Dealing with Attitudes Professionally

By Dr. Ben S. Graham, Jr. Chairman The Ben Graham Corporation Copyright 2005, The Ben Graham Corporation. All rights reserved.
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This session addresses a variety of attitudes that plague efforts at process improvement including resistance to change, credit and blame, underestimating and overestimating abilities based on status, etc. It explains, in understandable terms, how to channel the energy tied up in ineffective attitudes into cooperation. The strength of this session is in the explanation of why attitudes get the way they do and how to change the work situation to promote functional attitudes. Specifically, it describes common attitude patterns, dos and donts for dealing with attitudes, and strategies for building cooperation.

Common Attitude Patterns

Attitudes are complex. There are many subtle variations and apparent contradictions. There is so much variation that no two people are alike. In fact, as circumstances change, no one person remains the same. However, there are fundamental consistencies that underlie attitudes. These consistencies can be understood. They help us to see the purposes that attitudes serve, to understand how they develop and most importantly, they give us an idea of what we can do to improve attitudes and get people cooperating effectively. There are three basic types of attitudes found within every person and dispersed throughout every organization. Organizations are most effective when one of these attitudes predominates. Then people are on the same wavelength, cooperating naturally and needing little encouragement to embrace constructive change. The three sets of attitudes have three different foci, self, others and reality. The attitudes that produce greatness in individuals and magnificent accomplishments in organizations focus on reality. Each set of attitudes is appropriate for addressing a different situation. These situations are fundamental and create different sets of needs. The needs generate values, which, in turn, generate the attitudes and govern the behaviors that address those needs.

Self-Focused Attitudes
Every person begins life helpless and dominated by basic self-needs associated with security, comfort, food, sleep, warmth, etc. They cannot survive without help and the fact that mankind survives attests to the loving care that infants receive. The behaviors and attitudes of the infants focus on self. While these attitudes can be thought of as selfish, they serve useful, in fact vital purposes beginning with survival. Then as children grow up it is natural for them to learn how to take care of basic self-needs for themselves. They become increasingly self-reliant. The

more easily they are able to tend to these needs the less they have to pay attention to them. However, throughout life, self-needs never go away. Even in the healthiest adults self-needs lie close beneath the surface ready to reassert themselves when a situation demands. When they are discomforted or threatened, healthy adults respond with values, behaviors and attitudes that attend to those needs.

Other-Focused Attitudes (Social)

Normal, healthy children also develop attitudes and behaviors that reflect caring for others. This begins at home with important others such as their parents, siblings, playmates, grandparents, etc. Some of this grows in response to the caring that is lavished on them. Some of it is taught, Share with your brother! Be nice! The social values of children deal with caring, sharing, fair play, etc. Of course, some children develop these values far more than others. Then with puberty social values come on with a rush. Bursting sexuality combines with an overwhelming need for acceptance as a grown up. The family has difficulty filling these needs because their caring and support keep the teen-agers feeling like dependent children. On the other hand, the support of teen-age peers fills this need for acceptance beautifully. Friends of their own age are very important. They share simplistic understandings while repeatedly seeking reassurance and confirmation. This shows up in speech patterns such as, You Know? interspersed sometimes several times in one sentence. And, although their knowledge is superficial they convince themselves that it is profound, much wiser than the worn out thinking of those stuffy old people. With adolescence the social-needs are dominated by the need to be accepted as adults. The flip side of acceptance is rejection and anguish. Acceptance requires that they satisfy standards of older people. But those standards are much more difficult than those of their peers so young people generally give much more attention to the standards and acceptance of their peers (even though those standards are riddled with superficial fantasies and the acceptance is clearly not that of adult society.) However, for most healthy young adults, while the acceptance of their peer group will provide a camaraderie that will always seem special, time rolls on and they find themselves moving into truly adult activities including full time paid employment. As they seek employment they face the realistic challenge of being hired. This requires meeting standards not of their peers but of the hiring organization, standards set by older people, their predecessors. While these standards are reasonable and easy to meet in the eyes of those who set them, they are often seen as noxious and unfair by the younger entrants. And, rather than appreciating that they have a lot to learn, there is a tendency for them to convince themselves that they know better. Self-righteousness plays a major role. They tend towards impatience and finding fault with authority figures in general. They reinforce their faultfinding with high ideals, always at least a little higher than the performances of the elders they are

criticizing. There is a good deal of tit for tat in these ideals. Frustrated by the standards that they are required to meet, they come up with standards that show how poorly their predecessors are doing. And, they can set them as high as they want because they are not the ones measuring up. These ideals are standards for the older people who are currently responsible. Assisting them with this fault finding are many well meaning groups supporting various social causes, aided by media exposing political chicanery, the sins of industry, the rape of the environment, abuse of minorities, etc., etc.. While these self-righteous and fault finding attitudes and behaviors are sometimes exasperating to parents, teachers, employers and many other adults, they do serve useful purposes. They help to bind strong friendships among the young people and the high ideals occasionally survive as motivation for outstanding performances as some of these young people become reality-focused adults.

Reality-Focused Attitudes
With the inevitability of time itself, adolescence ends and with it most young adults find themselves performing in adult society. They complete their schooling, get jobs, move out of their parents homes, open bank accounts, buy cars, marry, have children and find themselves in the position of the adults they were recently criticizing. But it is different now. Some of the criticism that they recently directed at adults, particularly their parents, fades. In fact, they are often surprised at how their parents have improved. This is typical of the transition. Most young people continue to feel that the self-righteous, idealistic attitudes they held during adolescence were justified. Their social attitudes tend to persist. But, they also develop new values based on the needs of adult life. Whereas their first needs were met by their parents and their adolescent needs were met by their peers, they must meet these new needs themselves. The challenges of adult life push people in the direction of accepting responsibility for themselves. The more completely they accept responsibility for themselves, the more they find themselves interested in facts. They find themselves learning in order to get things done. This is quite different from much of the learning done in school for the social purpose of satisfying parents and teachers. And, this is the key to reality the key to mastery that they put themselves in charge. They acquire skills and knowledge to deal with lifes challenges. They acquire skills and knowledge to be able to visualize possibilities and to accomplish them. They acquire skills and knowledge for the pure exhilaration of doing it. They come to appreciate the fathomless depths of knowledge itself. They come to marvel at the wonder of it all. This is not to please parents but it certainly does. Nor is it to satisfy requirements of teachers or professors who, if they learn of it, will be more than pleased. Nor is it to satisfy certification boards or licensing requirements, or any other form of social acceptance. It is to master. As people dig into the facts, the more effectively they master those facts the more attractive the digging becomes. This healthy, self-reinforcing process steadily reduces their self-needs as they become increasingly confident of their abilities. It

reduces their social-needs as acceptance ceases to be an issue, replaced by recognition and earned respect. About this time, these masters find themselves in the position of evaluating newcomers. They are likely to remember how frustrated they were when they were in the same boat and how fed up they got with the people they had to satisfy. So they carefully avoid the kinds of things that irritated them. They apply standards that they feel are reasonable and easy to meet. Meanwhile, the newcomers react to these standards with frustration and anger. The difference is in the enormous change that the masters have gone through, while scarcely realizing it. Day by day their knowledge about the work has grown and imperceptibly their attitudes have changed. They have become masters realists. What seems very simple to them now was beyond their understanding when they were entrants. It is interesting to note how needs for social acceptance change as people pass through these stages of behavioral growth. At first the acceptance of family is vital. With adolescence, family remains important but is not sufficient. Acceptance of teenage peers becomes critical. With mastery, family and the friends of youth are still important but the most important source of acceptance becomes ones self and a few others who are masters of the same or similar work. The greater the mastery, the less other people can understand it. The less you know about something, the easier it is to tell all you know. The more you know, the more impossible telling all becomes. With time, masters become aware of privacy, even loneliness. There is also a sense of fulfillment with well-earned intrinsic self-satisfaction. The opinions of those who dont understand lose significance whether they offer praise or criticism. The people whose praise or criticism matters are limited to those few who are close enough and experienced enough to really know.

A Fourth Pattern (which is a variation of self-focused)

Some people are brought into an organization and never master the work. From the start, they do as little as they can to get by. Once they have demonstrated this a few times, the chance that they will be invited to take on more important challenges declines and disappears. With time they tend to feign disinterest and become cynical of anything that sounds like genuine accomplishment. They look upon people as suckers if they take pride in their accomplishments. They become locked into the first pattern of behaviors, driven predominantly by self-needs. Unfortunately, this can also happen to people who did master - who accomplished good work and experienced the pride and enthusiasm of accomplishment. As they accumulated accomplishments and self-confidence, the challenge and excitement of repeating the same accomplishments declined. If new challenges had become available, the excitement would likely have returned. Or they might have left the work to find new challenges on another job but mortgages, living expenses, status, etc. can trap people in jobs with no apparent alternatives. When the challenges disappear, the attitudes and behaviors of mastery gradually fade into boredom. Locked into positions that cease to be stimulating, they tend to regress into selffocused attitudes. Security and comfort once again dominate their thinking. People who recently attacked problems with vigor find themselves using more energy to prove that nothing can be done than it would have taken to fix the

problem many times over. They find comfort in privacy and mindless routines that require the bare minimum of energy that their boredom provides.

How these Attitudes Blend in Individuals and Organizations

It would be much too simplistic to think of all small children as completely selffocused, all teen-agers as totally socially focused and all adults as confidently and single-mindedly focused on reality. Young children experience needs for acceptance before they are teens and they also learn some skills that include reality. While many teenagers are heavily focused on the social aspects of becoming an adult, they continue to feel self-needs and they accumulate more skills that include reality. Throughout life needs, values, behaviors and attitudes continue as a blend. It is this blend that we find in organizational life. And, as we do things that affect this blend, the strength of the organization waxes and wanes. Still, while acknowledging the complexity of the mix, it is helpful to understand the three major patterns. They help us to understand what is going on, why things go well or poorly and what we can do to improve matters.

The Attitudes of the Workplace

In spite of the fact that they are adults and performing in the workforce, some people are still dominated by self-attitudes. Whats in it for me? appears to dominate their perception of everything. Others are still dominated by the social values of adolescence. They hold simplistic views of right and wrong and persist in jumping to superficial conclusions and finding fault. Within the organization their faultfinding tends to focus on managers and people in other departments. Then there are those who dig into the work and get on with it. They appear to have little concern about rewards and politics and become intensely interested in the work.

How this Blend Equates with Success

The healthier the organization, the higher the percentage of time its people devote to reality and realistic activities. Bureaucracies tend to tie up large amounts of their peoples time following procedures mindlessly. This keeps people focused on immature attitudes, doing things to stay out of trouble or to please someone (self or social focus). As a result their accomplishments are weak when compared with organizations that have large amounts of their peoples time working realistically, as responsible adults.

Summary of the Three Attitude Patterns

Other-Focused (Social) Attitudes Defensive progresses Self righteous into greedy Ideals Limited, for personal Justice, unrealistically gain high, double standard, Self-focused Reality Focused Objective Realistic and serving as motivators for

critical of authority action Security, comfort and Acceptance, support Self satisfaction, possessions from others, respect from those camaraderie who know Behavior Acquiring rewards, Judging, scapegoating, Accomplishing results s scams, beating the praise and blame, system politics Use For personal gain To establish credit and To produce results blame Knowled ge Characte Phony Sincere Capable r Strength Simple Speak out against Skills abuse Weaknes Undependable Divisive, superficial Private s Views of Im no worse than People fit in two There are people who Others anyone else. They groups, those who care get things done and are all in it for only for themselves there are others who themselves and those who care for are primarily everyone. others. interested in who gets what. Needs Read these columns vertically to get a mental picture of people dominated by each of the three patterns. Read the rows, from left to right to get a mental picture of the way people progress through these patterns. Then remember that people operate with a blend of all of these and it is the proportion that makes the difference.

Specific Problem Attitudes Dont Make a Wave

It is standard in bureaucratic organizations and societies for people to conform. Prevailing opinions and existing work processes are comfortable. On the other hand, if the waves are being made for political reasons they shouldnt be made. Like most clichs, this is simplistic. When reality is telling us something should be changed we should do it and vice-versa.

Its Not My Responsibility

When things go wrong they need to be fixed. Bureaucratic rules, jurisdiction rights, job descriptions and the like simply should not be allowed to interfere with taking actions that are needed. Masters stick their necks out when reality demands.

If It Aint Broke, Dont Fix It

This simplistic attitude implies that we should only improve when we have to. By this standard we would pass by multi-million dollar opportunities. In fact, we would still be using clay tablets if we had gotten that far. There is

nothing wrong with fixing something that is working excellently as long as the fix has it working even better. As always, the key is in the reality of the change itself, not in the clich.

Defensive Records, CYA

The more people exert themselves to cover possibilities of failure, the less they are able to focus on doing things right. Immature people tend to feel great need for defenses. The more defenses they create the more goes wrong and the harder it is to spot the flaws. People can get so many defensive records established that it becomes almost impossible to see what is going on. Masters get on with work, confident that they can handle the problems as they arise. Not to be suspicious of fraud nor to expect deceit, but to be the first to perceive their presence, that is to be man of the highest caliber. Confucius

Murphys Law
The idea that anything that can possibly go wrong will go wrong at the worst time is generally said tongue in cheek and is of little consequence. As long as there are masters at work the things that go wrong are attended to. But, when people are more bent on blaming than fixing, things go wrong and operations stop. Things do go wrong. Everything that can go wrong certainly does not go wrong. If this is used as an excuse rather than a harmless comment, it is symptomatic of bureaucratic excuse making. In organizations of masters almost everything goes right and what doesnt is promptly fixed.

The Squeaky Wheel Gets the Grease

Masters tend to work quietly. People who are less mature tend to make more noise. The attitude of tending to the squeaky wheels catches organizations up in endless rounds of attending to distracting social issues and pursuing superficial ideas. Carried to an extreme, it assures that immature, politicians wind up in the key positions

Clerical Mentality
This is the flip side of the squeaky wheel attitude. Many diligent capable masters stick quietly to their work only to be written off as a detail person. They may in fact be brilliant and highly creative. Organizations that push opportunities down to these people often get magnificent surprises.

Management Will Never Buy It

Sometimes employees are convinced that management would never go along with the things that they are sure would improve the organization. Especially when management is feared, this becomes a comfortable excuse for not bothering to ask. And, of course, they will never buy it if they dont even hear it. This is addressed again later under self-fulfilling prophecies.

Secret Projects
Management is often tempted to keep their plans for improving the company secret. This makes it almost impossible to tap into the details of the current methods, which are known to the operating people but not to management. It also results in superficial solutions although they dont appear to be superficial to management and consultants who are operating from a distance. These superficial solutions tend to be fine with immature employees whose views tend to be superficial as well. And, the immature people often see process change, particularly if it is dramatic, as an opportunity to ride ahead on the coattails of change. Meanwhile, when masters are confronted with mandated changes that have been designed by people who know less about the work than they do, they dont like it. The focus of the changes is invariably more on equipment and technology than on the mission of the organization. This approach is one that promotes superficiality and encourages masters to leave. Goodbye corporate memory.

Preconceived Solutions
There are many variations on this theme. All of them involve jumping to conclusions based on superficial thinking. The less people know, the simpler it seems. What appears obvious and wonderful to people who dont really know the work may be clearly unworkable to those who know it well. Sooner or later reality will be the judge of every installed solution. It is better when we listen to reality before we invest and commit. Masters, who have a firm grip on reality, can do that.

Justification Study
This is another variation of a preconceived solution with an insidious twist. When a commitment to some new system has been made, it is time to get on with it and make it work as best you can. But if there are doubts and someone who has a handle on the facts is asked to check it out, management must be willing to accept a negative finding. If the justification study is nothing more than assembling supporting data to endorse a preconceived solution, its a game not to be condoned by masters, a ploy to line up someone to take the blame if it fails who certainly wont get the credit if it succeeds. The word study deserves respect. It implies we begin as students ready to learn and prepared to allow reality to tell us how it wants to be.

Reinventing the Wheel

This is a clich that has cost industry billions in wasted effort on canned solutions. Of course the wheel is a fundamental discovery. So is the alphabet. There are many things that are basic enough that we simply make use of them. But to equate the detailed structure of a procedure with the basic simplicity of the concept of a wheel is inappropriate. When this clich is used to sell canned processes designed at a considerable distance

from the reality of the organization in which they will be used, it is little more than hype. Over and over again this has happened. Managers buy solutions, undercut their masters, and promote younger people. These younger people are excited about equipment, which they know but they know the reality of their business only superficially. Another affront to the corporate memory.

Panaceas
Whether it is an illiterate frontiersman spending a dollar for snake oil or an executive with a post-graduate degree spending millions for an enterprise system doesnt matter. When people buy things that they dont understand they are vulnerable. The more that is promised, the more wary they should be. Invariably the panaceas that claim to hold answers to all of the problems of the organization are superficial. They are also an affront to the masters of the organization. If there is ever any panacea to be had, it is the enthusiastic pride of a cadre of masters in command of the reality of an organization.

Start with a Clean Slate

Clean slate - Tabula Rasa a mind not yet affected by experience. To ignore the accumulated wisdom of an organization is to imply it is worthless. To knowingly replace this tested wisdom with new processes that are untried is foolhardy and analogous to the message of, The Lord of the Flies. (A story of civilization lost and a return to savagery.) But it is attractive to those who lack access to the detailed knowledge of the organization. The better alternative is continuous improvement conducted by the masters of the organization. Also, the Clean Slate approach chucks out the old process without looking at it. This means that a new process replaces the old in its entirety. It is not a question of modifying those portions that are not working well. We abandon that which is excellent as well. Then, if the new process is superficially designed there will very likely be portions that arent nearly as good as those they replaced.

All or Nothing Take It or Leave It

The concept of integration of systems has caused some people to adopt an attitude of take it or leave it. It is as if once a process is designed it will be so completely integrated, with everything depending on everything else, that it must be bought in its entirety. Most people who have had experience in process improvement are well aware that the possibilities for customizing are endless. Excellence requires continuously improving those things that can be improved. Organizations should not commit to processes that continuously restrict the performance of the people where their masters know things could be done better but where they can do nothing about it. The alternative is to manage processes continuously. Maintain a library of charts drawn at the elemental level. Working at the elemental level permits changing as much or as little of a process as is appropriate.

Perfection

Pursuit of perfection sure sounds good. Unfortunately, it focuses on flaw. The return on investment of perfection is terrible. It takes forever, as the benefits get smaller and smaller. Trivial details hold up marvelous opportunities from being realized.

Departmental Rivalries
No matter how well people know their own work, their knowledge of the work in other departments will be less. Superficial assumptions lead to misunderstandings and antagonisms. Sometimes departments find themselves working at cross-purposes. This is not an area where the masters in the departments can help unless they have access to one another. And, that is the way to get past departmental rivalries. Get the best people from the different departments working together on improving processes that involve them all. This work generally leads to knowledge and respect replacing superficial negative assumptions.

Not Invented Here - NIH

This clich is generally used to criticize organizations for being proud of what they have developed for themselves. Think about that for a moment. Who is doing this criticizing? Why are they doing it? As with most clichs, it is simplistic. Of course, it doesnt matter where an idea comes from. The important thing is how well it works. Ignoring options for improvement simply because they were first thought of by someone else is silly. However, when ideas come from outside they must pass muster with the masters inside to assure that they will work. Since masters focus on reality and are objective NIH is a non-issue. It becomes an issue only if the people are not performing as masters.

Credit and Blame

Immature people operating politically play many games over credit and blame. These games offend the people who know. In an organization that really wants mastery, they will avoid these games. It should be unthinkable to steal credit or duck blame. That is at the heart of responsibility. The best leaders shoulder blame publicly. If they must reprimand they do so privately. And, they distribute credit to those who have earned it publicly.

Getting on the Bandwagon

Jealousy over credit leads some people to be critical of those who join in when it appears that something is going to be successful. Forget it. When a project gains momentum, cherish it. Momentum is a most crucial factor in success.

Resistance to Change
The people who are most bothered by resistance to change are usually those who are trying to accomplish change. The more enthusiastic they are

about the changes they are promoting, the more resistance they seem to run into. A lot of that is merely perceptual. They are simply moving faster than the others are prepared to move. If they slowed down to the pace of the others, a lot of the resistance would disappear. Unfortunately, in many cases so would all progress. But, what if they slowed down to the pace of the others and then invited them to become a part of it and share the enthusiasm? That is what teamwork does for effective process improvement projects.

Bootleg Forms
Here again we find an attitude of criticism directed at someone who has taken responsibility. People dont use bootleg forms because there is some perverse pleasure derived from designing and using them. They do it to get the job done. If there is a service that can help them to do it better and easier, it should be welcome. If they have no idea how to avail themselves of that service, that should be addressed. If availing themselves of that service is more difficult than doing it themselves, that should be addressed.

Paralysis of Analysis
Some organizations plan and plan but never seem to be able to execute. It may be lack of resources. It may be lack of mastery. It may be lack of support for the masters who are there. Or it may simply be that they dont know how to execute change. Mastery at doing work does not prepare a person to be a master at changing it. Changing it requires support from many people with a lot of coordination. As a result well thought through improvements deteriorate into muddling through when it comes to implementation. This in turn fosters an attitude of, Leave it alone. Its working well enough. A far better alternative is to supply the necessary leadership support and in addition provide project management instruction and assistance so that the organization can identify the activities required for implementation and see that they are done.

Savings Are They Real

A common attitude toward improvement savings is that they arent real unless they produce dollars. If unnecessary work is eliminated but not enough to discharge an employee, the employee is still being paid; therefore there are no savings. If we are operating with a value system that says people are expenses, there are no savings. But, if we are operating with a value system that says people are resources, there is a definite savings. We now have a resource available for that amount of time that was previously being wasted. The dollar value of that time is a very real savings.

Police It or Take Pride in It

When a new or improved process is installed there is often frustration that people dont do it the way it was planned. If this is because they have not been informed, the answer is better training. To expect performance without proper advisement is ridiculous. Confucius. However, once the advisement has been properly made, what will assure that it is followed? There are two alternative routes. One is to keep checking up on people and police the process. The other is to encourage the people to be proud of themselves. In an organization of immature people, it is generally felt that the former is necessary and doing so tends to keep the organization immature. Pride as a motivator for performance knocks the socks off of policing.

General Dos and Donts for Dealing with Attitudes

DO Treat employees as resources and earn loyalty by maintaining unfaltering commitment to employees. Keep the organization healthy and financially sound. Give employees the opportunity to make important, needed contributions so that they are valuable to the organization. Let the normal pace of work be relaxed but accomplish much because of skill Work smarter not harder. Pay well and expect much. Make sure operating people own their processes and are responsible for their work. Keep attention focused on accomplishments. Reward merit and specific accomplishments. DONT Treat employees like expenses to get rid of at the first opportunity. Downsize. Allow the organization to deteriorate raiding and pocketing assets. Keep employees tied up in mindless routine fixed in job descriptions with little opportunity for growth. Keep people working under constant pressure or having to fake it looking busy.

Routinize the work and pay little. Treat operating people as users who follow instructions. Keep attention focused on pay and benefits. Reward all alike. Promote politically.

Involve operating people in processstudy so that they learn how their work fits into the bigger picture. Use charts that show how work is actually done documented in plain language. Mix new people with veterans on the job and on improvement teams. Focus on the main mission of the organization.

Leave process-study to staff people who are responsible for the big picture. Keep things ambiguous so that there is always room to maneuver. Locate newcomers together in one group and veterans in another. Focus on the appearances.

Be willing to depend on employees to meet new challenges. Entertain improvement possibilities from any source but accept only those tested with charts by experienced employees. Where two alternatives are otherwise equal always use the simpler. Put a premium on common sense.

Go outside to find impressive people to meet new challenges. Commit the organization to improvements that have prestigious backing and mandate that they be adopted ASAP. Where two alternatives are otherwise equal use the more complex. Put a premium on sophisticated and elegant.

Strategies for Building Cooperation The Self Fulfilling Prophecy

The simplest strategy is to treat everyone as though they are always ready to cooperate to the best of their abilities. Many will try to measure up. Unfortunately, managers often treat people as though they cant be depended upon to cooperate and they dont. Bureaucracies tend to foster a lot of this negative self-fulfilling prophecy. Managers underestimate their people and their people get used to it. Employees distrust their bosses so they dont try to help them. They dont believe their bosses will go along with changes they would like to see made so they dont bother to suggest them and sure enough their bosses dont go along. How could they? Interdepartmental hostilities flourish as groups retaliate for imagined slights. And on and on it goes negative self-fulfilling prophecies steadily reinforcing themselves. But, even in the worst bureaucracies people can change. The key is to invite cooperation. Set up situations for cooperation and follow through. Assume that people would prefer to be proud of their efforts and help them to earn that pride. The idea is to replace negative self-fulfilling prophecies with positive.

Process Improvement
One of the finest ways of establishing situations to bring out the best in people is to involve them on process improvement teams. Being a part of a team downplays self-focused attitudes. For people locked into social-focused attitudes, studying the work replaces superficial opinions with facts. Working with people from other work areas lifts the reality-focused masters out of their privacy into a forum where they can effectively share their skills. And, past masters who have regressed into self-focused attitudes generally react to the new challenges with a return to mastery. Care should be taken when forming a team to have each work area represented by at least one first-string veteran. There can be other team members who are less experienced or old timers whose experience is obsolete. But, the first string veterans set the tone for the group. When this is done effectively, the team members perform as a group of masters during the project regardless of the attitudes they brought to the project. After the project they can return to less mature attitudes if they like, but at least they do it with better processes. However, once they have had a taste of mastery with its accomplishments and pride, some of them would prefer more of the same.

Seek Transparency
Getting facts into the open replaces superficial misinformation with reality. Detailed process charts help to achieve this by showing what is happening step by step. When teams of people from different departments who have different interests review these charts, it sets the stage for win-win solutions. Opportunities for improvement are chosen based on how well they serve the organization not one group or another. These opportunities become so apparent that realistic changes can actually be made.

Unfortunately, depending on their maturity, people bring many dysfunctional motives to their organizations. By obscuring what is happening, bureaucracy allows ulterior motives to thrive. Ambiguity allows people to twist facts and play self-serving games. As the amount of this behavior increases people know it is happening and know it is condoned. It becomes accepted. However, transparency makes these behaviors more obvious and tends to quash the ulterior motives to reduce the irresponsible game playing. Self-seeking things that people might readily try to pull off in private are less likely to be proposed in public. Transparency gets more people working together to come up with solutions that meet all of their needs solutions that they dont mind supporting publicly.

A Fifth Pattern (A blend of reality and social-focus)

While there are many variations on the basic patterns discussed earlier in this article, there is one more specific variation worth noting here. Some people manage their self-needs very well so that they are comfortably secure. They manage their social needs so that they have a strong sense of belonging. They manage their reality needs so that they have a strong sense of fulfillment. As these people grow bored with repeating their accomplishments, they are able to shift to new challenges directed at higher purposes. They arrive at a pattern of attitudes that combines the high ideals of their socially-focused attitudes with the confidence that grew out of their reality-focused accomplishments. The exploding technology of today calls for many of these people. These are people who will see to it that education prepares people for the thrill of living and not just a bigger paycheck. They will make sure that social wrongs do not tie up vast quantities of energy in senseless bickering. They will release the energies of a professional society to the benefit of mankind. Today we live in a society that has more professionals than any other category of employment. Unfortunately, many forces interfere with the development of the responsible attitudes that professionalism requires. Bureaucracy replaces common sense with arbitrary nonsense. Explosions of available information create not wisdom but superficial information fads. And, this frustrates entry into adulthood. People are locked into canned views of the world that model on The Emperors New Clothes. Hype abounds. Divisiveness over non-issues turns wonderful people into enemies. We may have a lot but it is getting a whole lot harder to grow up. The following ten thoughts offer guidelines for professionals in shaping their attitudes, values and behaviors to measure up to the challenge of true professionalism.

Ten Thoughts for a Systems Professional

Reward Honesty Politics Rank

It is not wrong to desire wealth and honor but the desire to merit them will always be greater in the true professional You market your knowledge but if you cant be trusted, of what value are your skills. A professional who takes sides in organizational politics makes lasting enemies and wary friends. Do not confuse high position or title with knowledge. If the chief executive knows more about the filing system

Sources Appearan ce Skill Facts Mood Yourself

than the file clerk, the organization has deep trouble. When seeking people as sources of knowledge and ideas, go where the knowledge is. Do not be put off if they are unfriendly. Do not be shy if they are prestigious. Do not pass them by if they are of low rank. Do not place great emphasis on your appearance using it to impress or allowing it to detract. Let your appearance be no more than appropriate while your performance shines. Know the tools of your profession so well that they need not occupy your attention. Then you can give proper attention to what you are accomplishing. Gather facts at the source. Capture them the same day. Do not lose them by being disorganized or forgetful. Do not let your performance depend upon your mood. Learn to control your mood so that you can put yourself into the frame of mind to provide your professional best at any time. You will never affect anything in your life more important or more completely than yourself. If you do not manage yourself well what will you do with your professional responsibilities?

Summary
Understanding the three basic attitude patterns can help individuals to become masters of their chosen fields. These understandings can also help executives to build masterful organizations by providing a climate that invites responsible behavior. They can also guide governments past partisan bickering and into the realm of statesmanship. In all cases the gains come by getting closer to and performing in greater harmony with reality.

A visitor recently commented to a colleague that he was pleasantly surprised to see courtesy at its best when he asked for directions from the local Tourist Police, during his walkabout in the federal capital. The Tourist Police Unit is a specialised unit of the Royal Malaysian Police which gives assistance on local information, particularly in places frequented by tourists. They wear similarly dark blue uniform with circumference hat partitioned white, and spot a badge on their left pocket with an i symbol, which represents the international code which means information. A retired civil servant and his wife was also happy to see a group of young men offering them their seats in the LRT, contrary to his usual impression that youths are usually rude and loud, particularly in public transport.

Readers of a national paper was recently touched by the picture of an ice cream seller in Penang who had put up a sign on his motorcycle that read, percuma untuk orang kurang upaya. The vendor shows us what a big heart he has by this simple action. Little actions like this speak volumes and the reader who sent in the picture was motivated by a desire to spread a positive message. Ask any person above the age of forty about the standard of courtesy amongst the young and a majority of them will express, in no uncertain terms, that good manners have gone to the dogs. For those who have to deal with people of different levels in society and a variety of cultural background, a strong background in diplomacy, aside from courtesy, is of utmost important. Just look at a group of youngsters gathering anywhere in this country and one would have thought that they are trying hard to be rude to each other. Take a look at any public place, and you would have thought that good manners have been thrown out of the windows. Even between adults, we see very few of us giving a helping hand to others, what more strong healthy persons giving up their seats to the disabled and the elders in public transport. Even in common conversation, kind words and polite diplomacy do not seem to be the common practice anymore, even between working colleagues and close friends. A lot of us strongly believe that courtesy begins at home. Young children must be thought what is polite and what is not from their earliest years. Courtesy, one school of thought believes, is strongly very much influenced by environment factors, and one of the earliest start is the home. Cultural factors also come into play here. Much has been written about the cultural differences in the perception of courtesy, depending on where one is being brought up. What is courteous in one culture may be just the opposite in another culture. A few cultural prohibitions observed in the states surrounding the region are worth noting. Touching a child on his or her head in Thailand is considered taboo, unless you are a close member of the family. It is also interesting that the courtesy practised by the Javanese in Indonesia is quite similar to the ones noticed amongst the older Malays in the Peninsular. Different words and phrases in the Thai language are also used for various strata of the society, and a study of it shows that its usage can indicate not only the level of education of a person, but also his status in the society, and the level of respect he shows to the person he speaks to. Visitors are pleased to note that people in the Republic of Philippines greet each other with kisses and hugs, but those who are unfamiliar with the local culture may be surprised when observing that the young not only kissed their hands but also bring it up to their head upon meeting their elders.

It was explained that it is a form of respect reserved for elders in the family, and the young are taught to do it as part of their courtesy lessons since small. We have seen several examples of the differences in courtesy perceptions in relation to culture when observing people who have lived in one country and returning here experiencing a sort of cultural shock. What one saw as common courtesy and accepted as a common practice in his previous place of residence is not being practised when he returns home, notwithstanding the fact that he was born and brought up here. In some culture, being polite is taken for granted. One tries not to offend others either through your actions or words. Among the French, a civilisation famous for its arts, culture and diplomacy, one would even go to the extent of getting someone to do your biddings by making the other party thinks that it is his original idea, thus making him do it voluntarily. In the world stage of international relationship, this would be conveniently labelled as diplomacy. Local educationists and the elders would chorus their belief that the Malaysian culture is not short of courtesy. Even the common religions practised in this country emphasised on courtesy not only amongst its practitioners, but also with others, notwithstanding their beliefs. It is thus a cultural shock to see people who claim themselves to be religious leaders uttering statements against others which are not only seen as non courteous, but which can be characterised as very unreligious. The best advice that has been given on the subject is that courtesy, brought about by a good family upbringing and a caring social environment, begins from within. You must be happy with yourself before you can be happy with others. You must be courteous to others before others can return that civility. The old saying that you should treat others as you would like to be treated is very relevant in this respect. There is an ongoing debate whether courtesy can be taught. The so called finishing schools parents sent their young ones come into mind. The question arises whether an attitude can be taught as a subject of learning just like other school subject. Experience has shown that there is certain human behaviour that requires an early start in order to inculcate it into ones personality. One cannot change a person who accepts rude conduct as his norm to change overnight. It is a learning process that must be started early through the behavioural learning process so that it becomes part of the persons personality make up. The young should therefore start early to learn how to be courteous. It is the responsibility of the parents, as well as educationists, to inculcate courtesy as part of their personality. Society too also plays its part. Through the years, cultural norms have ascertained a number of behavioural expectations from its members. We can insist that courtesy should be one, and part, of that behaviour. Being courteous does not only reflect good behaviour. It shows a good upbringing, denoting ones proper

parentage. It also mirrors ones level of training, education and intelligence. It reflects good culture. All these, make a man, or woman, what he or she is.

CARING is an attitude that you need to work at. It is also something that involves more than the care of people. Of course, the most obvious and important facet to caring is that it involves people. I know this seems like an odd statement, but it needs pointing out that people are the focus, not the things around them. Focusing on the caring of people is vital, because without this focus you will most likely fail in many aspects in life. Taking on a caring attitude towards your downline members will do wonders for the retention of these people.. There are various things you can do to demonstrate caring, and in order to create close business relationships with people, you will also need to understand this variety. Proactively of Caring This means having the fore-thought to know the issues a person will most likely have before they have it. This does not necessarily mean preventing all issues, because people, being what they are, are more likely to wait for personal experience anyway. So for you, as a leader, this means waiting for the possible hurdle to appear for the person. Then you allow the person to go into it. Once they have, you need to have the ability to guide the person through the challenge

Environment. i.e. (Animals, nature, forestry etc.) these are the major factors affecting the earths imbalance. So few of the great Leader or environmentalist took the initiative of protecting the earth by the human deeds for his survival. One of the leader is Menaka Gandhi. MENAKA GANDHI: Maneka Gandhi is an Indian politician, animal rights activist, environmentalist, former journalist. . Under her direction, CPCSEA members carried unannounced inspections of laboratories where animals are used for scientific research were conducted. She started the organisation People for Animals in 1992 and it is the largest organisation for animal rights/welfare in India. She is a

vegan and has advocated this lifestyle on ethical and health grounds. She also anchored a weekly Television program named "Heads and Tails" highlighting sufferings meted out to animals due to their commercial exploitation. She has also authored a book under the same title. Her other books were about Indian people names. She runs an NGO, People For Animals, which has its shelters across India. There is also a story of a lion who has been recently rescused from the hands of a MP. STORY OF NARSIMHA Narsimha, the Babbar sher, who was caged for ten years in a farm house finally got his independence. He was brought to Nahargarh rescue centre on Saturday morning. Now he will live with 28 other lions of his species in a vast closed compound. Narsimha left Muzaafarnagar in a big trolley on Friday evening at around six PM. He has to travel for 18 hours to finally reach Nahargarh rescue center. All preparation to shift him was all made in advance. Senior forest department officials have arrived at rescue center as early as 7 a m in morning to welcome Narsimha. As he arrived at Nahargarh, DFO Puroshuttam Sharma and assistant forest conserver Dinesh Gaur transferred him to a small cage with the help of twenty other forest workers. It took around three and half hours. After this Narshimha was released into his new home. Forest minister Ramlal Jaat showed him the way to his new home. The rescue center is home to 44 other tigers and lions. Finding a new companion among them, they all started roaring and whole area filled with majestic sounds of their roars. The others who were present on the occasion are CFC R.N. Mehrotra, Vanpal Vishnu Gupta and Tejkumar. Veterinary doctor conducted medical test of Nardhimha and declared him fit and well. DR. SP Yadav and Bharatlal, assistant forest conservators, told that narshimha did not created any nuisance and problems despite such a long journey.

CARING ATTITUDE TOWARDS ALL

By: V O I D V O I C E S

Attitudes That Create Disunity In Families

Posted by admin on April 15th, 2010

Attitude means the way you think, feel and believe about something or somebody. That is: how you feel and believe about something. There are right and wrong attitudes. Your action will always give you away even when you try to cover up. Your behaviour determines whether you enjoy unity or not in your marriage. Lack of unity in a home breeds hatred and terror. It brings enmity between husband and wife. Hatred among brothers and sisters. It is painful when either of the couple discovers he/she has been deceived into a wrong relationship. A let down could bring disunity into a marriage. When you fail on your promises, your partner may decide not to go along with you in truth

Envy is one of the by-products of lack of unity. It gives rise to a situation where people are thorn in the flesh of others, where members of the same family see one another as an enemies instead of being complementary towards achieving greatness. Your own blood relation could stand against your progress if he/she thinks or feels your progress is a threat to his/her life. Likewise in marriages. Your spouse could become a thorn in your flesh where there is no unity. The Covenant of greatness is for every family for the favour of God is on him who finds a wife. Finding a wife is the starting point of a family. Marriage is not without responsibility. When you fail in yours as a parent, the children rebel (going against parents by most children stems from lack of unity between parents). Spouses are to work out their salvation so as to enjoy the favour of God meant for them by being alive to their duties. When husband and wife do not speak with one voice, the children are helplessly watching and mostly not happy. Rebellion is the known way for children to protest their parents lack of proper co-ordination. No child was born wayward. Most children rebel when they are unhappy with the state of things between their parents. Showing love, care and living a life of dignity endear children to their parents. Lack of submission on the part of the mother to the father, the suppose head of the family, is one reason a child sometimes misbehave, just to show disapproval. When the head of the family does not stand up to his responsibilities, he shows less care for the wife (mother). Your shouting, abusive language on your wife, treating her as a second class citizen, lack of love shown to the mother, are painful to the child. Such childs confidence and trust in the father is gradually being eroded. He/she may not alter a word but you as a father have planted a rebellious seed in him/her. For every child, both parents are very important to him/her at birth and all through infant. Parents attitudes determine his/her rating as he/she grows. The best is for the parents to understand their roles and play all in love. It is good to point children to the right direction. Encourage them to ask questions. Be available if not always, find time once in a while to be with them. Children who took to negative ways of life are in most cases, victims of being left to find ways by themselves. Thank God for the war against child abuse in Nigeria. But what can we do to parents who gave birth to children they cannot care for. Or those parents who give their infants out for labour? Such parents live on the money paid by those who hired such children. Such children develop hatred for their parents. Comparing or showing that you have preference for any of your children leads to rebellion in a home. Such attitude leaves an indelible mark in the heart of children who are at the receiving end. The Word says fools compare themselves among themselves. (2 Corinthians 10:21). No one loves to be criticized but at times it is inevitable. However, it is wise to be considerate in your approach, doing unto others what will please or make you happy if you are given such treatment. (Matthew 7:12).

Children could rebel when their father takes another wife. Or when mothers cheat on their father. They detest it, why? They feel depreciated among their peers. It is a heat issue that must be rectified. A qualitative classroom education without moral lessons breeds adults who show no love and affection to their parents. They also go about their goals in life with little or no regard for value or the family name. Live in love, live in unity. Do all within your power to see that the cord of love and unity is strengthened in your family. See to it that a new Nigeria starts from your home.

Developing a caring attitude in the early childhood pre-service teachers

Education, Winter, 2002 by Krystyna NowakFabrykowski, Paula Caldwell

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Research accomplished by Freeman, et al. (1999) at the University of South Carolina developed a framework promoting a variety of experiences permitting students to develop the dispositions and skills to interact with children and families in nurturing and responsive ways (Freeman, p.161). Their perspective offers four levels of caring: 1. experiencing caring 2. practicing caring 3. initiating and sustaining caring relationships 4. continuing caring reflections and refinements Freeman et al, (1999), and Mayeroff (1971) stress that caring is developing the other person and helping him/her to grow, or to actualize himself/herself. The guidelines for decisions about developmentally appropriate practice, developed by NAEYC (Bredekamp and Copple, 1997), stress creating a caring community of learners including the concept that the early childhood setting function as a community of learners in which all participants consider and contribute to each other's well-being and learning; a setting comprised of positive relationships, where each child is valued for his or her strengths; a learning environment enabling children to construct understanding through interactions with

adults and other children; a program that protects children's psychological safety, where children feel secure, relaxed, and comfortable; and a learning environment that provides a variety of materials and opportunities for children to have firsthand, meaningful experiences (p. 16). In analyzing the meaning of caring and the many concepts related to the behavior of the person who cares and the recipient of caring, it is evident that the final product will be a growth, even a bonding, between those two people. To Mayeroff (1971), the necessary characteristics that a person must possess in order to care are: Knowing the recipient Patience Honesty Trust Humility Hope Courage Alternative rhythms (alternatives in assessment and the methods of teaching). A study by Collison, Killeavy and Stephenson (1999) indicates that caring may have different characteristics in different countries. For example, in the United Kingdom recent National Curriculum promotes teacher responsibility for the spiritual, moral, and cultural development of their students; however, "the focus of teacher education and evaluation is almost exclusively on teacher competency in subject knowledge and skills. The caring side of teaching is no longer viewed as consistent with effectiveness" (p. 352). In Ireland, where religion plays an important role in education, honesty, fairness, care for others, tolerance, independence of thought, autonomy of individual, cooperation, and self-respect are valued by the teachers. Our experiences At our college we are trying to meet the criteria for caring as described by Freeman, et al (1999). We are exercising the three types of caring as faculty members model caring through: * advising of students, scheduling meetings as needed, guiding students through college orientations and counseling * interacting with the students in the classroom, encouraging them to ask questions, helping them with their research projects and the preparation of presentations, as well as helping them in the preparation of an educational portfolio * encouraging students to investigate, develop, and articulate care, as we discuss their experiences with and through caring.

When we planned our curriculum for teaching social studies in the early childhood, we decided that one of the characteristics that we must try to develop in our students, who are aiming to become early childhood educators, would be caring. In a previous course of an Introduction to the Early Childhood Education the focus was in teaching students how to develop morals in children through the teaching of virtues, such as sharing, caring, respect, listening, appreciation. De Melendez, et al. (1999) provided key themes for building social and civic skills. Some of these points include: my family cares about me, I value my friends, keeping friends, I help others, I treat others with respect, I take care of my pets, we are alike, together we can do many things, sharing and helping our group/community. Developing caring attitude (reflective assignment) The initial step in our strategy of developing a caring attitude in our students was to ask students to reflect upon their own attitudes and experiences of caring. We asked 46 students who were majoring in the early childhood program to complete the following questionnaire:
Did you experience caring? Who was your primary caregiver, secondary? Did you take care of someone? Describe your experience. Are you experiencing (receiving) caring now? What do you think are the best ways of showing that you care in the classroom --as a teacher, as a colleague (with the teachers that you are working with), with your peers?

Following a class discussion on the aforementioned caring questions, students were asked to reflect upon the concept of developing a caring attitude. Through dialogue, we analyzed and discussed their experiences and opinions on caring. In the opinion of our students, caring means: listening, giving feedback, smiling, sharing yourself with others, helping, giving positive reinforcement, getting down on child's level and interacting. They noted that caring is important because it makes one a stronger person. Students commented that mothers were their best caregivers, as well as some babysitters. They said that they felt they experienced a "comfort zone" when they were together. They felt secure and they trusted her. Some students commented that they felt cared for through their friends, without whom they will be lost.

ronment includes the availability of outstanding academic advising and a genuine caring attitude toward n higher education. Some simple suggestions for demonstrating a genuine caring attitude by all advising

e. a warm welcome and a million-dollar smile to help ease student anxiety. Your smile costs nothing, yet it

tes from your office setting. Try to make advisees feel that in your office they can expect concern, ement, trust, and confidence. Anyone with advising responsibilities (including the office secretary or student as though the student is an interruption of work. The student, after all is the office work!

e and interesting office - perhaps with live plants, paintings or pictures on the walls, and soft background ed in a specific theme such as the school mascot or a particular kind of plant or color scheme. The office d conversation for advisees who enter.

es he names of advisees. Call the students by their first names so that they will feel at ease during advising

ody language. When possible, sit on the same side of your desk with your advisees. You should not let rom your advisees and thus cause you to lose some of your advising effectiveness. Also, you should face ransmits the message that you are available to the student, that you care about the student, and that you

y maximizing efficiency and minimizing mistakes when dealing with advisees. Have enough pride in is as error free as possible. University life and academic programs are too complicated for guess work. orms, and other advising responsibilities should be correct the first time to reduce advising hassles for both mistakes are made, admit them. You" needs help, let the "Shuttle Stop with You." No student should leave your office without getting assistance. can't solve the problem, take time to identify the problem solver, locate the problem solver, and involve the ent.

them by seeing them frequently and on an informal basis. Visit with them in the cafeteria and the student s, and at various campus functions. Be approachable, flexible, and accessible, and by all means share you office hours with your advisees.

de in deeds and actions can make or break your advising reputation. The word can spread almost instantly or you are and about the type of office you operate. Is a red carpet rolled out, or is a thorn bush posted?

s of your advisees. To paraphrase the golden rule, "Do unto your advisees as you would have had your

d a genuine caring attitude - combine them, practice them, and share them; then reap the benefits!

ment includes the availability of outstanding academic advising and a genuine caring attitude toward the student n. Some simple suggestions for demonstrating a genuine caring attitude by all advising personnel include:

arm welcome and a million-dollar smile to help ease student anxiety. Your smile costs nothing, yet it means everything!

from your office setting. Try to make advisees feel that in your office they can expect concern, compassion, friendliness, Anyone with advising responsibilities (including the office secretary or receptionist) must never react to a student as work. The student, after all is the office work!

d interesting office - perhaps with live plants, paintings or pictures on the walls, and soft background music. The office such as the school mascot or a particular kind of plant or color scheme. The office should be a haven of enjoyment and

names of advisees. Call the students by their first names so that they will feel at ease during advising sessions.

language. When possible, sit on the same side of your desk with your advisees. You should not let the desk of authority us cause you to lose some of your advising effectiveness. Also, you should face the advisee squarely. This posture

ilable to the student, that you care about the student, and that you want to assist the student.

ximizing efficiency and minimizing mistakes when dealing with advisees. Have enough pride in advising activities so that niversity life and academic programs are too complicated for guess work. Accurate information, appropriate forms, and e correct the first time to reduce advising hassles for both the student and the advisor. And, if mistakes are made, admit

" ds help, let the "Shuttle Stop with You." No student should leave your office without getting assistance. If you don't know m, take time to identify the problem solver, locate the problem solver, and involve the problem solver in assisting the

m by seeing them frequently and on an informal basis. Visit with them in the cafeteria and the student center, in corridors s functions. Be approachable, flexible, and accessible, and by all means share you phone number, office location, and

deeds and actions can make or break your advising reputation. The word can spread almost instantly about the type of he type of office you operate. Is a red carpet rolled out, or is a thorn bush posted?

your advisees. To paraphrase the golden rule, "Do unto your advisees as you would have had your advisor do unto you."

enuine caring attitude - combine them, practice them, and share them; then reap the benefits!