Tutorial Doc week 2.docx
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TutorialDocweek2
TutorialWeek2
Reviewoflecture.
Inparticularstudentsperceptionoftheimages.
Thearticleisintendedtosupportstudentlearning
Perception
Uponcompletingthislessonsegment,youwillbeableto
∙writedownthemeaningofperception;
∙writedownthethreetypesofperceptionfilters;and
∙matchexamplesofspecificperceptionfilterstotheirrespectivetypeofperceptionfilter.
Perceptionistheprocessofgatheringinformationthroughoursenses,organizingandmakingsenseofit.
Previousexperienceandlearning,
attitudesandinterests,
needsandfeelings,
andthecurrentsituationallaffectperception.
Allpeopledonot"see"thesamethingwhenlookingatavisualimage.
Perceptiondiffersfromindividualtoindividualduetoavarietyofpersonal,socio-economical,andculturaldifferences.
Age,gender,race,andpastexperiencesareexamplesofpersonalperceptionfilters.
Youngchildren,teenagers,andadults"see"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,theItalianphilosopherNiccolòMachiavellipublishedabookentitledThePrince.
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