From: Joseph O. T. Odusanya
josepho@help.edu.my
I am not sure about all these posts, reading them certainly doesn't sound
healthy. Everyone seems to want to get the last word. The posts only look
academic, which is fine. Nothing is perfect, however, can't we be a little
bit gentler with the way we register our disagreements?
Back to the issue.
It seems to me that ego is a big issue for many of us teachers and
professionals (if the pattern of the posts here are anything to go by) and
we would be insulting the intelligence of our students if we thought they
would not notice and consequently feed on it.
Ingratiation, impression management, or more perjorative terms like
toadying, are facts of life. The ability to understand them, recognise them,
and even use them effectively is related to what we generally call Emotional
Intelligence. Many of our colleagues have linked this phenomenon to
productivity at work and many other neutral varaibles. The environment
usually prescribes the scope of coping strategies.
JOT
--
Joseph O. T. Odusanya, Ph.D.
Industrial and Organizational Psychologist/Lecturer
Center for Psychology
HELP Institute
BZ-2 Pusat Bandar Damansara,
50490, Kuala Lumpur, Malaysia
Tel. 603-2095 8791 Ext. 1117; Fax. 603-2095 7100
deborah nixon wrote:
> Good posts on this issue. The majority of students are hardworking and
> sincere about earning their marks. But I have experienced both in the
> workplace and in the classroom- as a student and as a professor-
> behaviour which takes a free-rider approach. In other words, I've had
> students who try to ingratiate themselves and then don't deliver. You'd
> like an example. Ok. Last term, a student invited me out to breakfast
> on the first day. In hindsight, I should not have gone but I didn't
> think anything of it. Students often drop by to chat and why not in a
> restaurant. Anyway, it was pleasant and I got to know him. The
> student, however, didn't deliver in terms of effort, studying or knowing
> the material- then was very angry when his mark reflected that. I think
> he felt that by my 'getting to know him' and his detailing all of his
> ideas about business and CEO's and how he knew how they thought- he was
> all of 20 years old- that I would somehow read that into his work. In
> other words, his impression management techniques would help when he
> expressed himself- no matter how poorly.
>
> I wouldn't do that again because I know he had expectations that his
> behaviour would pay off- and it didn't. I've also worked with people
> who have a thin veneer of knowledge, don't work too hard and charm their
> way up through the ranks. They, of course, need a willing partner in a
> manager who looks for false accolades and adoration. However, it was
> frustrating for all involved who watched it happen and knew that no
> matter what anyone else did, this person would always shine- and ride on
> the work of others.
>
> I usually don't do much in the way of responding to these students- I
> accord them as much attention as anyone else. And I often ask them if
> we could get views from other students in the class- so that they can't
> dominate. The feedback I've seen on my assessments and those anonymous
> rate your profs websites is always good- and they never fail to say that
> I'm fair. Tough but fair. I take that as one of the important things I
> aspire too. If students think you're fair, then they all know they have
> an equal chance of getting a good grade. And that they also usually
> acknowledge that poor performance is usually do to a lack of effort on
> their part. I'm always available so they know they can come for help-
> and if they choose not to and do poorly- they know where to look for
> responsibility.
>
> Jack asks what is the fear that causes suck- up behaviour? Obviously a
> fear of failure- but I don't take responsibility for that. Or it doesn't
> have to be fear. Often some of these students come in with a concept of
> entitlement- that because they are there, they should be rewarded for
> simply being. Often, these are students who were indulged in life,
> given little to no consequences and allowed to ride the system. They hit
> university and for many of them, the gravy train stops. Or maybe it
> doesn't- and they get lucky enough to meet profs who need the adulation.
> And the cycle continues into the workplace. I'm not sure- just
> surmising.
>
> I guess the previous thread referenced was one which I started when I
> asked about learning journals and how one would grade that. There were
> some interesting threads also in Nov and Dec about decision-making- and
> what we should learn and measure.
>
> Collegially,
>
> Deborah Nixon
> University of Toronto
> 704 Windermere Ave
> Toronto Ont M6S 3M1
> Ph: 416-763-6985
> Fax: 416-763-3361
>
> -----Original Message-----
> From: Management Education and Development Discussion
> [mailto:
MG-ED-DV@MAELSTROM.STJOHNS.EDU] On Behalf Of Robert Bacal
> Sent: Friday, January 02, 2004 5:11 PM
> To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
> Subject: Re: Treating toadies
>
> On 2 Jan 2004 at 14:01, Jack Ring wrote:
>
> > [JRing replies] I think that imply can be done only by the reader and
> > not by the writer.
>
> I believe the reader would INFER, not imply. Which brings up a point as
> to whether we should be effective role models for proper use of English?
>
> Apparently the good Dr. was not aware of the
> > several posts in this thread preceding mine, none of which said
> > anything about all professors.
>
> Any idea what the other messages had has subject lines? I don't recall
> seeing any other messages on this subject prior to...could they have
> gotten lost?
>
> > [JRing replies] If they need a reality check then what do you call the
>
> > motivation that keeps them unrealistic? I call it fear, realized or
> > subconcious. What else could it be? Your alternative labels are
>
> It sounds like it might be worthwhile to travel upwards to examine your
> assumptions here. We all have somewhat skewed understandings of the
> world, and what works and doesn't, and people with the same
> "motivation", as you say, can take completely different actions based on
> what they feel will work or not.
>
> Isn't it quite possible that some people simply believe that "toadying"
> is a way to achieve their goals? Just as others believe asking good
> questions might?
>
> Also, I am a little uncomfortable using the kinds of perjorative terms
> in this thread without at least tying them to behaviors, so at least
> we'll have a sense we are all talking about the same things.
>
> Perhaps that was in earlier messages?
>
> Robert Bacal - Visit
http://articles911.com for over 2,200 work related
> articles
http://conflict911.com - Conflict Management Resource Center,
> and
http://performance-appraisals.org for performance management help.