gabriel g. uriarte philippine normal university, philippines

Gabriel G. Uriarte

Philippine Normal University, Philippines

[email protected]

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 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 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 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 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 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 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 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 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 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

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Parents with Misbehaved Children, 1990.

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XI, Number 3, October, 1991.

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7, 1997.

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Seminar Conducted at Angeles University Foundation, Angeles City, 1995


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