The document discusses assertiveness and influencing others. It defines assertiveness as expressing one's opinions and needs, including disagreeing with others, requesting behavior changes from others, and refusing unreasonable requests. It also discusses being non-assertive, which involves an inability to influence others or express one's needs. Effective ways to influence others include starting with a minimal response and gradually escalating if needed, while avoiding being sidetracked onto other issues. Cultural values can impact assertion, so it is best regarded as a situation-specific skill.
causes of stress and conflict in individuals and society. mental health is important for every individual. healthy minds are more productive and help in growth of individual.
Material for PGPSE participants of AFTERSCHOOOL CENTRE FOR SOCIAL ENTREPRENEURSHIP. PGPSE is an entrepreneurship oriented programme, open for all, free for all.
causes of stress and conflict in individuals and society. mental health is important for every individual. healthy minds are more productive and help in growth of individual.
Material for PGPSE participants of AFTERSCHOOOL CENTRE FOR SOCIAL ENTREPRENEURSHIP. PGPSE is an entrepreneurship oriented programme, open for all, free for all.
ReadySetPresent (Assertiveness PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Assertiveness allows individuals to be aware of their aggressive, passive positive behaviors and develop confidence being assertive in today’s workplace. Assertiveness PowerPoint Presentation Content slides include topics such as: 16 slides helping you recognize and test and evaluate your own assertiveness, I statements, and assertive rights. 20 slides comparing passive, aggressive and assertive behaviors, 8 slides on the 6 personality types, 10 slides on assertive do's and don'ts, body language, and eye contact. Learn 9 types of assertive responses, 10 slides on dealing with conflict, overcoming fear, 4 steps to saying no, 20+ slides with tips on becoming more assertive, how to's and more
Persuading, influencing and negotiating skillsMohammed Gamal
These skills are important in many jobs, especially areas such as marketing, sales, advertising and buying, but are also valuable in everyday life. You will often find competency-based questions on these skills on application forms and at interview, where you will be required to give evidence that you have developed these skills.
For this assignment you will create a power point presentation sha.docxtemplestewart19
For this assignment you will create a power point presentation sharing what you have learned over the course of the semester. This presentation needs to be approximately 5 minutes long. Below are some ideas to help you craft your presentation. You don’t have to incorporate all of these into your presentation, they are merely idea starters. Be sure you include a variety of topics. Please do not "read" your slides, use pictures and graphics and titles for your slides, but describe what you learned and why you chose that particular topic in your own words.
They only need be a few minutes and (minimum) 12 slides covering a handful of your favorite topics
_____________________________________________________________________________________
Idea Starters:
Describe what you learned from the course…
Discuss your favorite topics
Make sure to explain – give examples – how what you have learned has made an impact on your life.
Share some ways that you are applying these principles.
Tell us what you thought you would gain from the course, and what you have learned in reality. Is there a difference?
Anything else you can think
Copyright McGraw-Hill, Inc. 2013
Chapter 11
Social Psychology
Copyright McGraw-Hill, Inc. 2013
Copyright McGraw-Hill, Inc. 2013
Copyright McGraw-Hill, Inc. 2013
Social Psychology Social psychology studies how people think about, influence, and relate to othersExamines many topics in psychology in a social contextWhereas sociology looks more at social behavior at the level of the group, social psychology examines at the level of the individual within the group
Copyright McGraw-Hill, Inc. 2013
Copyright McGraw-Hill, Inc. 2013
Social Cognition
Explores how people select, interpret, remember, and use social information
Copyright McGraw-Hill, Inc. 2013
Social Cognition - Person PerceptionProcesses by which social stimuli, such as faces, are used to form impressions of othersPhysical attractiveness
A common social stereotype is that “Beautiful is good”, so people will be more willing to trust a good-looking person than someone who is not attractiveThis can lead to a self-fulfilling prophecy of expectations – you expect the best of someone, and behave better toward them; in turn, they behave better in response to youFirst impressions take advantage of the primacy effect – we place a high value on the first information we get about an individual, because we have no other information to go on
Copyright McGraw-Hill, Inc. 2013
Social Cognition - AttributionAttribution theory examines how people are motivated to discover underlying causes of behavior to make sense of behavior, in both themselves and othersThis domain looks at how people focus on or neglect factors such as:
Internal/external causes of behavior
Stable/unstable causes
Controllable/uncontrollable causes
Copyright McGraw-Hill, Inc. 2013
Attributional Errors and BiasesAttributions for causes of behavior va.
GIVING CONSTRUCTIVE FEEDBACKFeedback is an essential eleme.docxgreg1eden90113
GIVING CONSTRUCTIVE FEEDBACK
Feedback is an essential element for everyone in an organization's workforce. Giving feedback is
a task you perform again and again as a manager or supervisor, letting people know where they
are and where to go next in terms of expectations and goals - yours, their own, and the
organizations.
Feedback is a useful tool for indicating when things are going in the right direction or for
redirecting problem performance. Your objective in giving feedback is to provide guidance by
supplying information in a useful manner, either to support effective behavior, or to guide someone
back on track toward successful performance.
Some situations which require giving constructive feedback include:
• Ongoing performance discussions
• Providing specific performance pointers
• Following up on coaching discussions
• Giving corrective guidance
• Letting someone know the consequences of their behavior
Some clues that constructive feedback is needed are when:
• Someone asks for your opinion about how they are doing
• Unresolved problems persist
• Errors occur again and again
• An employee's performance doesn't meet expectations
• A peer's work habits disturb you
SIX WAYS TO MAKE FEEDBACK CONSTRUCTIVE
Part of being an effective manager or supervisor is knowing what feedback to give. The trick is
learning how to give it constructively so that it has some value. constructive feedback is a tool that
is used to build things up, not break things down. It lets the other person know that you are on
their side.
1. If you can't think of a constructive purpose for giving feedback, don't give it at all.
2. Focus on description rather than judgement.
Describing behavior is a way of reporting what has occurred, while judging behavior is an
evaluation of what has occurred in terms of "right or wrong", or "good or bad". By avoiding
evaluative language, you reduce the need for the individual to respond defensively.
For example: "You demonstrate a high degree of confidence when you answer customer
questions about registration procedures, "rather than, "Your communication skills are good."
3. Focus on observation rather than inference.
Observations refer to what you can see or hear about an individual's behavior, while inferences
refer to the assumptions and interpretations you make from what you see or hear. Focus on what
the person did and your reaction.
For example: "When you gave that student the Financial Aid form, you tossed it across the
counter," rather than describe what you assume to be the person's motivation, "I suppose you
give all forms out that way!"
4. Focus on behavior rather than the person
Refer to what an individual does rather than on what you imagine she or he is. To focus on
behavior, use adverbs, which describe action, rather than adjectives, which describe qualities.
For example: "You talked considerably during the staff meeting, which prevented me from getting
to some of the main points," rather than "You talk too.
Identity Self-Perception Business Personality Questionnaire Pre Interview ReportPsyAsia International
This report is designed to support an interview. Typically, behavioural questions that focus on what the candidate has personally done in the past are generally the most predictive for future job performance.
(Note, the most-up-to-date sample reports are always available at the PsyAsia website.)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Learning objectives
To understand the nature of assertive behaviour, identify
those situations
where asserting can help an individual achieve desired
outcomes, and to be
able to conceptualise influencing as a political process.
3. Influencing others
Sometimes the source of difficulty is perceived to be
rooted in a particular relationship and sometimes it is experienced as a more
general inability to exercise influence.
People react to these perceived problems in different ways. Some give up
trying. They accept the impossibility of introducing any significant change
and become apathetic and passive. Some respond by trying harder. They
devote more energy to influencing others and achieving results, but when
things do not go their way their frustrations surface in the form of abrasive
and coercive behaviour. They continue to push their ideas, but they become
aggressive and behave like the proverbial bull in the china shop, upsetting
others and creating unnecessary resistance to their proposals. The most
effective people, however, seem to be those who expect to experience resis-
tance to their attempts to influence others and get things done. Nevertheless
they keep on taking carefully selected initiatives in ways that eventually tend
to produce the results they desire..
Many people working in organisations experience
problems when attempt-
ing to influence others..
4. Assertive and aggressive
behaviour
They do not find it easy to
ask others to do things and they seem unable to
refuse requests, even unrea-
sonable requests, others make of them. They
feel powerless when it comes to
bringing about a state of affairs which they desire.
It is possible to identify a
number of different styles of interacting with
others which range along a
continuum from non-assertive/submissive to
aggressive (see Figure 9.1).
Some people, even many of those
who occupy senior positions in
organisa-
tions, seem to find it difficult to
influence others..
01
For example, even though they may
be allergic to cigarette
smoke they are the kind of people
who would be reluctant to tell
colleagues
working in the same office that their
smoking makes life uncomfortable for
them, and they would find it even
more difficult to ask them to stop. If
they
ever do express their honest feelings
they tend to do so in an apologetic
way.
People who are non-assertive find
it difficult to express their needs
and
influence others.
02
5. The nature of assertiveness
Theevidence clearly supports the view that assertion skills are related to inter-
personal effectiveness in conflict situations. Schroeder et al. (1983) identified
seven different classes of assertive response which they grouped under two
headings: positive and negative expressiveness. The focus of attention here
will be the conflict (or negative) assertion skills which include:
Expressing unpopular or different opinions: ‘I disagree with Jim’s pro-
posal that we should settle the pay claim at 8 per cent. I think we should
hold out for a better deal.’
• Requesting behaviour changes: ‘I feel that I am being kept in the dark
when you don’t keep me informed about customer complaints. From
now on I would like you to provide me with a daily report.’
• Refusing requests: ‘No, I will not change the date of your appraisal
interview.’
Over the past thirty years many books and hundreds of research studies have
been published on the topic of assertiveness and assertiveness training.
6. The nature of assertiveness
Theevidence clearly supports the view that assertion skills are related to inter-
personal effectiveness in conflict situations. Schroeder et al. (1983) identified
seven different classes of assertive response which they grouped under two
headings: positive and negative expressiveness. The focus of attention here
will be the conflict (or negative) assertion skills which include:
Expressing unpopular or different opinions: ‘I disagree with Jim’s pro-
posal that we should settle the pay claim at 8 per cent. I think we should
hold out for a better deal.’
• Requesting behaviour changes: ‘I feel that I am being kept in the dark
when you don’t keep me informed about customer complaints. From
now on I would like you to provide me with a daily report.’
• Refusing requests: ‘No, I will not change the date of your appraisal
interview.’
Over the past thirty years many books and hundreds of research studies have
been published on the topic of assertiveness and assertiveness training.
7. Assertion skills
1 Content skills – what the assertor says.
2 Non-verbal skills – how the assertor looks and sounds.
3 Social interaction skills – the way the assertor behaves in the process
of the interaction including escalating, persistence and the management
of defensive reactions.
The skills of asserting can be grouped under three headings:
8. Social interaction skills
Escalation
Rimms and Masters (1987) suggest that the initial assertion should be
what they refer to as ‘the minimal effective response’ (MER). Common
sense supports this view. The aim of the assertive response is to encourage
others to reassess the reasonableness of their behaviour and to consider
modifying it so as not to infringe the rights of the assertor. The more
intense our initial assertive response, the less likely recipients are to per-
ceive it as an invitation to reassess their position and the more likely they
will be to interpret it as an attack which threatens their own rights. The
most effective sequence appears to be to start with an assertion which we
perceive to be the minimal effective response. If this proves to be ineffec-
tive, the way forward is to gradually escalate the intensity of the assertion
messages issued.
Intensity can be increased by changing both the verbal and non-verbal
content of the assertion. Rakos (1997) illustrates the principle of escalation
with an example of a salesman selling a product that the assertor does not
want. The interaction could take the following steps.
Under this heading special attention is given to three aspects of asserting:
escalation, persistence and the management of defensive reactions.
9. Social interaction skills
Minimal effective response ‘No thanks, I’m not interested.’
Escalation 1 ‘No, I told you I’m not interested. Good day.’
Escalation 2 ‘I am not interested.’ (Louder volume and firmer delivery.)
Escalation 3 ‘I told you I am not interested. If you do not leave immediately
I will contact your supervisor and register a complaint against you.’
The impact of the escalation may be lost if we allow ourselves to get side-
tracked on to other issues. For example, an encyclopedia salesman may
attempt to sell his product by suggesting that encyclopedias will help chil-
dren with their school work, and he might try to divert assertors by asking
whether they are concerned about their children’s education. To maximise
the impact of an assertion, we need to avoid being side-tracked and to
persist with our core message: ‘I’m not interested in purchasing encyclo-
pedias.’
10. Assertion and cultural values
Assertive behaviour involves an element of risk. Even when we take care to
assert in a way that respects the rights of others, the recipients may not
recognise the empathic nature of the assertion and may respond negatively.
It is also possible that even if the recipients of the assertion deliver the
requested outcome, they may still harbour some resentment. Consequently,
it can be helpful to assess the long- as well as the short-term costs and ben-
efits before engaging in any assertive behaviour.
Rakos (1997) argues that the values which legitimise assertion are
grounded in American democracy which promotes the concepts of individ-
ual activism, pragmatism, rationality and ethical relativism. He goes on to
argue that the behaviours and attitudes that foster assertion are not consis-
tent with the cultural assumptions of all societies and ethnic groups. This is
an important point. Assertion needs to be regarded as a situation-specific
skill.
Under this heading special attention is given to three aspects of asserting:
escalation, persistence and the management of defensive reactions.