Tutorial Doc week 2Word文档下载推荐.docx

Tutorial Doc week 2Word文档下载推荐.docx

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attitudesandinterests,

needsandfeelings,

andthecurrentsituationallaffectperception.

Allpeopledonot"

see"

thesamethingwhenlookingatavisualimage.

Perceptiondiffersfromindividualtoindividualduetoavarietyofpersonal,socio-economical,andculturaldifferences.

Age,gender,race,andpastexperiencesareexamplesofpersonalperceptionfilters.

Youngchildren,teenagers,andadults"

thingsdifferently.

Astheygrowanddevelop,childrenlearntoseeandcomprehendrelationshipsandthemesfromvisualsinsteadofsimplyseeingindividualobjectsandshapes.

Socio-economicfiltersincludeoccupation,levelofeducation,environmentalfactors,andfamilyupbringing.

Culturalfiltersincludelanguage,

Forexample,Eskimoshavemanyuniquewordsdescribingdifferentkindsofsnow.Notjustadjectivesthatgoinfrontofastandardwordforsnow,buttotallydifferentwords.

customs,

beliefsystems,

andhistoricalperspective.

Everycharacteristicofanindividualinfluenceswhatthatindividualchoosestosee,hear,taste,touch,andsmell.

Howinformationisinterpretedtocreatemeaningforanindividualisalsoinfluencedbyhis/heruniquemake-upandbackground.

Perceptionispartoftheprocessofunderstandingvisualimages

Creatingeffectivevisualimagesdependsontheappropriateuseofdesignelementsanddesignprinciples.

Trythisexercise.Lookateachumbrellaimage.Isthemessageofeachimagedifferent?

Ifso,whatmakesthemessagedifferent?

Herearethreemoreumbrellaimages.Howdotheseimagescomparetoeachother?

Howdotheseimagescomparewiththethreepreviousones?

Whathappenswhentheimageoftheumbrellaincludesaperson?

Whatchangesaboutthevisualmessage?

Aretheredifferencesbetweenthesetwoimages?

Ifso,whatarethey?

TutorialWeek2Personality

Machiavellianism:

UsingOtherstoGetAhead

In1513,theItalianphilosopherNiccolò

MachiavellipublishedabookentitledThePrince.

Init,heoutlinedaruthlessstrategyforseizingandholdingpoliticalpower.Theessenceof

hisapproachwasexpediency:

Dowhateverisrequiredtodefeatothersorgainanadvantage

overthem.Amongtheguidingprinciplesherecommendedwerethefollowing:

_Nevershowhumility;

arroganceisfarmoreeffectivewhendealingwithothers.

_Moralityandethicsarefortheweak;

powerfulpeoplefeelfreetolie,cheat,and

deceivewheneveritsuitstheirpurpose.

_Itismuchbettertobefearedthanloved.

Inshort,Machiavelliurgedthosewhodesiredpowertoadoptanapproachbased

totallyonexpedienceorusefulness.Letothersbeswayedbyfriendship,loyalty,orbeliefs

aboutdecencyandfairplay;

atrulysuccessfulleader,hesuggested,shouldalwaysbe

abovethosefactors.Heorsheshouldbewillingtodowhateverittakestowin.

Clearly（andfortunately!

）,thevastmajorityofpeoplewithwhomweinteractdon’t

adoptMachiavelli’sphilosophy.Butsomedoseemtoembracemanyoftheseprinciples.

Thisfacthasledsomeresearcherstoproposethatacceptanceofthisruthlesscreed

involvesyetanotherdimensionofpersonality—oneknown,appropriately,as

Machiavellianism.Personshighonthisdimension（highMachs）acceptMachiavelli’s

suggestionsandseektomanipulateothersinaruthlessmanner.31Incontrast,personslow

onthisdimension（lowMachs）rejectthisapproachanddocareaboutfairplay,loyalty,and

otherprinciplesMachiavellirejected.Machiavellianismismeasuredbymeansofarelatively

briefquestionnaireknownastheMachScale.Itemssimilartotheonesinthisscale

areshowninTable4.2.

TheCharacteristicsofHighMachs.Whatarepersonswhoscorehighonthe

Machiavelliansmscalelike?

Researchsuggeststhatingeneral,theyaresmoothand

charming,lieeasily,havenoqualmsaboutmanipulatingorconningothers,havelittle

remorseorguiltoverharmingothers,andarecallousandshowlittleempathytoward

others.Inaddition,theyalsotendtobeimpulsive,irresponsible,andpronetofeeling

bored.Ifthisdescriptionsoundstoyoulikethe“conartists”weoftenreadaboutinthe

news,youarecorrect:

PeoplescoringhighinMachiavellianismshowpreciselythese

characteristics.32

MeasuringMachiavellianism

Theitemslistedherearesimilartothoseincludedinoneofthemostwidelyusedmeasuresof

Machiavellianism.One’sscoreonthisscalereflectsthewillingnesstomanipulateothersinorder

togetahead

Directions:

Inthespacenexttoeachitem,enteranumberthatcharacterizesyourownfeelings

aboutthatstatement.Ifyoudisagreestrongly,enter1;

ifyoudisagree,enter2;

ifyouneither

agreenordisagree,enter3;

ifyouagree,enter4;

ifyoustronglyagree,enter5.

___1.Thebestwaytohandlepeopleistellingthemwhattheywanttohear.

___2.Whenyouasksomeonetodosomethingforyou,itisbesttogivetherealreasonsfor

wantingitratherthangivingreasonsthatmightcarrymoreweight.

___3.Anyonewhocompletelytrustsanyoneelseisaskingfortrouble.

___4.Itishardtogetaheadwithoutcuttingcornersandbendingtherules.

___5.Itissafesttoassumethatallpeoplehaveaviciousstreak—andthatitwillcomeoutwhen

givenachance.

___6.Itisneverrighttolietosomeoneelse.

___7.Mostpeoplearebasicallygoodandkind.

___8.Mostpeopleworkhardonlywhentheyareforcedtodoso.

Scoring:

Addyourresponsestoitems1,3,4,5,and8.Tothisnumberaddthesumof2,6,and7

afterscoringtheminreverse（so,ifyourespondedwitha5,add1point;

ifyourespondedwitha

4,add2points;

ifyourespondedwitha3,add3points;

ifyourespondedwitha2,add4points;

andifyourespondedwitha1,add5points）.Then,addyourscores.Thehigheryourscore,the

moreMachiavellianyoutendtobe.

TutorialWeek3GROUPS

Reviewlecture.

Synergyexercise

Studentsworkingindividuallyaretowritedownasmanyusesastheycanthinkofforapaperclip.

Workingingroups（size5-7）howmanyusescanthegroupgenerateforapaperclip.

Maketheexercisecompetitivebetweengroups.

Learningpoint.Thebenefitofthegroupworkintheproductionofideas.

Studentstoreadtheaccompanyingarticle.

AcceleratingGroupDevelopment

Itiscommonpracticeinacceleratinggroupdevelopmenttoappoint,andifnecessarytrain,a"

groupfacilitator"

.Theroleofthispersonistocontinuallydrawthegroups'

attentiontothegroupprocessandtosuggeststructuresandpracticestosupportandenhancethegroupskills.Thismustbeonlyashort-termtrainingstrategy,however,sincetheexistenceofasinglefacilitatormaypreventthegroupfromassumingcollectiveresponsibilityforthegroupprocess.Theaimofanygroupshouldbethatfacilitationisperformedbyeverymemberequallyandconstantly.Ifthisresponsibilityisrecognisedandundertakenfromthebeginningbyall,thentheStormingphasemaybeavoidedandthegroupdevelopmentpassedstraightintoNorming.

Thefollowingisasetofsuggestionswhichmayhelpingroupformation.Theyareofferedassuggestions,nomore;

agroupwillworktowardsitsownpracticesandnorms.

Focus

Thetwobasicfocishouldbethegroupandthetask.

Ifsomethingistobedecided,itisthegroupthatdecidesit.Ifthereisaproblem,thegroupsolvesit.Ifamemberisperformingbadly,itisthegroupwhoasksforchange.

Ifindividualconflictsarise,reviewthemintermsofthetask.Ifthereisinitiallyalackofstructureandpurposeinthedeliberations,imposebothintermsofthetask.Iftherearedisputesbetweenalternativecoursesofaction,negotiateintermsofthetask.

Clarification

Inanyprojectmanagement,theclarityofthespecificationisofparamountimportance-ingroupworkitisexponentiallyso.Supposethatthereisa0.8chanceofanindividualunderstandingthetaskcorrectly（whichisveryhigh）.Ifthereare8membersinthegroupthenthechanceofthegroupallworkingtowardsthatsametaskis0.17.Andthesamereasoningholdforeverydecisionandactiontakenthroughoutthelifeofthegroup.

Itisthefirstresponsibilityofthegrouptoclarifyitsowntask,andtorecordthisunderstandingsothatitcanbeconstantlyseen.Thismissionstatementmayberevisedorreplaced,butitshouldalwaysactasafocusforthegroupsdeliberationsandactions.

Themouse

Inanygroup,thereisalwaysthequietoneinthecornerwhodoesn'

tsaymuch.Thatindividualisthemostunderutilizedresourceinthewholegroup,andsorepresentsthebestreturnforminimaleffortbythegroupasawhole.Itistheresponsibilityofthatindividualtospeakoutandtocontribute.Itistheresponsibilityofthegrouptoencourageanddevelopthatperson,toincludehim/herinthediscussionandactions,andtoprovidepositivereinforcementeachtimethathappens.

Theloud-mouth

Inanygroup,thereisalwaysadominantmemberwhoseopinionsformadisproportionateshareofthediscussion.Itistheresponsibilityofeachindividualtoconsiderwhethertheyarethatperson.Itistheresponsibilityofthegrouptoaskwhethertheloud-mouth