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Gabriel G. Uriarte
Philippine Normal University, Philippines
Lucina P. Uriarte
Colegio De San Gabriel Arcangel, Philippines
ISS & MLB―September 24-26, 2013
ISS 1016
TRANSFORMATIVE INTERVENTIONS IN MANAGING
EFFECTIVELY HUMAN RESOURCES
Gabriel G. Uriarte
Philippine Normal University, Philippines
<>
Lucina P. Uriarte
Colegio De San Gabriel Arcangel, Philippines
<>
ISS & MLB―September 24-26, 2013
ISS 1017
ABSTRACT
This research on Transformative Intervention in Managing Effectively (TIME) human
resources contains the principles on how to PROCESS behavior in the workplace,
needed in attaining the goals of any institution. It envisions the essentials of how to
process behavior of the individual in the workplace in order that he becomes socially
responsible, inter-dependent, functionally productive and GODLY. By GODLY, it
means people-oriented, pro-life, and pro-nature. Specifically, it is love of one-self,
love of others, love of all the things made by man, and the things that GOD can only
create.
It is focused on the problems in managing people in the organizations and on the
principles in understanding transformative interventions in managing effectively
human resources.
It upholds the basic principles that, to change the unwholesome behavior of an
individual in the workplace to wholesome behavior, PROCESS should take place. For
a change within to happen, a fundamental process must first take place. An effective
and vital tool to process people in the organization is through a well-organized
training or seminar.
This study concludes that when an individual is processed to become a transformed
person – he manifest the behavior in the workplace as socially responsible,
interdependent, functionally productive and Godly employee.
ISS & MLB―September 24-26, 2013
ISS 1018
MAIN CONTENT
OBJECTIVES
The True Agenda of TIME
TIME enables participants to interpret the “Why” of the wholesome and
unwholesome behaviors of the individuals in the workplace. It also helps the
participants to identify/determine the goal(s) of wholesome and unwholesome
behaviors of the individuals in the workplace. TIME lets the participants to realize
that faulty or unhealthy transaction to their co-employees is the driving factor of the
unwholesome behaviors in the workplace. Participants should be processed in
modifying/changing their unwholesome behaviors to wholesome (therapeutic)
behaviors in the workplace. In addition, TIME allows the participants to apply and to
select the appropriate psychologically based management intervention strategy in
preventing and remedying unwholesome behavior and enhancing wholesome
behavior of employees in the workplace.
OUTLINE
Principles In Understanding Behavior In The Workplace
Essentially, TIME starts by defining behavior and differentiating wholesome
behavior from misbehavior. Behavior is any action, feeling and thought of the
individual in the workplace being affected by any psychological stimulus in the
environment. Wholesome behavior is the behavior of an individual in the workplace
that promotes favorable response from the others. On the other hand, Misbehavior is
the behavior of an individual in the workplace that disrupts the attainment of the goal
of the managers or significant persons and co-workers.
TIME makes use of the following viewpoints in explaining why certain people
act with wholesome and unwholesome behaviors. (1) Psychoanalytic view elucidates
that the essential element in understanding behavior in the workplace is the
identification of the individual or the employee with the significant persons - his
parents and significant others while still young. (2) The Behaviorist view explicates
that the most reinforced behavior of the individual in the workplace is the one that
prevails most. (3) The Phenomenological view is one whose emphasis or vital
concern is the experience of the individual in the environment. (4) The Educational
view makes emphasis on the principle that the significant person in the workplace,
like the manager, should possess and model wholesome behavior to employees in the
workplace.
There are three basic human relations principles that explain why behaviors
manifested are either wholesome or unwholesome (misbehavior) in the workplace.
(1) The principle of social equality explains that each individual in the workplace
regardless of age, wealth, position, sex, religion, mental ability, and the like is equal
ISS & MLB―September 24-26, 2013
ISS 1019
in terms of human worth and dignity. (2) The principle of individual differences
emphasizes that each and every individual in the workplace is unique and different
from one another.
(3) The principle of the need to belong elucidates that each and every individual in
the workplace as a social being wants to belong to people important in his life.
Depending on how the three basic human relationships are concretized,
individuals may manifest either wholesome behaviors or misbehaviors in the
workplace. Both subsets of behaviors have their own set of goals. The goals of
misbehavior are: a) attention, b) power, c) revenge, and d) display of inadequacy.
(a) Attention is the first goal of misbehavior of the individual in the workplace which
he wants to be noticed or serviced. (b) Power is the second goal of misbehavior of the
individual in the workplace with his self-initiated behavior wherein he is proving that
no one can direct or control him. (c) Revenge is the third goal of the individual in the
workplace which he wants to hurt the manager or significant person and feels that he
is not love by people important to his life. (d) Display of Inadequacy is the fourth
goal of misbehavior of the individual in the workplace wherein his behavior is
centered on the feeling that he is helpless and defeated. On the other hand, the goals
of positive behavior are: a) attention, involvement and contribution; b) power,
autonomy and responsibility; c) justice and fairness; and d) withdrawal from
conflict, refusal to fight and acceptance of the opinions of others. (a) Attention,
involvement and contribution is the first set of the positive goals of the individual in
the workplace characterized by helpfulness and volunteerism. (b) Power, autonomy
and responsibility for own behavior is the second set of the positive goals of the
individual in the workplace that is characterized by – personal decision or self-
responsibility, self-discipline in doing one’s work, and resourcefulness. (c) Justice
and fairness is the third set of the positive goals of the individual in the workplace
that implements what is just and fair for everybody. (d) Withdrawal from conflict,
refusal to fight and acceptance of other opinions is the fourth set of the positive
goals of the individual in the workplace that is to withdraw from conflict, to ignore
provocation and to withdraw from power contest.
In order to remedy misbehaviors and to enforce wholesome behavior, the
manager or significant other should first understand the level of misbehavior an
employee has. Transactional Analysis is the interaction which takes place when two
or more people gather together (physically or in a remote communication as in
telephone conversation). Its importance is used as a tool to understand the wholesome
behavior and misbehavior of individuals in the workplace. Ego structures related to
positive behavior and misbehavior are: a) the "parent" ego structure, b) the
"adult" ego structure, and c) the "child" ego structure. The "parent" ego
structure is of two types: the critical and the nurturing. The critical "parent" ego
structure is authoritarian, prejudicial, and judgmental. The nurturing "parent" ego
structure is helpful, sympathetic, protective, indulgent, and lenient. The "adult" ego
structure of the individual in the workplace is calculative, objective, unemotional,
calm, cool, collective and steady. The "child" ego structure is of four types: the
natural, the little professor, the adapted and the happy-go-lucky. The natural
ISS & MLB―September 24-26, 2013
ISS 1020
"child" ego structure of the individual in the workplace is impulsive, untrained,
expressive, etc. The little professor "child" ego structure is intuitive, manipulative,
reactive, etc. The adapted “child” ego structure is feeling guilty, compliant,
indecisive, etc. And the happy-go-lucky "child" ego structure is carefree, cheerful,
enchanted, delighted, etc. There are different types of transactions. Types of
transactions related to wholesome behavior and misbehavior are: a) complementary
transaction, b) crossed transaction, and c) ulterior transaction. Complementary
transaction is the transaction of the individuals in the workplace involving a message
that is sent and received by the same or different ego structure in parallel direction.
Crossed transaction is the transaction involving a message being sent to one ego
structure and responded to by another ego structure in a crossed or different direction.
Ulterior transaction is the transaction involving more than two ego structures and
there is an unspoken or hidden agenda that is generally communicated non-verbally.
The parent ego has the following unhealthy transactions: a) solution
messages, b) down-grading and/or judgmental messages, c) denial/deflecting
messages, and d) proving messages. The solution messages are: 1) ordering,
commanding, directing; 2) warning, threatening; 3) moralizing, preaching, giving
"should" and "ought"; 4) advising, offering solutions or suggestions; and 5) teaching,
lecturing, giving logical arguments. The downgrading/judgmental messages are:
1) judging, criticizing, disagreeing, blaming; 2) name-calling, stereotyping, labeling;
and 3) interpreting, analyzing, diagnosing. The denial/deflecting messages are:
1) praising, agreeing, giving positive evaluations; 2) reassuring, sympathizing,
consoling, supporting; and 4) withdrawing, distracting, being sarcastic, humoring,
diverting. The proving messages, grouped into one set, are: 1) questioning, probing,
interrogating, cross-examining.
Determining the life scripts of the employee is also important in transforming
misbehaviors. Life scripts related to healthy behavior and misbehavior are: a). “I'm
O.K.”; ”You’re not O.K.”; b) “I'm not O.K.”; “You're O.K.”; c) “I'm not O.K.”;
“You're not O.K.”; and d) “I'm O.K.”; “You're O.K.”. The “I'm O.K.”; You're
not O.K.” life script of the individual in the workplace views himself as generally
effective (“'I'm O.K.”), but sees the other as ineffective (“You're not O.K.”). The “I'm
not O.K.; You're O.K.” life position of the individual in the workplace sees the other
as being well adjusted and generally effective (“You're O.K”), but sees himself as
maladjusted and ineffective (“I'm not O.K.”). The “I'm not O.K."; "You're not
O.K.” life position of the individual in the workplace thinks badly of himself (“I'm
not O.K.”) and regards others as ineffective (“I'm not O.K.”). The “I'm O.K.”;
“You’re O.K.” life position of the individual in the workplace sees each other as both
effective (“I'm O.K.; You're O.K.”)
Principles In Changing Misbehavior To Wholesome Behavior In The Workplace
The Parent Ego and Adult Ego have different set of beliefs. The first belief of
the individual with the “parent” ego structure is, “I must control”, while that of the
individual with the “adult” ego structure is, “I believe others can make decision".
The second belief of the individual with the “parent” ego structure is “I am
ISS & MLB―September 24-26, 2013
ISS 1021
superior” while that of the individual with the “adult” ego structure is, “I am
equal, not more or less worthwhile than others”. The third belief of the individual
with the “parent” ego structure is, “I am entitled. You owe me”, while that of the
individual with the “adult” ego structure is, “I believe in mutual respect”. The
fourth belief of the individual with the “parent” ego structure is, “I must be
perfect”, while that of the individual with the “adult” ego structure is “I’m human,
I have the courage to be imperfect”. The fifth belief of the individual with the
“parent” ego structure is “I do not count others as more important than myself”,
while that of the individual with the “adult” ego structure is, “I believe all people
are important including myself”.
In comparing the windows of life of an employee with a parent window and an
employee with an adult ego, we can observe the following differences. The four
windows of an individual in the workplace are the open self, the blind self, the
hidden self, and the unknown self. The window of the individual with the “parent”
ego structure is very big for the blind self and hidden self and it has very small
window for the open self and unknown self. The window of the individual with an
“adult” ego structure is very big for the open self and it has very small window for
the blind self, hidden self and unknown self.
This window of the employee with a parent ego should be changed into that of
an adult ego. Changing the individual self is changing the “parent” ego structure
of the individual self to be more of an “adult”. Changing the other self is changing
the “parent” ego structure of the other self to be more of an “adult”. Changing the
environment is changing the “parent” ego structure of the environment to be more
of an “adult”.
Principles In Understanding The “Adult” Behavior In The Workplace
The managers and significant others should first learn what are the different
ingredient in establishing adult behavior in the workplace before transforming a
parent ego employee into an adult ego employee. Mutual Respect is meant
respecting others in the workplace as he respects himself. Taking time together for
fun is the finding of time that all the individuals in the workplace can enjoy.
Encouragement is the giving of the healthy messages to the individuals in the
workplace to intrinsically reinforce their wholesome behavior. Communicating care
means giving the necessary services that each and every individual in the workplace
needs.
Based from the book of Stephen Covey, an employee with an adult ego has the
following habits. (1) Be proactive (initiative) means that the individuals in the
workplace are making them conscious “choose to choose”; being responsible for their
own lives; taking the initiative; acting instead of being acted upon; and create
circumstances. (2) Begin with the end in mind (creativity) means that all successful
endeavors of the individuals in the workplace are created twice. There is a first mental
or spiritual creation, and a second, physical creation to all things. (3) Put first things
first (productivity) means that the individuals in the workplace spark the second,
physical creation that fulfills habit 1 and 2. It entails the idea of management, or using
ISS & MLB―September 24-26, 2013
ISS 1022
the individual’s four human endowments (self-awareness, imagination, conscience
and will) to accomplish important things. (4) Think win/win (interdependence)
means that the win/win thinking is a frame of mind that the individuals in the
workplace constantly seek mutual benefit in all human interactions - agreements or
solutions that are satisfying to all involved. (5) Seek first to understand, than to be
understood (empathy) involves individuals in the workplace fostering the habit of
empathetic listening — making deposits in the other person's emotional bank accounts
by sincere validation and appreciation. (6) Synergize (valuing differences) implies
that the whole is greater than the sum of its parts. (7) Sharpen the saw (consistency)
entails preserving, renewing and enhancing the greatest asset an individual has —
himself. It enables an individual to move on or to have an upward spiral of growth.
An individual should formulate a personal program to keep in balance the four
dimensions of the individual nature — physical, spiritual, mental and
social/emotional.
The individual with an adult ego is a responsible and effective individual in
the workplace who is guided consistently by the principles of social equality,
individual differences and the need to belong. The individuals in the workplace
should use most of the time their “adult” ego structures in relating to one another.
The individuals in the workplace should relate most of the time by using their “adult”
ego structure and avoid using the power and authority of their “parent” ego
structure in resolving conflicts. And finally, they are going to relate to each other
with mutual respect, love, and peace. The individuals in the workplace should act and
behave most of the time an “adult”, moderately a “child” and least a “parent” to
intrinsically influence others to be productive Godly individuals.
Principles Of The Psychologically Based Management Approaches In Preventing
And Solving Behavioral Problems In The Workplace
There are different forms or approaches of psychologically-based management
interventions that we can use in preventing and solving problems in the workplace.
Language of acceptance in the workplace conveys that the individual feels that he
is truly accepted by the significant others as he is. Language of encouragement in
the workplace is focused on the individual’s assets and strengths in order to build his
self-confidence and his feeling of worth. I-language in the workplace conveys a
message to the individual on how his behavior interferes with the significant persons’
behavior and how the significant persons feel about this interference. Open or
reflective language in the workplace hears the individual’s feelings and meanings as
being understood. Language in exploring alternatives or possibilities in the
workplace assists the individual in identifying and considering the options available
to solve the problem. It is helping the individual to evaluate each course of action and
then obtain a commitment to action. Language on natural and logical consequences
or effects in the workplace permits the individual to learn from the natural order of
the physical world. And it permits the individual to learn from the reality of social
order.
ISS & MLB―September 24-26, 2013
ISS 1023
Principles In The Selection And Application Of Psychologically-Based
Management Approaches In The Workplace
Before choosing the right psychologically-based management approach, the
managers and significant others should first undertake the following prerequisites.
Identifying/Determining Problem Ownership of the Individuals in the Workplace:
(1) The employees own the problem when they are thwarted in satisfying their need
by the managers and significant others. (2) The managers own the problem when in
satisfying their needs they are thwarted by their employees and the others under their
control. (3) The employees and the managers do not own the problem when their
respected needs are not thwarted.
Selecting the Appropriate Form or Approach in Solving Behavior and
Problems in the Workplace: (1) When the managers or the significant persons own
the problem, the appropriate forms to use in the workplace are “I”-language and the
natural or logical consequences or effects. (2) When the employees own the
problem, the appropriate forms to use in the workplace are the open or reflective
language and the language in exploring alternatives or possibilities.(3) For the
prevention of the misbehavior or behavioral problem, the appropriate forms to use
in the workplace are the language of acceptance and the language of
encouragement.
Steps to Follow in Solving Behavioral Problems in the Workplace:
(1) Determine the level of misbehavior. (2) Determine the source of misbehavior.
(3) Change the “parent” ego structure of the managers or significant persons to that
of an “adult” ego structure. (4) Determine the owner of the problem. (5) Select the
appropriate form or approach in solving behavioral problem. (6) Apply the
appropriate form or approach by using the guiding principle of the responsible
and effective Godly individual. (7) Gradually and consistently apply, in the
workplace, the language of acceptance and encouragement to intrinsically reinforce
positive behavior initially taking place.
A Model Of Transformative Intervention In Managing Effectively (TIME)
Human Resource
The TIME model is a management tool that could process managers and
employees to become principle-centered individuals. What follows is the developed
transformative intervention model in managing effectively (TIME) human resource.
ISS & MLB―September 24-26, 2013
ISS 1024
I.
Principles in
Understanding
Behavior
II.
Principles
in Changing
Misbehavior to
Wholesome
Behavior
III.
Principles in
Understanding
“Adult”
Behavior
IV.
Principles of the
Psychologically
Based Management
Approaches
V.
Principles in the
Application of the
Psychologically
Based Management
Approaches
OUTPUT
Transformed
Human Resources
INPUT
Individuals/Signifi
cant Persons
Figure 1: A Model on the Flow of the Transformative Intervention for
Managing Effectively Human Resources.
ISS & MLB―September 24-26, 2013
ISS 1025
CONCLUSION
This study concludes that when an individual is processed to become a transformed
person – he manifest the behavior in the workplace as socially responsible,
interdependent, functionally productive and Godly employee.
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Published and Unpublished Articles
Uriarte, Gabriel G. Be a Therapist to Your Loved One. A Paper Used in Training
Parents with Misbehaved Children, 1990.
Uriarte, Gabriel G. Language Therapy for Misbehaved Children. Sangguni, Volume
XI, Number 3, October, 1991.
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Graduates. Interview of Reg Lopez, Philippine Daily Inquirer, Saturday, June
7, 1997.
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Seminar Conducted at Angeles University Foundation, Angeles City, 1995
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ISS 1029