Part 13 (1/2)

If you struggle with putting a name to a face, there is a technique that can ease the process of name recall The tip is simple: you either associate the name with a particular facial feature of the person that is(Mark has a beauty spot orjaw and so on) However, it is obvious this approach would not work all the time, since some names are more popular than others and their frequency in the population varies Alternatively, one could draw in their ”mind's eye” the first letter of a person's name over their face Connect the facial features eyebrows, eyes, nose, chin, cheekbones into the letter and keep the ie as interactive as possible This method of memorization relies on a well-known technique of mnemonics It links two or more pieces of unrelated infore between the

The role of gesture in speech

Speech estures Patients with speech iesticulate ht word to express their thought Further, fluency of speech seeesture Consider the tip-of-the-tongue phenoesticulation helps in successful infor new infor another link between the environ material As noted earlier, one piece of advice frequently dispensed by speech-giving experts is to rehearse the speech with the gestures one will be using Not only does it make the flow of presentation more natural, but also helps the recall of speech contents that need to beprocedural e do we renificance of eyes and eyebrows in the formation of memories of faces Their uniqueness aids memory formation and subsequent retrieval Shape of the jaw and the size of mouth also influence hoell the face is remembered Memory for a person's identity is affected by their facial expression, with happy faces being better re faces are also better remembered, even if the attention is not directed explicitly to the target's emotional state This is backed up not only by experiical research, with FMRi (functionalthe brain areas responsible for rewarding behavior light up whenever na has a clear implication at work Joyful, cheery faces are easier to recall, since ant to reeneral It could make all the difference for that pro what you read, hear and see

Iroup of people with very siroups One group watches a 15-ramme (say a news broadcast); another listens to the identical prograroup has 15 h the news broadcaster's script They all get the saets visual, vocal and verbal (audio-visual) data, the radio group gets vocal and verbal (audio-only) data; and the print group gets verbal (script-only) data Shortly after the exposure,their free recall of all they can remember, and their recall of answers to specific questions Which group remembers the most and is most accurate? In short, who shows better recall? Many studies have shown, to people's surprise, that the print group (those who read) reroup (those atched) re additional body-language information leads, paradoxically, to poorer memory We are constantly told of the ”power of television” and yet studies are fairly consistent on the point that we remember least of e see, and more of e read What is the explanation for this so

Reading requiresthe words, and when appropriate conjuring up es, involves more concentration, which can and does result in betterat the television is associated with relaxation rather than learning, even e are told to concentrate

Speed of reading

While radio and television presenters are taught to read at a particular pace and in a style that is ible, not all people like this pace When reading one's own material, one can select the pace Difficult e all demand a slower pace to make the text comprehensible

Visual interference

Except in some advertisements, it is often the case that the pictures and the storyline are not perfectly synchronized This is often the case with the news, but occurs very frequently in television as a whole Particularly when the pictures involve violence or emotional anxiety, people pay little attention to the storyline! Thus while they reat deal about the color of the newsreader's tie, or the iraves, they do not recall salient features of the story

Paragraphing and textual chunking

Newspaper and azine editors are very concerned with layout because they know this helps to present information in easily co of stories is more difficult on radio and television

The lesson to be learnt is this; when ed to obtain verbal (what they say), vocal (how they say it) and visual cues (what they look like) But paying close attention to foot-tapping or changes in the pace or tone of voice canand i said Conjurors know the i over-sensitive to nonverbal behavior also has its drawbacks not re very as said

CONCLUSION

Various work contexts present a rich, fertile ground for the application of knowledge on body language Nonverbal information about the dynamics of the situation or the attitudes or intentions of other people inescapably feeds into the decision-etaway from nonverbal communication at work

This is especially true of novel or threatening situations where we are very likely to resort to over-trusting nonverbal infor with many different people every day and try to appear to each of them as personable and likable Since one of the factors that affect likability is the degree of si the other party's body language seee to these commission-paid professionals and often be a part of their work repertoire Successful politicians and their PR teae of the nonverbal channel of influence over their constituents Further, job interviews are often designed to put hopeful applicants under pressure: what stress signs do they exhibit, how do they handle challenging questions, what is their strategy to cope with excessive praise or sneer?

The next chapter will look more closely at emotions and their nonverbal components at work Since ee expressions, we think it is useful to consider a nunificant and curious areas of work contexts where eh, or indeed, low We will scrutinise the body language of the bully; the victim, the frustrated, the stressed, the in-love, the winner; the follower and the gossiper Hopefully, it will make you more aware of the hidden and often heated emotions at work

7

APPLYING THE THEORY: EMOTIONS AT WORK

BODY LANGUAGE AND BULLYING AT WORK

It see is on the increase at work Thisby incoer to punish their bosses and sue their organizations, but it could also be because of the stress and co environures of authority who then bully, harass and victi is usually defined in terms of the duration, frequency and intentionality by people in positions of power to unduly accuse, criticize or huical rather than a physical process, though of course it can be both In essence, work bullying is the product of power abuse, rooted in power inequality, though victims can also be bullied by peers and subordinates Customers can also be bullies, but they vie for a different type of power Bullying often involves anger, frustration and fear, all selfevidently strong, negative eered and explained though this e

The central question for those interested in the issue of bullying at work is whether can or should be explained by organizational, personality or social factors One hypothesis suggests that it is the structure of organizations that should be held responsible, arguing that certain business e the lines of the ”deadly attraction” preence, social skills) of both bullies and their victims leads them to seek each other out for their bizarre and beastly rituals Further, the social theory seeks to understand the issue of bullying by studying the ”people” factors at work (that is, coles, the dynamics of interaction) which lead to, or equally prevent, bullying I people How easily could one correctly identify the bullies and the bullied? Do they look different? Do they behave differently?

Certainly, bullying is more likely to occur in some environuity; where there is acute or chronic work overload; where workers have little autonomy; where there is an atanization collapse In these circu is more likely to happen Whenever there is winlose rather than in as a philosophy, there is conflict and, often, in the shadows, lurks bullying

Further, soanizations have a history of autocratic leaders whose style becomes not only acceptable but required They eschew consultative, deement and favor an authoritarian approach Authoritarians deid adherence to rules, an uncritical acceptance of authority, and a strong, open, aggressive condemnation of the weak, the outsider or those who do not obey the rules Many project their inner emotions and ieneralized feeling of anger and hostility Authoritarian leaders adhness They have a preoccupation with dominance over others

Next, is the question of the personality roups do not want this to be discussed or researched because it ht indicate that the bullied, as well as the bully, is to blaht i, because personality is difficult to change

There has been a lot of research, both in schools and the workplace, on the vulnerable personality, who is likely to be bullied, and the provocative personality, who is likely to end up being a bully The investigations seem to be conclusive Bullied people tend to be less emotionally stable more anxious and depressed They also tend to have low eence and few social skills, which means they find it harder to make and keep friends They tend always to avoid conflict, to be sub skills, which exacerbates the problem further: they are both supersensitive to any sort of bullying and unable to cope adequately when bullied They look sacred and nervous They avoid eye contact, they slouch and they move away from other people

And, yes, bullies are everywhere in the playground, on the shopfloor and in the boardroogressiveness rather than assertiveness that underlies the issue What is more, lack of self-confidence is attributable to both bullies and the bullied Bullies are hostile, the bullied are passive; neither seee the individual? Is the neurosis of the bullied a consequence rather than a cause of bullying? Does this personality research a the perpetrator? While it is true that the victi do appear to share various personality traits, there are differences between theitudinal studies can determine the direction of the link and there have not been any such studies as far as we are aware

Everyone agrees with three issues First, bullying is a serious problehts people's lives and affects workplace efficiency Second, there are h onesolutions: soht actually increase it, and soenuinely help Third, it is a proble is likely to arise fro at the same time, thus interventions also have to reflect that

The body language of the bully and the bullied

What is the body language of the bully and the bullied? Can subtle, nonverbal clues give early warnings of a likely victiuish between the nonverbal behaviors displayed as a warning of future conflict and those taking place during the bullying itself (see Table 71)

Bullying can be verbal; however, there is a powerful nonverbal coroup's social activities or dae of threat and attack very clearly At work, such undercover bullying is more likely to take place than overt confrontation