins reign as leader; therefore Trotsky was criticising Lenins leadership. This was not a good idea as Lenin was a cult figure in Russia and a much respected past leader by the party members. He also came under particular pressure when faced against the Triumvirate (Stalin, Zinoviev and Kamenev). By this time Trotskys support was absolutely minimal and he made little effort to gain support or even organise the support he had. By 1926 Trotskys weakness was finally exploited as Stalin was in the position to expel him. By 1929 Trotsky was neither in the party or the country as Stalin had expelled him from the party and country. Finally, there is an element of luck that contributed to Stalins rise. For example, Lenins testament was not read out which was lucky for Stalin as he said that Stalin was too rude and even went as far as to say that he should be removed from his current post of General Secretary. Moreover, for most of the struggle for power, Trotsky, whom was possibly his closest challenge, was ill. Trotskys illness was the reason he was not in Russia for Lenins funeral and relied purely on Stalin for the date of the funeral.

Praxis Statement :: Education Teacher Essays

Praxis Statement When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same; however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narrow because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed. One of the ideas that I have learned is that all students learn in different ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, â€Å" . . . anyone would laugh themselves silly at the thought that children with different body sizes ought to be made to wear the same size clothes . . .† (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and trial and error. Finding Freedom states that teachers need to modify work for students so that they can learn the material (Hinchey, 11). Delpit also states, â€Å"Some of the [black students] even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem?† (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could. Praxis Statement :: Education Teacher Essays Praxis Statement When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same; however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narrow because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed. One of the ideas that I have learned is that all students learn in different ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, â€Å" . . . anyone would laugh themselves silly at the thought that children with different body sizes ought to be made to wear the same size clothes . . .† (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and trial and error. Finding Freedom states that teachers need to modify work for students so that they can learn the material (Hinchey, 11). Delpit also states, â€Å"Some of the [black students] even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem?† (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could.