Interactive Workshop

on EFFECTIVE SUPERVISION

EFFECTIVE SUPERVISION TO GENERATE PERFORMANCE

1. INTRODUCTION The intent of this program is to develop awareness among SUPERVISORS* as to their role responsibilities as KEY MEN in the management hierarchy. What is common in a supervisors work is the role and leadership function. One key characteristic of a supervisory leader is that he is continuously developing himself and sharpening his skills, not only to enhance is capabilities at work but at an individual level as well. The supervisor has to work in three dimensions (1) as a boss (2) as a member of a group/team (3) as a subordinate. This workshop has been designed to cover all these roles. (* The work Supervisor has no status connotations. Any person who is responsible for the work of even one person other than himself is a supervisory leader).

OBJECTIVES a) To develop awareness and understanding of the SUPERVISORs role as a KEY MAN in the company and to develop a model for a good supervisor. To understand the dynamics of working with people and through people in an organization. To acquire skills which will help in making work smoother and better.

b)

c)

FORMAT OF WORKSHOP
SIMPLE Simple, but not superficial, with as little jargon as possible. Concerned with practical, howto-do-it functions as actions of leadership, not abstract or academic theory for its own sake. Exercises, case studies and checklists to involve you in the process of learning. That makes it enjoyable as well as useful.

PRACTICAL

PARTICIPATIVE

ELEMENTS OF EFFECTIVE PERFORMANCE

EFFECTIVE RESULT COMPETENCE KNOWLEDGE WILL/ATTITUDE

SKILL Determination/ motivation to perform to the best of ONEs ABILITY

ELEMENTS OF EFFECTIVE PERFORMANCE

COMPETENCE

KNOWLEDGE

SKILL

Understanding about the job What is to be done? How is it to be done? Knowledge in Action! or Ability to knowledge use

What physical resources are needed?

What information resource is needed?

ELEMENTS OF EFFECTIVE PERFORMANCE

SKILLS

TECHNICAL

CONCEPTUAL
Mainly higher order of Mind

Mainly manual abilities Depends on speed and quality of work

ABILITY TO Visualize Foresee Assess Judge

SOCIAL
ABILITY to get on PURPOSEFULLY with PEOPLE (Superiors, Colleagues, Subordinates)

ELEMENTS OF EFFECTIVE PERFORMANCE

SOCIAL SKILL COMMUNICATION SKILL IPR * - SKILL

* ABILITY TO -- Read / write -- Speak / listen -- Discuss -- Counselling -- Interviewing, etc.

* ABILITY TO get on PURPOSEFULLY with PEOPLE

ELEMENTS OF EFFECTIVE PERFORMANCE

SKILLS AND HIERARCHICAL LEVELS OF MANAGEMENT
Conceptual Social
Top

Middle

Supervisory

Social

Technical

At the level of FIRST-LINE MANAGER -- Technical Skills -- Social Skills -- Conceptual Skills At all levels of MANAGEMENT need for SOCIAL skills remains HIGH

ELEMENTS OF EFFECTIVE PERFORMANCE

KNOWLEDGE

COMPETENCE

+
Ability to Use Knowledge i.e., SKILLS TECHNICAL CONCEPTUAL SOCIAL

EFFECTIVE PERFORMANCE

ATTITUDE WILL
COMMUNICATION Speaking Listening Reading
ATTITUDE COMPETENCE KNOWLEDGE SKILL

INTER-PERSONAL RELATIONSHIP Ability to get on purposefully with people

Writing DISCUSS COUNSELLING INTERVIEWING

ELEMENTS OF EFFECTIVE PERFORMANCE

SUM UP IF ANY PERSON WANTS TO BE MORE EFFECTIVE IN ACTION, He must first have Positive/Constructive ATTITUDE. This is NOT ENOUGH. He must acquire COMPETENCE by increasing his OWN KNOWLEDGE He must acquire SKILL to USE his KNOWLEDGE. SKILL IMPROVES WITH PRACTICE.

KEYS TO EFFECTIVE SUPERVISION

ORGANIZE Plan your work 1. Write the six most important items to complete. 2. Place in priority order, coordinate with your calendar. DELEGATE 1. Tell why job is important 2. Define results wanted 3. Define authority

4. Agree on deadline 5. Ask for feedback 6. Set up controls

COMMUNICATE -- List points to cover Plan ahead Rehearse 1. Ask open-ended questions 3. Set goals 2. Listen 4. Ask for feedback DISCIPLINE 1. Give facts and figures 2. Get agreement that there is a problem 3. Explain consequences 4. Help employees find their own solutions

MOTIVATION MOTIVATORS Need for: 1. Accomplishment 3. Some say in how the job is done 2. Responsibility 4. Learning and growth
OVER-ALL MOTIVATOR NEED TO FEEL IMPORTANT

CONCEPT OF INTER-DEPENDENCE

CONCEPT OF INTER-DEPENDENCE

BOSS

CONCEPT OF INTER-DEPENDENCE
FUNCTION OF FIRST LINE MANAGER
DOING PART of the whole job himself

FACILITATING PERFORMANCE of the subordinates Clarifies OBJECTIVE/Goal/Task ASSIGNS task to individuals Provides Physical Resources Gives INFORMATION Sets STANDARDS of Performances SUPERVISES checks, corrects mistakes Gives CREDIT/pulls up

CONCEPT OF INTER-DEPENDENCE
SUM UP The first line manager is ACCOUNTABLE for the TEAMs performance. He is dependent upon his OWN efforts plus the efforts of his SUBORDINATES. Likewise his subordinates are DEPENDENT upon him for his guidance, supervision and leadership. THUS, in a TEAM, people are INTER-DEPENDENT

The Three Circles Model

TASK NEEDS INDIVIDUAL NEEDS

GROUP MAINTENANCE NEEDS

What a leader has to do

ACHIEVING THE TASK DEVELOPING THE INDIVIDUAL

BUILDING AND MAINTAINING THE TEAM

A SHORT COURSE ON LEADERSHIP

The six most important words I ADMIT I MADE A MISTAKE The five most important words .. I AM PROUD OF YOU The four most important words .. WHAT IS YOUR OPINION? The three most important words .. IF YOU PLEASE The two most important words.. THANK YOU The one most important word ..

WE
AND the least important word I

TEN POINT CHECK-LIST FOR TIME MANAGEMENT

1. DEVELOP A NEW PERSONAL SENSE OF TIME Do not rely on memory; record where your time goes. 2. PLAN AHEAD Making plans on how you are going to spend your time a day, a week, a month, a year ahead. Plan in terms of opportunities and results, priorities and deadlines. 3. MAKE THE MOST OF YOUR BEST TIME Programme important tasks for the time of day you function best. periods for creative thinking.

Plan quiet

4. CAPITALISE ON MARGINAL TIME Squeeze activities into the minutes you spend waiting for a train or between meetings.

5. AVOID CLUTTER Try re-organizing your desk for effectiveness. Sort papers into categories according to action priorities. Generate as little paper as possible yourself.

TEN POINT CHECK-LIST FOR TIME MANAGEMENT

(contd...)
6. DO IT NOW Procrastination is the thief of time. My object was always to do the business of the day in the day (Wellington).

7.

LEARN TO SAY NO Do not let others misappropriate your time. Decline tactfully but firmly to avoid over-commitment.
USE THE TELEPHONE AS A TIME-SAVING TOOL Keep telephone calls down to minimum length. Screen telephone interruptions. DELEGATE Learn to delegate as much as possible.

8.

9.

10. MEETINGS Keep them short. Sharpen your skills as Chairman. Cut out unnecessary meetings.

MY TIME MANAGEMENT PRACTICES

Answer the question below as candidly as you can. Your responses will give you a profile concerning your use of time.
YES NO

1. I start each day with a daily set of goals 2. I set aside a solid block of interrupted time each day for accomplishment of tasks 3. I review regularly (three to six month) the authority delegated to my staff 4. I rarely take work home on evenings or weekends 5. I use my subordinate fully so that we are a two-person team 6. I find it difficult to make efficient the meetings I conduct 7. My current telephone habits are a significant cause of wasted time 8. I find it somewhat difficult to prevent interruption from taking place

9. I would be a more efficient manager if I learned to say No

10. One phrase that describes my work situation is being on a treadmill

SIX STEPS TO EFFECTIVE DELEGATION

1. 2. 3. 4. 5. 6. Explain, why the job is important? Delegate in terms of results Define authority Agree on a deadline Ask for feedback Provide controls

MY CAPABILITIES AS A DELEGATOR
A Self Test
This test is designed to help you assess your prowess as a delegator. Simply answer yes or no to all the questions. Please be as candid as you possibly can be. You will have a chance to discuss your responses with your fellow participants. 1. 2. 3. 4. 5. Do I avoid holding on to the tasks I like to do or feel comfortable with? Do I avoid getting bogged down in administration? Do I avoid taking work home regularly? Do I so manage that I avoid being constantly on a treadmill? Do I avoid falling in the trap of letting my subordinates delegate in reverse, that is, to me? 6. Do I avoid tendencies to redo my subordinates work to ensure that it is right? 7. Do I feel it is unimportant to convey the image that I am a hard, tireless worker?

MY CAPABILITIES AS A DELEGATOR
A Self Test
8. Have I ever analyzed my job so that I really know how, where, and on what I am spending my time? Do I really know how I should be spending my time? Am I actually spending my time as I, as a manager, should be? Do I recognize that delegating to others involves my living with uncertainty, even ambiguity? When I delegate do I specify how much authority the delegate has to do the job? Do I tolerate a certain amount of error in the things my subordinates do as the price I have to pay for delegation? Do my subordinates feel free to act within their delegated authority? Do I see and use my secretary as part of a two-person team to the job done easier? Do I use delegation as a tool to turn on my people?

9. 10. 11.
12. 13. 14. 15. 16.

MY CAPABILITIES AS A DELEGATOR
A Self Test
17. Do I see delegation as a means of helping my staff to grow, develop and achieve higher self-esteem? Do I see delegation as a tool to force innovation, because if I allow my subordinates to do something, the odds are that they will do it differently than I would have? Do I have a workable or reasonable number of people who report to me so that I am not suffering from supervisory overload? Do I use controls to monitor delegated authority, that is, to spot the problems before they develop?

18.

19.

20.

A LESSON IN COMMUNICATION Written Instructions

Name : Address : 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Read everything before doing anything, but work as rapidly as you can. Put your name and address in the upper right-hand corner. Do you like this lecture? Draw a circle round the title of this paper. Put your initials below your name. Are you happy with Life in general? Underline: YES or NO Slap your neighbour on the back. Do you like your job? Underline: YES or NO Are you satisfied with the progress you are making? Circle: YES or NO Write the name of your boss: ____________________________ Write the name of your Company: ________________________ Would you like to have more authority in your Job? Write your answer ____________________________________

A LESSON IN COMMUNICATION Written Instructions (contd...)

13. 14. 15. 16. 17. 18. 19. 20. Are you happy with your friends? Circle: YES or NO If you have come so far, speak out loudly your first and last name. Raise your hands. If you have followed the instructions so far, please stand up and say I have. Say loudly A. B. C. D. E. F. G. Please do not utter a word till the whole group finishes the exercise. Now that you have read the instructions carefully, do only what the sentence Nos. 1, 2 and 4 tell you to do. Please do not give away this exercise by way of comment or explanation.

If you have come so far, go on writing something on this paper. Let us see how many persons followed these instructions correctly.

STEPS TO EFFECTIVE COMMUNICATION

1. 2. 3. 4. 5. PLANNING ASKING OPEN-ENDED QUESTIONS LISTENING SETTING GOALS ASKING FOR FEEDBACK

DETERRENTS TO EFFECTIVE LISTENING

1. 2. 3. 4. 5. 6. 7. 8. ASSUMING IN ADVANCE THAT THE SUBJECT IS UNINTERESTING AND UNIMPORTANT; MENTALLY CRITICIZING THE SPEAKERS DELIVERY; BECOMING OVERSTIMULATED WHEN QUESTIONING OR OPPOSING AN IDEA; LISTENING ONLY FOR FACTS, WANTING TO SKIP THE DETAILS; PRETENDING TO BE ATTENTIVE; ALLOWING THE SPEAKER TO BE INAUDIBLE; AVOIDING MESSAGES WHOSE CONTENT IS TECHNICAL; OVERREACTING TO CERTAIN WORDS AND PHRASES; AND 9. WITHDRAWING ATTENTION AND DAYDREAMING.

COMMUNICATION PROCESS
ASSIMILATION
RESPONSE PERCEPTION PERCEPTION

ASSIMILATION
RESPONSE

CODING (senses) THINKING DOING TALKING WRITING DECODING

NOISE

DECODING (senses) THINKING OBSERVING LISTENING READING CODING

REDUNDANCY SEMANTICS
PERCEPTUAL PROBLEMS PHYSICAL PROBLEMS

IMMEDIATE MOOD CONFORMITY

CONCEPT OF COMMUNICATION SENSITIVITY

INTELLECTUAL (CONTENT)

CRITICISM PAST

RESPONSE (HERE AND NOW) PRESENT

ADVICE FUTURE

FEELINGS

TEN WAYS TO MOTIVATE

1. 2. DO NOT TELL EXACTLY HOW TO DO THE JOB DO NOT STRESS ACTIVITIES

3.
4. 5. 6. 7. 8. 9. 10.

DO NOT MANIPULATE PEOPLE

DO NOT CARE ONLY ABOUT YOU LISTEN ACTIVELY DO NOT DWELL ON WEAKNESSES TELL THEM WHAT THEY ARE DOING RIGHT GET THEM INVOLVED GIVE REWARDS PROVIDE STRETCH TIME

EMPLOYEE ATTRIBUTES
One who understands the Organisation its processes, its purpose and practices it in real life. One who communicates not a Post Office not concerned with pleasant things alone but can handle the difficult issues. Market oriented customer oriented service oriented. More mobile and energetic.

EMPLOYEE ATTRIBUTES
More numerate Analyses and acts. Handles conflicts in a positive manner Does not sweep issues under the carpet. Committed to planning Review Accountability. It cost effective.

EMPLOYEE ATTRIBUTES
Constantly looking for new ways/areas of profit. Practices and demands excellence in all that he does. Is a leader not a loose talker. Finally, he delivers the goods and results not excuses MAKES THINGS HAPPEN.

EVEN EAGLES NEED A PUSH In the film named Even Eagles Need a Push David McNally portrays in very effective ways, the importance of being in control of ones life. We need to continuously renew ourselves to get a sense of life and a positive feel for the future. In our busy routine from dawn to dusk, McNally says, we often stop short and ask ourselves What am I doing here?; Where am I going?; Is this all there is to life?. The answers to such questions may come naturally and quickly to those who are alert and, conscious. In the film, McNally lists 5 basic qualities that successful people share across the world. They are: SELF-APPRECIATION, which means one must value oneself highly, with self-respect and dignity to gain confidence. VISION, is equally vital. As all that exists today once never existed other than in the minds of the creators. Dwelling on PURPOSE, McNally says that only when you have a purpose in life, your life really matters. He relates a beautiful story of Terry Fox who ran the marathon to win $1 million. But heres the interesting part Terry was no ordinary athlete. Hed lost one leg to cancer and his sole objective was to raise $1 million to aid cancer research. Terry ended up getting about $24 million in this noble mission. Next comes COMMITMENT, which McNally aptly differentiates from the term interest. Things done out of interest are always done at ones own convenience, but when youre committed to do something, you never think twice. Committed to good health, we simply keep fit. Committed to work, were forever engaged in improving performance. Lastly speaking on, CONTRIBUTION, McNally uses a lovely anecdote. A Pig complains to a Cow, asking why she is so popular and revered, even if it is him who contributes a lot more. Bacon and ham, hair for bristles, even his feet yet refused recognition? The Cow replies: both of us contribute, I agree. But I do it while I am living and that makes all the difference! The film concludes with a message from the expert, that all these qualities for success are always hidden inside each individual. All you need to do is to find them, develop them, practice them and spread them. Only then, can you become like the eagle in the sky away from all the turbulence, majestically soaring higher and higher on the horizon of meaningful living.

TOGETHER EVERYONE ACHIEVES MORE OBJECTIVES

Insight in the process of decision-making in a group a) b) c) Problem Solving Task Facilitation Group Building

Process of development of consensus building Judicious use of resources in a group Resolve conflict between the concern for achievement and power motives.

TOGETHER EVERYONE ACHIEVES MORE PROBLEM SOLVING PROCESS

Deciding priorities
Analyzing the problem at several levels Generating alternatives Discussing consequences of each alternative Reviewing

TOGETHER EVERYONE ACHIEVES MORE TASK FACILITATING PROCESS

Initiative
Information seeking Summarizing Synthesizing Time Keeping

TOGETHER EVERYONE ACHIEVES MORE GROUP BUILDING PROCESS

Listening Expressing and Responding to Feelings

Gate Keeping
Supporting Process Reviewing

CONSENSUS BUILDING
(Positive)

Concern for others Listening Identifying and using resources Discussing underlying assumptions and logic

Testing consensus and disagreements

Process Orientation

CONSENSUS BUILDING
(Negative)

Domination by a few Withdrawal Tendency to make quick decisions Testing Strength

Avoiding confrontation
Trading or compromises

WHAT SUBORDINATES EXPECT FROM THEIR MANAGER?

As their Helper, you must understand exactly what your men demand of your Leadership. Having understood the same, you must do your best to help them in your day-to-day work. Their needs are endless Here are some of them: 1. 2. 3. They expect you to keep them informed on the work of the department and its objectives. They expect you to tell each one how he is measuring upto his job. They expect you to go to bat for them in matters that affect the department and their interests. They expect you to give credit for jobs well-done. They expect constructive criticism, but resent arbitrary, unfair or spur-ofthe-moment comments on their performance. They expect you to show a sympathetic interest in their problems. They expect you to be the chief source of information about the company and its policies. They expect you to run a happy ship, to make the department a pleasant place to work.

4. 5.
6. 7. 8.

WHAT SUBORDINATES EXPECT FROM THEIR MANAGER?

(contd)

9. They expect you to set an example. 10. They expect you to tell them of the possibilities of promotion. 11. They expect you to help them to improve their job skills both as a group and as individuals. 12. They expect you to encourage them to greater effort. 13. They expect you to plan their time well, and to coordinate their activities. 14. They expect you to be a master Manager. 15. They expect you to be DEFINITE. Yes, you can do that No, you cannot do that, because . 16. They expect you to run a well-planned, and purposeful meeting. 17. They expect you to have dash & drive all the time Come on, lets go and do this job; - lets plan that . etc. 18. They expect you to admit when you are in the wrong. 19. They expect you to be down-to-earth and objective. 20. They expect you to lead with an iron-hand in a velvet glove.

THE ESSENCE OF TIME MANAGEMENT

Time is an important and valuable resource which should be invested in value adding activities. Time once lost cannot regained. Unlike any other resource, time is limited by its availability. Successful people differ from others in their attitude to time. They are conscious about their time use. They consider their time as an important investment which they bring in as their unique contribution. This attitude is reflected in the way they behave and the activities they pursue.

The way of successful people

Some common denominators among successful people can be observed; they are relaxed. They have time for everything. They do not waste their time. They know exactly what they should be doing and what they should not be doing. They cannot be compelled to do something which they consider a wasteful activity. They know how to say no but still be gracious with people. In spite of their busy day full of activity, they do not become time nuts or compulsive clock watchers. They are well-organised to do important things. They manage their time well.

THE ESSENCE OF TIME MANAGEMENT

What is observed from outside are only certain patterns of behaviour. Very often these patterns are misunderstood as proper time management tools. If one accepts these patterns as perfect patterns and emulate them, they may not succeed. While these external manifestations of behavioural patterns are important, what is more important is what goes on inside them. If one manages their time well then it becomes easy to emulate them for effectiveness. Specific core values Successful people have specific core values and principles in their life. This becomes a self-unifying principle and gives them a sense of purpose in their life. Deciding and clearly defining the core value and the goals to be achieved in life is the first step towards managing time effectively. Think of personalities like Thomas Alva Edison, Florence Nightingale and Mahatma Gandhi. Each one had his or her sense of purpose and core value in his or her life time. This sense of purpose was the driving force behind them. This gave them the mission and vision in their life. By constantly pursuing their lifes mission they are at the peak of their energy and not bogged down by failures. Failures do not dampen their spirits. Even though to others their actions may appear to be wasted efforts, they see a deep meaning and purpose in their various actions. From the core value and sense of purpose in life, they develop a deep sense of commitment for their mission in life. They do not live for the evaluation of others on their actions. The very purpose of their living is commitment to their core values.

They are prepared to take any amount of strain and effort for the accomplishment of their mission in realisation of their dream or vision. They are able to put their various actions in the broader perspective of their life time goals. They are not only involved in their life time pursuits, they are committed. Involvement and commitment One should understand the important difference between involvement and commitment. Getting involved is pursuing ones activities; getting committed is giving oneself for the cause of the mission. From the deep commitment to their core values, they drive the inner power. Since the successful people are clear about their core values and are committed to them, their actions or behaviour of doing the right activity and investing their time in value adding activities becomes so natural to them. They do not require any force or compulsion to manipulate their behaviour to suit the widely accepted beliefs on time management. For an outside man, their actions may appear to be meaningless and out of place. But in their own perceptions, they are very clear in what they are doing. They have the wisdom to distinguish between what is work and what is no work. They can differentiate between action and inaction. They can see action in inaction and inaction in action. By apparently being inactive, they can be mentally very active like Lord Buddha under the tree, or a research scholar gazing through the window deeply contemplating a complex problem. They refuse to indulge in meaningless and petty activities. They just refuse to do many things which do not fit into their long term goals and sense of purpose.

Understanding goals Successful people also understand their various roles and the respective goals. For them, being successful in one role does not mean a sacrifice in some of their other important roles. For example, being a successful Chief Executive Officer, they will also have time to successfully play their roles of husband, father, son, brother and a social worker. They can allocate enough time for their various roles in their life. They are responsible enough to appreciate their various duties wherever they are. They are able to do this because they can prioritise. This ability to prioritise comes from their mental clarity. They can distinguish between an important and urgent job. They focus their attention on important activities that yield results. They do not postpone activities. Their daily-to-do list contains activities with clearly marked priorities. They refuse to do non-urgent and un-important activities, and with clarity of their mission, they are able to concentrate on their activities without any interruptions. While interruptions are a part of life, they do not use interruptions as excuses. They get back on their track after successfully handling interruptions. Whenever circumstances beyond their control make them do actions which are dysfunctional to their core values and sense of purpose, they do not rationalise their incongruent actions and keep doing those actions against their will. They re-align their actions and commit and re-dedicate themselves to their original cause. For an external observer, it may seem that the successful people control their time through self-imposed tools and check-list. But what really makes them organised is the internal sense of commitment to their values. To follow good time management principles, one should not merely follow externally imposed behaviour manipulations, but understand what is the real meaning of time management. Time management is not managing time but, is managing your values and attitude to time.

BARRIERS TO EFFECTIVE COMMUNICATIONS - NOISE FACTORS

We might call these barriers noise factors, to be consistent in our analogy. We have been successful in by-passing noise factors in our electronic communication processes, but are still struggling with our human noise factors. Some of the most prominent of these barriers which we shall consider are (1) semantics; (2) perceptual problems; (3) physical problems; (4) immediate mood; (5) conformity. 1. SEMANTICS The same words mean different things to different people. Within the same language and even with the simplest of words, there are different meanings. I know four managers who mean four very different things whey they call a man good. On one end of the range, if manager #1 says a man is good he must be sensational because nobody is any good to him. At the other end of the range, if manager #4 says a man is good, he probably means we should have fired him six months ago. So words by themselves do not always communicate the accurate meaning of what we would like to convey. The so-called non-verbal area of communication is of extreme importance. For instance, can you manage the facial expression, hand motions, physical idiosyncrasies of manager #4 in the above analysis when he says a man is good (they would all have negative aspects; pursed lips, shoulder shrugging, hand turning and eyebrow lifting). Even though the word good was verbally said, you probably would get the message that he meant other than good, if you were highly perceptive to these non-verbal sings. This is the more obvious problem of semantics. There are much more complicated problems. Dr. Jack Schiff, Dean of the Graduate School of Pace College, refers to the art of legitimization which means that any professional area tends to formulate its own technical language which cannot be understood outside the profession. Doctors do it; lawyers do it; chemists do it; physicists do it; sales men do it; managers do it; and Dr. Schiff does it with his own term, legitimization!. As a result, we have multiple problems of semantics when one specialist tries to communicate with another type of specialist.

2. PERCEPTUAL PROBLEMS
Our perceptions are the result of all sensory stimuli; that is, everything we have every perceived has come through one of our senses. Out perceptions are limited to that which our senses have been exposed to. This is why two people looking at the time object (or listening to the same thing) can have two entirely different perceptions of that object. They have had different pervious exposures, conditioning, and have entirely different frames of references for this object. In trying to successfully communicate with someone, establishing the persons frame of reference or previous exposures, can help considerably in overcoming this perceptual barrier. This is a critical point in the teaching or training of others. In any training effort, the initial repertoire of the trainee must be established in order to know where to begin with that trainee. It is important to be aware of his previous association, assimilation, background, so that they may be utilized for analogies. 3. PHYSICAL PROBLEMS The assumption is often erroneously made that peoples senses are all equal in efficiency. This is obviously not so. People do not hear, see, or feel, in the same degree of efficiency. Our own manners of speech can complicate and distort our intended message. Sensitivity to the potential physical problems in training others is essential to be able to compensate accordingly.

4. IMMEDIATE MOOD
Our interests are diverse, we all have limitations in our span of attention. Climate, temperature, time of day, food and drink intake, as well as innumerable psychological and emotional factors will have a tremendous effect on receptivity to a message. For example a heavy luncheon, warm room, abstract or heavy content of material via lecture technique, could create an immediate mood that would be prohibitive for any degree of receptivity on the part of the trainee even though he might have some motivation to learn the information. Awareness of these problems can help the trainer compensate by using a variety of methods; dramatic technique, high degree of participation on the part of the trainee, control physical climate, and even of food and drink intake. For example, a session on paper work and reports following a lengthy discussion on compensation would leave something to be desired because of a positive response to the former and a negative response to the latter. 5. CONFORMITY This is a mis-understood word. In many circles, it is considered a negative concept. Nevertheless, it is a reality of inter-personal relationships, and more specifically, in inter-communication. People do not always say what they really think because of the social (or other) consequences that could result so they conform and say something different that what they really think. In a group (or individual) training situation, individuals will tailor their verbal (and/or non-verbal) reactions to suit the situation. They will conform in order to protect the sensibilities (or what they think the sensibilities are) of the other members in the group. In the individual training situation, the subordinate would obviously tailor his reactions to meet his immediate supervisors training efforts. Again, an awareness of this situation is necessary for the trainer so that he may take into consideration the response he is getting from his trainees. It might be noted here that if proper rapport is built by a staff-trainer with the trainees, this problem of conformity could be reduced to a minimum since the staff trainer offers no real threat to the security of the trainee. These five noise factors are basic barriers that must be taken into consideration to effect efficient communication in a training situation.

Six critical factors influencing perception are:

a. Physiological and Anatomical condition 1. Hearing impaired speak loudly. 2. 45 pound box to be lifted frail person (difficult) - well-built person (easy) b. Family influence 1. Family where parents are strong-willed accepts orders from superiors as natural. 2. Family where parents share authority has a stronger need for freedom from supervision. c. Cultural influence 1. Views work as a necessary evil or punishment; resents extra assignments. 2. Views work as a privilege and pleasure accepts extra assignments willingly. d. Motives, Needs, Goals 1. Need colour TV set will try to work harder, try for over time, etc. 2. Needs are satisfied will even refuse or resent over time.

e. Past experience 1. Demonstrated by Old woman/Young woman exercise. 2. If past experience with colleagues is bad will find it difficult to trust them.
f. Personality characteristics 1. Optimistic adventuresome character welcomes change, new colleagues/boss, transfer. 2. Pessimistic cautions character resists change. Other barriers of perception are: a. Bias/prejudice As for example: 1. All Sikhs are good fighters; 2. All road-side dhabas are dirty. b. Expectations Pygmalion theory Self-fulfilling/Prophecy.