Understanding Organizational Culture

 

by Dr. Rodolfo John Ortiz Teope

“I think as a company, if you can get those two things right — having a clear direction on what you are trying to do and bringing in great people who can execute on the stuff — then you can do pretty well.”– Mark Zuckerberg, CEO, Facebook

An organization's way of life characterizes the legitimate method to act within its dimension. This culture comprises of shared convictions and qualities set up by pioneers and afterward imparted and supported through different strategies, eventually molding worker insights, practices and comprehension. Organizational culture sets the setting for everything an endeavor does. Since ventures and circumstances change altogether, there is anything but a one-size-fits-all culture format that addresses the issues, everything being equal (Carpenter et al., 2010).

A solid culture is a shared factor among the best organizations. All have agreement at the top with respect to cultural needs, and those qualities center not around people but rather on the organization and its objectives (Filatotchev & Wright, 2005). Innovators in functioning organizations live their culture consistently and make a special effort to impart their cultural personalities to workers just as planned recently added team members. They are clear about their qualities and how those qualities define their organizations and decide how the organizations run.

The way in to a fruitful organization is to have a culture dependent on a firmly held and generally shared arrangement of convictions that are upheld by policy and tactical design. At the point when an organization has a solid culture, three things occur: Workers realize how top administration needs them to react to any circumstance, workers accept that the normal reaction is the appropriate one, and workers realize that they will be compensated for exhibiting the organization's qualities (Carpenter et al., 2010).

Businesses have a crucial job in propagating a solid culture, beginning with hiring and choosing aspirants who will share the organization's convictions and flourish around there, creating direction, preparing and execution the board programs that layout and support the organization's fundamental beliefs and guaranteeing that suitable rewards and acknowledgment go to workers who genuinely epitomize the qualities (Davis, 2009).

On the other hand, an ineffectual culture can cut down the organization and its administration. Unsatisfied workers, low turnover, helpless client relations, and lower benefits are instances of what some unacceptable culture can adversely mean for the primary concern.  For instance, consolidations and acquisitions of corporations are full of cultural issues (Filatotchev & Wright, 2005). Indeed, even organizational culture that have functioned admirably may form into useless culture after a consolidation. Studies has shown that two out of three consolidations fall flat due to cultural issues (Davidson, 2006). Mixing and rethinking the way of life, and accommodating the contrasts between them, construct a typical stage for what's to come. As of late, the quick implementation of consolidations and acquisitions has changed the manner in which organizations currently merge. The attention on consolidations has moved away from mixing culture and has advanced toward meeting explicit business targets. A few specialists accept that if the correct field-tested strategy and plan are set up during a consolidation, a solid corporate culture will grow normally (Davis, 2009).

         In a nutshell, organization as a rule must have a predominant method of valuing their workforce and job functions. An organization with a resilient group direction will in general put the workforce first when settling on choices and accepts that the workforce drive the organization's effectiveness and efficiency (Davidson, 2006). An organization with a solid responsibility direction will in general put errands and cycles first when settling on choices and accepts that proficiency and quality will propel organizational harmony and prosperity (Filatotchev & Wright, 2005).

 

References

 

Carpenter, M., Bauer, T., & Erdogan, B. (2010). Management principles, 1,1. https://2012books.lardbucket.org/pdfs/management-principles-v1.0.pdf

Davidson, J. P. (2006). Change management. Advantage Quest. https://www.worldcat.org/title/change-management/oclc/298441867

Davis, W. R. (2009). Executing change in the organization: the consultant's toolkit. Jossey-Bass.  http://ipac.library.sh.cn/ipac20/ipac.jsp?menu=search&aspect=basic_search&npp=10&ipp=20&profile=sl&ri=&index=ISBN&term=047040003X

Filatotchev, I., & Wright, M. (2005). The life cycle of corporate governance. Edward Elgar. https://ntu-sp.primo.exlibrisgroup.com/discovery/search?vid=65NTU_INST:65NTU_INST&sortby=rank&lang=en&query=any,contains,58454793

The Scientific Method of Management

by Dr. Rodolfo John Ortiz Teope

“In the past the man has been first; in the future the system must be first.” ― Frederick Winslow Taylor,

It is common knowledge that that numerous residents of Third World nations didn't have the pointlessness of conventional education, not to mention an evaluation of school instructional approaches. A share of the populace was in low-level occupations with insignificant training. The best system to keep steady work was not to do it excessively quickly, however barely enough to make the manager imagine that you were buckling down (Tsutsui, 2001). Many ideas that on the off chance that they worked more earnestly.  They would get requital for companions and colleagues that they may be putting somebody out of a task - this anyway was false. If an organization could decrease operations or errand time, it would have higher overall revenues. With higher overall earning comes the craving or desire to produce more, and the likelihood of take-home pay increases.  It would offer inspiration to the workforce, yet a feeling of achievement for working effectively (Taylor, 2020). ---Organizations would then be able to enlist more workers to increase the numbers in profitability thru efficient production and effective marketing.

The measuring process of a company to determine its probable output is getting the workforce and management to set all the other things to the side.  And work together to accomplish this shared objective of diminishing shortcomings, breaking assignments into sub errands and amplifying work responsibilities (Carpenter et al., 2010). Employees and management need to cooperate in a harmonious relationship to accomplish the most extreme success. It has been the perspective of numerous traditional managers that scientific management has nothing to do with helping a business grow. The old-school managers believe in getting a load of production by workforce for the minimum amount of wage.  This situation will make the workers have a mindset. Their hard work should be well-compensated, and that those greedy capitalists for whom they labor are entitled to a small share of the pie (Tunstall, 2015).  These are the observations through which the scientific management methods attempt to transform.  As a manager, it is an enormous task to transformed the perspective of a personnel predecessor.  A predecessor that does something terrible for every person to deliver positive results. However, much work could be every single day. It occurs when senior personnel demands the newly hired not to be incompetent (Taylor, 2020).

As per my experience as a political research management practitioner: The eradication of practicing soldiering the workforce would allow us to catch up on our immense amount of work that needs completion before the deadline.  Alongside it would also lessen the aggregate of overtime that some individuals put their trust in it.  I can describe what makes soldiering happen in a business organization. I had deployed people to conduct a survey and command computer programmers to encode statistical data.  Soldiering workers was the cause of fallacy, the defective systems of management, and the inefficient rule-of-thumb method (Tsutsui, 2001).   Foremost, I observe that an employee works to the best of their ability when they work against unwritten policies of the job. And the management behavior of being unaware of the definite measure of time comes next, and it takes to do certain undertakings or operational cycles. The workforce covers the deficiencies and able to act at a slashing pace. The inherent sluggishness of many human beings is no joke. Yet by a wide margin, the best abhorrent from which both laborers and managers are enduring is the orderly soldiering.  It is practically widespread under the entirety of the customary plans of the management. It results from a cautious report concerning the workers of what will advance their wellbeing. The last reason includes the dependable guideline technique or the rule of thumb method.  It happened when a workforce has effectively done the work or errand at a defined speed, operational rate, or a specific way (Taylor, 2020).  For example, 13 computer programmers must appraise a job output.  The feedback for undertaking that job could be 13 different ways. But, there is one avenue that would be the staunchest and most effective. And can be accomplished with the minimum extent of activities and in the shortest possible time. Hence, management must scrutinize these actions for the organized procedure for realizing the task completed. And with the minimum aggregate of movements and the highest degree of accurateness (Carpenter et al., 2010).  Applying scientific management and devising more teamwork between management and the workforce will benefit the company to accomplished ameliorate outcomes. Thus, helping in amplifying corporate earnings profitability and enhance corporate patriotism.

In conclusion, the company management must necessitate employing further effort in working for measurable productivity.  It will be a vital requirement to measure the accomplishment of the scientific management methods. The corporate men in executive suites need to support their workforce to accomplish their desired yield in the most well-organized fashion. The connection cultivates and succeeds if it is present in the workplace.  It is only then the genuine spirit of scientific management in operation can manifest its existence. Numerous corporate executives have reservations that this is even doable and viable doing that exertion of job efforts has to be done together at both points of the line (Tsutsui, 2001).    Hence, it will not be defined as work if it lacks the attribute of cooperation, perseverance, and hardship.

References

Carpenter, M., Bauer, T., & Erdogan, B. (2010). Management Principles, v. 1.1. https://2012books.lardbucket.org/books/managementprinciples-v1.1/index.html.

Tsutsui, W. M. (2001). Manufacturing ideology: scientific management in twentieth-century Japan. Princeton University Press. https://press.princeton.edu/books/paperback/9780691074566/manufacturing-ideology

Taylor, F. W. (2020). Principles Of Scientific Management. https://books.google.com.ph/books/about/The_Principles_of_Scientific_Management.html?id=z3m2CwAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false

Tunstall, T. (2015). Outsourcing and management: why the market benchmark will topple old school management styles. Palgrave Macmillan. https://senecacollege.primo.exlibrisgroup.com/discovery/fulldisplay?vid=01SENC_INST:01SENC&search_scope=MyInst_and_CI&tab=Everything&docid=alma997146864303226&lang=en&context=L

 

 

 

8 Signs She's a Gold Digger

by Dr. Rodolfo John Ortiz Teope

Every guy likes to wine and dine his woman, but when extravagance and material possessions become the focal point, one has to question whether the relationship is based on genuine love or just money. If you are suspicious that the woman you are dating is more interested in your wallet than you, here are 8 warning signs that your girlfriend is a gold digger.

1. She only suggests expensive gifts, trips, restaurants, etc. A gold digger will turn her nose up at heartfelt, sentimental gifts because she is eager for gifts that are caked with money and expects nothing less than 4 star accommodations and food venues, shopping at designer stores and exotic vacations.

2. She has temper tantrums when you don't buy her things A gold digger has the emotional age of a child and will not hesitate throwing a tantrum when things don't go her way--especially when you refuse to buy something for her or give her more money.

3. She's overly concerned about your financial status A gold digger is interested in hearing about your career and financial status from day one. She is a very manipulative woman who pretends to be interested in you by asking questions about your occupation so she can discover your job title, measure your earnings' potential and ensure that you have plenty of income to spend on her and support her lifestyle.

4. She never pays for anything When it comes time to pick up the check for a dinner, a movie or just about anything else the two of you are undertaking-- she is nowhere to be found. If you are the one who is constantly shelling out money in the relationship, that should be your sign that she's just using you.

5. She feels entitled A gold digger will walk around feeling entitled to the good life without feeling any need to lift a finger to achieve it. Since she craves status and doesn’t have long-term goals, the gold digger expects to drive a brand new car with luxury features and wear expensive shoes without feeling any need to earn her own money to achieve it. This type of high-maintenance woman feels that it's her right to be able to pursue her big dreams at the expense of financial stability, and, coincidentally, hasn't considered who will foot the bill.

6. She heavily relies on others A gold digger knows that you don't want to see her get an eviction notice, or get her car repossessed, and you're a good person who will always be in a position to help, right? Wrong. There's a big difference between someone who's just fallen on bad times and a woman that completely relies on others for fulfilling her costs of living and purchasing needs.

7. She lacks any career aspirations A gold digger will avoid the subject of getting a job and demonstrate that she has no intention of ever developing a career outright even she is perfectly capable of doing so.

8. She attempts to trap men into pregnancy Everybody knows that unless a woman decides to artificially inseminate herself, conceiving a child takes is a two person act and if you decide to have unprotected sex with a woman, then you should be man enough to accept the consequences. However, a gold digger will insist on having unprotected sex and will use lines like "I can't feel it with the condom on, just take it off" and attempt to use guilt trips on you, i.e., "If you love me, why do you need a condom?"

A gold digger hopes to get pregnant so she can use it to her financial advantage as she sees kids as a lifelong financial insurance policy. She will intentionally stop using her birth control without you knowing and will even go as far as tampering with condoms prior to intercourse, i.e., putting a pin through her boyfriend's condom package without him ever suspecting it.

The Concept of Giving Feedback

 by Dr. Rodolfo John Ortiz Teope

“We all need people who will give us feedback. That’s how we improve.”– Bill Gates 

Feedback is a manner that necessitates relentless consideration. If there is something that needs to be comprehended, say it. The aspect of giving and receiving feedback is a topic that is very crucial nowadays. The contentions for pervasive truthfulness and unvarnished and unavoidable straightforwardness have a strut to the organizational members. As though, to infer that the fearless of us can confront these certainties with fierce confidence (Bencherki  & Cooren, 2013). Likewise, those of us who pull back at the consideration of going to work in an environment of persistent perceptiveness are sentence to patchiness. And as managers, we can observe our subordinates unequivocally in the eye and spread out their issues without flickering measure our managerial veracity (Nieuwenhuis, 2007).

The act of giving and receiving feedback is a skill. And like all skills, it takes preparation and run-through to make it beneficial. Hence, there is a need to remind ourselves why I am doing it. The rationale of giving and receiving feedback is to improve the organizational condition or the subordinate productivity by not being harsh, precarious, and offensive (Carpenter et al., 2010).  When I give feedback, the moral rule is to flinch off with a touch of positivity. This comfort lay the personnel at ease. It will also allow them to visualize what productivity looks like and what steps are needed to take next time to correct the blunders committed. I always end on implying motivation. Otherwise, they may feel downhearted and insignificant (Bencherki  & Cooren, 2013).

Be that as it may, best-case scenario, this engrossment with feedback is beneficial for remedying blunders and errors in the uncommon situations where the correct measures are established and can appraise accurately. Furthermore, it is lethal because what we need from our subordinates and ourselves is not a considerable observance to an approach settled upon ahead of time or, besides, the capacity to uncover every shortcoming. It’s that organizational members play a part in their peculiar distinctive and flourishing ability to a collective advantage, when that advantage is progressing, when we are, for all the veracious thoughts, crafting it upward as we move all along. Thus, feedback has nothing to bring to the table on that premise (Daellenbach et al., 2012).

At this premise! Managers and subordinates are human beings. Thus, it is vital to give importance to feedbacks. The personnel does not perform well when there is an individual whose intentions are ambiguous. It conveys to the members of the organization.  Where to stand? How does the personnel work? And what they must do to fix themselves? The organization produces qualitative and quantitative outputs.  No more than when the manager cares about subordinates express (Nieuwenhuis, 2007).  About their experience, viewpoint, and care for the organization. In particular, when they can make feedbacks within the organization that produces positive results.
 

References

 

Bencherki, N., & Cooren, F. (2013). Philosophy of Communication. Communication. https://doi.org/10.1093/obo/9780199756841-0123

Carpenter, M., Bauer, T., & Erdogan, B. (2010). Management principles, v. 1.1. https://2012books.lardbucket.org/books/management-principles-v1.1/index.html

Daellenbach, H. G., McNickle, D. C., & Dye, S. (2012). Management science: decision making through systems thinking. Palgrave Macmillan. https://www.worldcat.org/title/management-science-decision-making-through-systems-thinking/oclc/848394703/editions?referer=di&editionsView=true

Nieuwenhuis, M. A. (2007). The art of management. Art of Management. https://www.yumpu.com/nl/document/view/20129163/the-art-of-management-pdf-ewc-adviesgroep

 

Understanding Management

 by  Dr. Rodolfo John Ortiz Teope

“Management is the art of getting things done through the efforts of other people” Mary Parker Follett.

Rather than deciphering the cited definition as a hypothetical line of thinking! In which efficient and effective management depends on the successful outputs of the human resources. Hence, an opposite character that is equally conducive to ineffective management must be the perspective point of discussion. It is the urge to act from pragmatism (Daellenbach et al., 2012).  Wherein the attempt to buy one’s way out of problems is yielding to immediate pressures. Then, ignoring the long-run effects of the solution.

Circumnavigating organizational business matters is just as unhealthy as ostracizing the concern issues. In some ways, it may be unhealthier because it permanently weakens the manager’s influence in the organization. Giving way to the momentary tensions is an open enticement for a swoop by the most aggressive and most outspoken people. It can be classified as buffet management, in which everyone compelling enough chooses out their respective rules and guidelines. Also can be interpreted by other personnel as substantiation of ambiguity. Organizationally speaking, the only aspect ghastlier than a wrong decision is indecision.

The genuflection to form has been particularly perceivable in management in recent years.  It accounts for other things in the escalation in red tape that has troubled organizations. Valuable fresh concepts often turn out to be impediments because of the weight accorded to form over substance. For instance, considerations into the methods of interaction as a vital ingredient of effective management, and nowadays communication, is a much-developed instrument for the efficient practice of management (Bencherki & Cooren, 2013).

Undoubtedly the stereotype manager must be honest, devoted, dependable, responsible, and love the subordinates (Nieuwenhuis, 2007). And if the manager was allowed to run loose in an organization and not be avoided by their co-workers.  It is very doubtful that the manager can lay down those qualities alone into a successful career. Neither does an efficacious comprehension of the art and science of management seem to reevaluate the factor of success. The knowledge of the theories and principles of management provides necessary instruments for organizational administration and supervision (Carpenter et al., 2010). But the worth of these instruments depends upon the application of methods and approaches.

Above all, it is what the manager does or does not do! It creates a caterpillar effect on the organization. Henceforth, managerial practices are applied, and it is the practical application of the manager that determines the parameters of effectiveness (Olson, 2004). Despite this, any effort to define good management strategic and technical practices ends up reasonably much in the same condition it describes the effective manager. Perhaps a more fruitful approach would be to study ineffective management and attempt to isolate its detrimental variables primarily.

 

References

 

Bencherki, N., & Cooren, F. (2013). Philosophy of Communication. Communication. https://doi.org/10.1093/obo/9780199756841-0123

Carpenter, M., Bauer, T., & Erdogan, B. (2010). Management principles, v. 1.1. https://2012books.lardbucket.org/books/management-principles-v1.1/index.html

Daellenbach, H. G., McNickle, D. C., & Dye, S. (2012). Management science: decision making through systems thinking. Palgrave Macmillan. https://www.worldcat.org/title/management-science-decision-making-through-systems-thinking/oclc/848394703/editions?referer=di&editionsView=true

Nieuwenhuis, M. A. (2007). The art of management. Art of Management. https://www.yumpu.com/nl/document/view/20129163/the-art-of-management-pdf-ewc-adviesgroep

Olson, D. L. (2004). Introduction to information systems project management. McGraw-Hill. https://www.abebooks.com/9780072872705/Introduction-Information-Systems-Project-Management-0072872705/plp

 

 

 

NON-DIRECTIVE COUNSELING

    While most often used by certified counselors, psychologists and psychiatrists, non-directive counseling provides a number of techniques which can be used effectively by teachers and staff when talking with students about their undersirable behavior.

      Attributed to Carl Rogers, this technique was designed to allow the individual in emotional turmoil to talk out problems and resolve difficulties with a minimum of direction being provided by the person serving as counselor.   Rogers believed that everyone has the motivation and ability to change in order to become a better, more "self-actualized" person.  To help our students to achieve this state, we as teacher-counselors, act as a sounding board; observing, listening, and deliberately responding according to certain guidelines while the student explores and analyzes the problem and devises a personal solution. The teacher-counselor's demeanor is ALWAYS accepting and non-punitive. This style encourages the student to feel comfortable in the expression of feelings and thus facilitates positive change.

    There are five basic responses to student commentary.  The first, reflection, is the restating of the student's comment. This may be done in the exact same terminology used by the student, the repeating of part of the comment, or by rewording the student's statement. Reflection lets the student know that you are listening and promotes continued commentary.

    The second response, a leading statement or question, is designed to encourage the student to elaborate on a topic or devise a solution to a specific problem.   Examples of a leading remark include: "I'd like to hear your opinion.", "Tell me more about yourself.", and "What happened then?".

    The third response, clarification, involves the stating of implied feelings behind a student's verbal communication. Examples of clarification include:  "You sound sad." and  "It appears as if you're very angry at Samantha."  Clarification helps the student to identify his/her feelings.  It can also be used to focus the student's thoughts' on ways to deal with the emotions which are present.

    The fourth, summarization, is a review of what has been discussed thus far in your counseling session.  This summary allows both participants to briefly reflect on what has occurred, view it clearly, and use it as a new starting point from which to build.

    The fifth response, questioning, is comprised of  two main types:  closed questions which are intended to yield brief, specific information; and open ended questions which are used to encourage the student to talk at greater length on a topic.  Examples of closed questioning include: "How old is Don?" and "Did you complete your homework?"   Examples of open questioning include: "How's it going in science class?" and "How do you feel about losing recess?"

    Rogers believed that this non-opinionated approach helps others to resolve inner conflicts and feelings which manifest themselves in undesirable behavior.  Therefore, the reduction of this inner turmoil can reduce inappropriate behavior.  This technique is useful with students who can be "reasoned with," and are seeking a solution to their problems (or just want to talk).  Certainly, the student must be motivated to be involved in a therapeutic discussion.   This is not a technique which can be imposed upon the student.  Yet, because the student is involved in the program and chooses the most appropriate solution, s/he is more likely to follow the proposed solution.

    The non-directive approach is also useful with students of lower intelligence levels who have accompanying speech and language problems which make their verbalizations difficult to understand.   Reflection can be useful in these situations.  Repeat the words that are

comprehended, continuing the conversation and allowing the student to vent his/her emotions.

 

How to  Use Non-Directive Counseling

1.  Arrange for a time and place which will provide privacy for your conference.

2.  If the student does not open the session, use a leading statement or question to focus him/her on the topic of concern.

3.  Listen to the student in an interested, non-punitive, accepting manner.  Make no judgments.

4.  Respond when appropriate, using one of the recommended techniques.

5.  After the concerns have been thoroughly voiced by the student, focus him/her on finding a solution for the difficulty. (e.g., "How will you handle this in the future?",   "What do you do now?" and  "Have you got any ideas about how you might deal with this issue?")   Allow the student to choose the solution  that is best for him/her.

 

 

 Activities and Discussion Questions

1.  Identify the following responses to student commentary as being a leading statement or question, reflection, clarification, open question, closed question, or summarization.

a.  "How are you feeling?"

b.  "I wonder how that happened."

c.  "The other kids won't let you play baseball with them."

d.  "Is he five or six years old?"

e.  "It sounds to me like you're feeling overwhelmed right now."

f.  "How are you doing on your science project?"

g.  "I'd like to know how you're doing on meeting this week's goal."

h. "OK. Thus far we've discussed your tardiness to class, your dislike for the instructor, and

        the poor quality of your classwork and homework.  On which one would you like to focus?"

i.  "They say you're the teacher's pet."

j.  "You're feeling tired and worn out."

2. Provide a reflection response for the following remarks.

a.  "I was so embarrassed.  I could have died right then and there."

b.  "He just stood there stunned. He was shocked and couldn't believe what he was seeing."

c.  "It's a strange feeling.  I felt lost,  It's like being in a giant cornfield and not knowing which

            way is out."

d     "It was great.   She was all smiles and happier than a pig in mud."

e.    "You're looking at me like it's my fault.   Why don't you talk to Doreen?"

f.    "I'm so dumb.  I'm useless. I can't do anything right."  (Reflect the content or feelings...

        not the words.)

3.   Provide a clarification response to the remarks in #2 (above).

4.   Provide a response to the following comments

a.    "I'm really tired.  My grandfather died over the weekend and we've been running around

            like crazy."

b.    "It's not fair.   You treat Julie and Betsy like they're something special. They get to do all the

            fun activities. Everyone says they're your teacher's pets."

c.     "The other guys won't let me play ball with them. They call me a "pansy."

d.     "I'm so dumb.  I can't figure these out. They're too tough. I can't wait until I'm 16 and

            can drop out of school."

e.     "I should have killed that fool when I had the chance. Next time he squeals on me, I'll

            kick his rear end all over the playground."

f.     "I was so embarrassed.  He's always talking about my legs or breasts or bra or something.

             Can't you tell him to stop?"

g.     "Why don't you ever say anything? All you ever do is say the same thing I already said.

             Are your a jellyfish?    Don't you have your own opinions?"

h.     "But what do I know. I'm only the teacher's aide."

5.    Identify the type of response you gave for each example in #4 (above). Were you able to avoid being directive and giving opinions? Which other types of response might have been appropriate for each?

6.    With two others, role play non-directive counseling for the situations provided below.   One person plays the role of the teacher, another plays the part of the student, and the third person records the types of  responses given by the teacher.  The recorder should have a sheet with the different types of responses listed. A tally mark should be placed next to the respective responses as each is used by the teacher. After the role play situation has been resolved, the three participants should review the teacher's technique and make suggestions for improvement. (e.g., Use less questioning.  Avoid giving opinions and solutions to the student.)

a. The teacher pulls aside a student who has been involved in a fight.  The student opens the conversation with the comment "I hate Oscar."   It will be revealed later that the student's father has been receiving radiation treatments and chemotherapy for cancer.  This has caused his father to become bald and Oscar said the father's head looked like a melon.  Alternatives to fighting should be discussed.

b    You have the student report to you after school to complete some classwork.   He throws it on the floor and says "I'm not doing this crap, you bitch (bastard)."  You hear laughter from students in the hallway and suspect that this student is testing your authority.

c.    You call a student aside.   You've seen the welts and bruises on his arms, neck, and face.  You suspect abuse.  The student initially denies this.  Remember your legal obligation to report suspected abuse.

d.    You catch a student removing your purse (or money collection envelope) from your desk.  He defiantly says, "Hey, you gotta have money to impress the ladies (or boys)." You want to have the student analyze morality and personal values.

7.  Search for "Eliza" (a counseling software program with which someone types in their concerns and the program responds in a non-directive fashion to help him/her resolve personal issues) on the internet.  Purchase the program and use it (or provide for use with your students).

8. Practice using non-directive responses while role playing a "classroom counseling" situation with a partner.

For More Information

Hilgard, E.R., Atkinson,  R.C., & Atkinson, K.L., (1975). Psychology. (6th ed.) New York:  Harcourt, Brace and World, Inc.

Rogers, C.,(1961). On becoming a person. Boston: Houghton Mifflin Company.

Rogers, C., & Stevens, B. (1967). Person to person: The problems of being human. Lafayette, CA: Real People Press.

KARMA

The popular understanding of karma is that if you do good things, good things will happen to you. If you do evil, bad things will happen to you.

What people perceive as good or evil, however, varies with their values. Your parents, your friends, your work, and the teachings of religious or spiritual groups with whom you affiliate influence your values. You formulate some of your own values through your reflection and experience. So there are very different notions of what constitutes good and bad karma between individuals and between groups.

Karma as presented in religion takes this cause and effect relationship to a deeper level. Some religions predict that you will reap a heavenly or hellish experience in the hereafter based on your deeds in human life. Other religions believe that you may obtain a good rebirth or even freedom from birth and death if you live well and meditate successfully, or have a horrendously miserable human birth or even transmigrate into animals or plants if you live an evil life and don't meditate.

Religions make these predictions based on their particular standards of what constitutes right thought, words and deeds. Opinions vary widely on what will get you into heaven and what that heaven world might be like once you get there. Some religions even hold that heaven worlds are illusory, and that union with the spiritual origin is the only worthy goal.

The Mudrashram® lineage teaches that karma is the raw material of the unconscious mind that gives rise to desire-driven impulses, fantasies or behavior. Depending on where karma layers on the continuum of the mind, it expresses in four different ways. These four types of karma are:

Adi Karma - layered behind the ensouling entity, this is the template of potential spiritual development. In the Western esoteric tradition, these are referred to as your future Initiations, the unfolding pattern of your Soul moving ever closer to Mastery.

Sinchit Karma - layered behind the spirit in the channels of the Nada, it exists as impressions of passions, fantasies and unfulfilled desires. In Christian religious groups, these impressions are known as sins that separate the spirit from God.

Kriyaman Karma - layered behind the nuclei of the vehicles, it is a reservoir of unfinished goals. It also contains the consequences of your past actions and saves your current thoughts, words, and deeds for future fruition. This karma is created by your choices, the activity of your will. This is the popular 'as you sow, so shall you reap' vision of karma.

Pralabdha Karma - these are the issues and circumstances in your life that are outside of your voluntary control. This karma is layered upon the template of your human life in your causal body. This is popularly known as your Fate.