Vacancy: Representatives Needed Urgently

The Institute of Attitudinal Change Managers is in need of Representatives (Commission Based) in the following States:

1) Ibadan

2) Portharcourt

3) Enugu

4) Anambra

5) Calabar

6) Akwa Ibom

7) Benin City

8) Lagos

9) Abuja

REQUIREMENT

NCE, OND, HND, BSc and MSc.

Send your CV via email to us and position applied for and your location as subject.

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Institute of Attitudinal Change Managers 

Website: www.iacmng.org

Email: iacmng@gmail.com

Research: Appropriate Language In Business and Workplace

In business, making a good impression and projecting yourself as mature, intelligent, confident and professional is important for long term success. Inappropriate language whether spoken or written can affect your credibility and put off or even offend those you work with. Proper language in the workplace should entail the following;

(i) Use standard English and follow the rules of grammar; no matter who your audience is, use proper English (the form of English used in publication, media and government documents) even if you are from a background where English is not your first language but English, being language of business in Nigeria means you should make conscious effort to speak well, pay attention to the way other professionals speak and write at work and begin to improve your own speech and writing.

(ii) When conversing in an informal situation or when writing a less formal correspondence, use a level of formality appropriate for your audience and remain respectful and professional at all times.

(iii) Do not use profanity; swearing is never acceptable in the work place.

(iv) Avoid derogatory or biased comments. Do not use language that is biased against any ethnic group or tribe, religion, age, race or other group. Also avoid making generalization or jokes that affirm or perpetuate stereotypes.

(v) Avoid the use of slangs generally in the workplace or expression that are commonly accepted in other settings. Be wise in the use of idiomatic expression and proverbs and use only in related context.

(vi) Be cautious when using jargons. Jargons should be used sparingly and only when speaking to audience that will be familiar with the terms used.

(vii)  Be polite; please and thank you are important, not only in the home but also in business, you will accomplish more and have better relationship with co-workers and colleague if you treat them respectively and show appreciation by using courtesy words.

Benefit of Using Appropriate Language in Business and Workplace

When you are able to acquire proper business language skills it gives your business the following advantage;

(i) A professional outlook; using proper language denotes a professional approach by constructing a well-written response to a query, you give your customers and client’s the impression that is a professional, you are treating all your transactions seriously and you value them highly.

(ii) Convey the right message; the way you speak has a great impact on how it is received by your audience. Poor grammar affects your marketing strategies and even hinders your efforts to strengthen your relationship with your. By using the right words; you are able to get better responses from your audience. 

(iii) You become an authority figure; this happens when you are able to give detailed information about your products or services through proper sentences. If you use poor grammar, people won’t take you seriously because it will indicate that you are guessing and do not know much 
about your niche. Therefore strive to impress the audience from the start and earn their loyalty. 

Cynthia Dare
Research Assistant
For: Institute of Attitudinal Change Managers
Website: www.iacmng.org

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What is Forensic Psychology?

The term ‘forensic psychology’ is the application to all aspects of the law and management of crime and criminals, through professional practice, of principles, theories, and methods derived from the scientific and clinical studies of human actions and experience.

"Forensic psychology is the application of the science and profession of psychology to questions and issues relating to law and the legal system. The word "forensic" comes from the Latin word "forensis," meaning "of the forum," where the law courts of ancient Rome were held. Today forensic refers to the application of scientific principles and practices to the adversary process where specially knowledgeable scientists play a role."

Forensic psychology is a specialized branch that deals with issues that connect psychology and the law. Interest in forensic psychology has grown significantly in recent years. Increasing numbers of graduate programs offer dual degrees in psychology and law, with others providing specialization in forensic psychology.

While forensic psychology is considered a rather new area specialty within psychology, the field dates back to the earliest days in psychology's history.

The field has experienced dramatic growth in recent years as more and more students become interested in this applied branch of psychology. Popular movies, television programs and books have help popularize the field, often depicting brilliant heroes who solve vicious crimes or track down killers using psychology.

While depictions of forensic psychology in popular media are certainly dramatic and attention-grabbing, these portrayals are not necessarily accurate. Forensic psychologists definitely play an important role in the criminal justice system, however, and this can be an exciting career for students interested in applying psychological principles to the legal system.

Learn more about forensic psychology, including the subjects it focuses on, its history and career options.

What Is Forensic Psychology?

If you enjoy learning about the science of human behaviour and the law, then forensic psychology will probably interest you quite a bit. The field has witnessed dramatic growth in recent years, as more and more students become interested in this applied branch of psychology. However, forensic psychology is about much more than the glamorized views portrayed in television shows, movies and books.

Typically, forensic psychology is defined as the intersection of psychology and the law, but forensic psychologists can perform many roles so this definition can vary. In many cases, people working within forensic psychology are not necessarily "forensic psychologists." These individuals might be clinical psychologists, school psychologists, neurologists, or counselors who lend their psychological expertise to provide testimony, analysis or recommendations in legal or criminal cases.

For example, a clinical psychologist might provide mental health services such as assessment, diagnosis and treatment to individuals who have come into contact with the criminal justice system. Clinicians might be asked to determine if a suspected criminal suffers from a mental illness, or may be asked to provide treatment to individuals suffering from substance abuse and addiction issues.

Another example is that of a school psychologist. While people in this profession typically work with children in school settings, a school psychologist working in forensic psychology might evaluate children in suspected abuse cases, help prepare children to give testimony in court or offer testimony in child custody disputes.

Some of the functions typically performed within forensic psychology include:

Competency evaluations

Sentencing recommendations

Evaluations of the risk of reoffending

Testimony as an expert witness

Child custody evaluations

The History of Forensic Psychology

Forensic psychology is a relatively new specialty area. In fact, forensic psychology was just officially recognized as a specialty area by the American Psychological Association in 2001. Despite this, the field of forensic psychology has roots that date back to Wilhelm Wundt's first psychology lab in Leipzig, German. Learn more about some of the major events and key figures in the history of forensic psychology.

Careers in Forensic Psychology

While forensic psychology may not be all about solving crimes and getting inside the mind's of criminals, there are still plenty of challenges for forensic psychologists. There are a wide range of job options within the field of forensic psychology. For example, some forensic psychologists work directly in the criminal justice system to assess, evaluate and treat individuals who have committed crimes or have been the victims of crimes. 

Other forensic psychologists investigate cases of alleged child abuse, work with child witnesses, evaluate individuals involved in child custody disputes and assess mental competency. Learn more about some of the exciting career options in forensic psychology.

How Does Forensic Psychology Differ From Other Areas?

So what exactly makes forensic psychology different from another specialty area such as clinical psychology? Typically, the duties of a forensic psychologist are fairly limited in terms of scope and duration. A forensic psychologist is asked to perform a very specific duty in each individual case, such as determining if a suspect is mentally competent to face charges.

Unlike the typical clinical setting where a client as voluntarily sought out assistance or evaluation, a forensic psychologist usually deals with clients who are not there of their own free will. This can make assessment, diagnosis and treatment much more difficult, since some clients wilfully resist attempts at help.

Forensic psychology is the interaction of the practice or study of psychology and the law. Psychologists interested in this line of applied work may be found working in prisons, jails, rehabilitation centers, police departments, law firms, schools, government agencies, or in private practice, to name a few. They may work directly with attorneys, defendants, offenders, victims, pupils, families, or with patients within the state's corrections or rehabilitation centres. 

Other psychologists interested in forensic psychology focus on the study of psychology and the law. They may work in colleges, universities, government agencies, or in other settings interested in researching and examining the interaction of human behavior, criminology, and the legal system.

Psychologists working in forensic psychology often come from a wide variety of education, training, and work experiences. All hold a doctorate degree in a field of psychology. Some graduate training programs now offer specializations in the field. Some of these psychologists also have education or training in the law or even hold a Jurist Doctor - the degree earned by attorneys. 

Most working in applied settings such as a private practice or prison also hold a license to practice granted from their state's board of psychology following the successful completion of an approved doctoral degree, pre and post doctoral training years, and passing scores on a series of board examinations. The exception to this is that some governmental agencies are considered exempt settings, which allows unlicensed psychologists to practice with supervision for a period of time.

Psychologists working in applied forensic psychology settings may provide a multitude of services, too many to fully describe here. Generally though, psychologists working in corrections may attend to the mental healthcare needs of inmates including, screening, psychological assessment, individual therapy, group therapy, anger management, crisis management, court-ordered evaluations, or daily inpatient rounds. 

They may also consult with prison staff, inmate attorneys, advocates, and court systems on a variety of mental health related topics or recommendations garnered as a result of psychological assessment. Psychologists working directly with attorneys may provide psychological assessment, personality assessment, assessment of mitigating factors, assessment of sexual offenders, competency evaluations, and recommendations for parental custody or visitation, to list just a few. Psychologists working in police departments often provide services for the department employees, such as counselling or crisis management

Research Department

For Institute of Attitudinal Change Managers

Website: www.iacmng.org

Vacancy: ICT Personnel Needed Urgently

A Consulting firm in Benin City is in need of a Good ICT personnel.

Qualification: NCE, OND, HND, BSc and MSc.

Forward your CV and Application Letter to:
Email: info@interarcconsultants.com 

Like us on facebook to receive updates on vacant positions-->> http://on.fb.me/1P9fWbA
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Please help share to your friends who also need this info....God Bless

President Address at First Induction 2014

PROTOCOLS
I am greatly delighted to welcome our highly esteemed inductees and their guests to the First Induction Ceremony of the Institute of Attitudinal Change Managers. I congratulate everyone present here today for being part of this historic occasion.

OUR CREDO
The Institute of Attitudinal Change Managers formally commenced full-scale, operational activities on 15th May, 2014 with its headquarters in Benin City, Edo State. The Institute is a professional body established in 2014 under CAM ACT LFN 2004 with the approval of the Federal Ministries of Education and Justice. Its main mandate is to produce a generation of Managers, duly equipped to change negative attitudes of people and re-orientate them towards productive ventures and good behaviour in organizations, the society and our nation.
 

Our cardinal objectives as a professional and examining body may be summarized as follows:
 

i. To institutionalize positive attitudes in all aspects of our society through seminars, workshops and conferences.
 

ii. To train people on positive behavioural attitudes.
 

iii. To certify the beneficiaries of our programmes through the issuance of certificates as “Attitudinal Change Managers.”
 

iv. To inculcate high moral values, ethical standards and positive attitudes in people through public awareness campaigns.
 

v. To serve as a Research Institute for the development of positive behavioural patterns in the work place and the society and publish the outcome for the benefit of the society.

THE INSTITUTE’S MOTTO
Our highly respected Ladies and Gentlemen, I consider it expedient to adduce your minds to the motto of our Institute which is: “Attitude Changes Everything.” The two critical terms worthy of note here are “attitude” and “change”. I crave your indulgence to permit me to make a passing reference to them because of their relevance to our core mandate.
I am particularly happy that we are beginning to realise and appreciate the fact that attitudes play a vital role in affecting our behaviour. They influence the way we feel and behave towards others in our environment. It is a well known fact that people tend to act favourably towards things they like and unfavourably towards things they dislike ceteris paribus. At one point or the other, we try to influence someone’s attitudes or we are influenced by the attempt of someone else to change our attitudes.
 

Maxwell (1993), a highly respected scholar once asserted that an attitude is an inward feeling expressed by behaviour. He observed that a hardened attitude is a dreaded disease. It causes a closed mind and a dark future. But, when an attitude is positive and conducive to growth, the mind expands and progress begins. Herein lies the crux of the matter. It is from this perspective that I enjoin you to appreciate the beauty of our social crusade. Our goal is to get rid of bad attitudes and make individuals to learn good ones. Our mission is to create a better understanding of attitudes and how they change.

I am sure that everyone present in this gathering today is aware that change is natural to existence and common to all creations. It is a principle of creation and indeed, one of the most important factors in life. Yet, most people do not manage change effectively and positively. Many of us neglect to initiate positive changes that would make significant difference in their lives and the lives of others. The Institute has evolved far-reaching measures to assist individuals to manage changes in a desirable way, change their negative perceptions and adopt the right attitude to life. 

PROF. (REV) NATHANIEL OIGIANGBE

PRESIDENT

INSTITUTE OF ATTITUDINAL CHANGE MANAGERS

WEBSITE: www.iacmng.org

Visit our website for more information about us and how to register and become a member. Second Induction date: (August 27th-29th, 2015) 

Please help share to friends who might need this.

God bless.

Who is a Professional and What is Professional Development?

The term “professional” carries a lot of different meanings and connotations. It’s also connected with a wide range of practices: sports, entertainment, medicine, law, engineering, etc.

Professional development is important for all those involved in education from the support staff right up to the administrators. Professional development that includes participants from support, teaching and administration at the same time can help to bridge the divisions between groups. 

When different groups work together, there is a greater chance for understanding each other work and also for forging bonds between the groups to work towards a common purpose. Developing a culture of continuous learning and modelling the use of personal learning networks will be key to engaging students and the community.

Who is a Professional?

A professional is said to have specialized knowledge and skills set that are a product of many years of education. A lawyer or doctor, for instance, needs to spend much more time studying than individuals from many other fields. When an expert theoretical background eventually translates to an even stronger set of skills, people are sometimes called a professional.

A professional is a member of a profession or any person who earns their living from a specified activity. The term also describes the standards of education and training that prepare members of the profession with the particular knowledge and skills necessary to perform the role of that profession. In addition, most professionals are subject to strict codes of conduct enshrining rigorous ethical and moral obligations. 

Professional standards of practice and ethics for a particular field are typically agreed upon and maintained through widely recognized professional associations. Some definitions of "professional" limit this term to those professions that serve some important aspect of public interest and the general good of society.

The Concise Oxford Dictionary (11th Edition 2006) defines a professional as a person having impressive competence in a particular activity and a profession is a paid occupation carried out by professionals and not amateurs. 

From this definition, we can infer that a professional is someone who has undergone a long period of training or rigorous apprenticeship and who has been certified to have acquired enough knowledge and skills as to be deemed competent or proficient to render services in a given vocation. A professional has formal qualifications and has been articled or registered and licensed to practice by his/her professional body or association. 

Webster’s New World College Dictionary (4th Edition 2001) defines a professional as one who is engaged in an activity for money or as a means of livelihood, and not as a hobby or for amateurish purposes or as a pastime.

In some cultures, the term is used as shorthand to describe a particular social stratum of well-educated workers who enjoy considerable work autonomy and who are commonly engaged in creative and intellectually challenging work.

What is Professional Development

Professional development refers to the development of a person in his or her professional role. According to Glattenhorn (1987), by gaining increased experience in one’s teaching role they systematically gain increased experience in their professional growth through examination of their teaching ability. 

Professional workshops and other formally related meetings are a part of the professional development experience (Ganzer, 2000). Much broader in scope than career development, professional development is defined as a growth that occurs through the professional cycle of a teacher (Glattenhorn, 1987). 

Moreover, professional development and other organized in-service programs are deigned to foster the growth of teachers that can be used for their further development (Crowther et al, 2000). One must examine the content of those experiences through which the process will occur and how it will take place (Ganzer, 2000; Guskey, 2000).

This perspective, in a way, is new to teaching in that professional development and in-service training simply consisted of workshops or short term courses that offered teachers new information on specific aspects of their work (Brookfield, 2005). Champion (2003) posited that regular opportunities and experiences for professional development over the past few years had yielded systematic growth and development in the teaching profession.

Many have referred to this dramatic shift as a new image or a new module of teacher education for professional development (Cochran-Smith & Lytle, 2001: Walling & Lewis, 2000). In the past 15 years there have been standards-based movements for reform (Consortium for Policy Research in Education, 1993; Hord, 2004; Kedzior & Fifield, 2004: Sparks, 2002). 

The key component of this reform effort has been that effective professional development has created a knowledge base that has helped to transform and restructure quality schools (Guskey, 1995; Willis, 2000).

Much of the available research on professional development involves its relationship to student achievement. Researchers differ on the degree of this relationship. Variables are the school, teacher, student level related to the level of learning within the classroom, parent and community involvement, instructional strategies, classroom management, curriculum design, student background knowledge, and student motivation (Marzano, 2003). 

Based upon a review of several studies, Marzano (2003) concluded that the professional development activities experienced by teachers have a similar impact on student achievement to those of the aforementioned variables.

Opportunities for active learning, content knowledge, and the overall coherence of staff development are the top three characteristics of professional development. Opportunities for active learning and content specific strategies for staff development refer to a focus on teacher application of learned material.

 Overall coherence refers to the staff development program perceived as an integrated whole and development activities building upon each other in a consecutive fashion. Marzano (2003) warned, however, that standardized staff development activities which do not allow for effective application would be ineffective in changing teacher behaviour.

Richardson, (2003) published a list of characteristics associated with effective professional development, stating that such programs would optimally be: “statewide, long term with follow-up; encourage collegiality; foster agreement among participants on goals and visions; have a supportive administration; have access to adequate funds for materials, outside speakers, substitute teachers, and so on; encourage and develop agreement among participants; acknowledge participants existing beliefs and practices; and make use of outside facilitator/staff developers.” 

Kedzior and Fifield (2004) described effective professional development as a prolonged facet of classroom instruction that is integrated, logical and on-going and incorporates experiences that are consistent with teachers’ goals; aligned with standards, assessments, other reform initiatives, and beset by the best research evidence. Elmore (2002) described professional development as sustained focus over time that is consistent with best practice.

Ways Professionals are Developed

Almost every job requires that you continue learning and strengthening your skills. Doing so enables you to receive a promotion or empowers you to lead others in your organization. By learning how to develop professional expertise, you will discover ways to grow in your knowledge and skills. You could also become a recognized expert in your professional field.

1) Become a life-long learner: Part of developing your professional expertise is keeping up with new information that is relevant to your field of study.

• Continue your education. Get your graduate or post-graduate degree or a special certification.

• Read books, articles, and journals related to your field. These more scholarly resources provide you with information that is likely to be an important part of your continuing professional development.

• Follow blogs and social media accounts. Find other professionals in your field and connect with their online content. Many post thoughts that are new to the field and will introduce you to different perspectives and theories.

• Attend conferences. Conferences allow you to network with other professionals in your field and participate in thought-provoking discussions and workshops.

2) Find mentors: Mentors are more experienced individuals in your profession who can guide you and teach you. The mentor relationship can be as formal or as casual as you would like.

• Ask older employees or leaders at your workplace to mentor you

• Read biographies about people in your field who made a major impact or contribution.

• Listen to podcasts or seminars from experts in your field who may not be available for a one-on-one relationship.

3) Join a group of colleagues: Meeting with other individuals in your profession can sharpen your skills and develop your expertise in ways that no textbook or blog article can.

• Find a professional society in your field and become a member. Members often have access to resources non-members do not, and they are able to network with other professionals in their field.

• Form a discussion or learning group with others at your workplace. Meet during lunch or breaks and talk about problems or experiences that you have encountered recently.

4) Write about your profession: By posting reflections on your professional blog or publishing articles in a peer-reviewed journal, you put your thoughts out there for others to read and give feedback on. Plus, the process of writing can help you clarify your thoughts.

5) Build your skills: Identify skills you would like to strengthen and then find opportunities to do that. For example, if you are a counselor and want to learn how to better comfort someone when they are hurting, read books or talk to others about different methods they use. Then practice your skills as you interact with clients or friends.

Research Department

For Institute of Attitudinal Change Managers

Website: www.iacmng.org

   

References

Concise Oxford Dictionary (11th Edition 2006), ACCA      Paper 1 2008. Professional Accountant London: BPP Learning Media Ltd.

Brookfield, S. (2005). Power of critical theory for adult learning and teaching. Berkdire, Great Britain: McGraw-Hill Education.

Champion, R. (2003). Taking measure: The real measure of professional development program’s effectiveness lies in what participants learned. Journal of Staff Development, 24(1), 1–5.

Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 45–61). New York, NY: Teachers College Press.

Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development education [Brochure]. Washington, DC: Albert Shanker Institute.

Ganzer, T. (Ed.) (2000). Ambitious visions of professional development for teachers [Special Issue]. National Association for Secondary School Principals, (84)618

Glattenhorn, A. (1987). Cooperative professional development: Peer centered options for teacher growth. Educational Leadership, (3)45, 31-35.

Guskey, T. R. (1995). Professional development in action: New paradigms and practices. (T. R. Guskey & M. Huberman, Eds.) New York: Teachers College Press.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Hord, S. M. (Ed.). (2004). Learning together leading together: Changing schools through professional learning communities. New York, NY: Teachers College Press.

Kedzior, M., & Fifield, S. (2004). Teacher professional development. Education Policy Brief, 15(21), 76–97.

Marzano, R. J. (2003). What works in school: Translating research into action. Alexandria,, VA: Association for Supervision and Curriculum Development.

Miles, K. H., Olden, A., Fermanich, M., & Archibald, S. (2004). Inside the blackbox of school spending on professional development: Lessons from comparing five urban districts. Journal of Education and Finance 30(1) 1-26.

Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401–406.

National Staff Development Council (2001). NSDC’s Standards for Staff Development. 

Oxford, OH. Author.

National Staff Development Council (2007). Professional development. Retrieved

March 15, 2009, from http://www.NSDC.org/connect/about/index.cfm.

Walling, B., & Lewis, M. (2000). Development of professional development pre-service teachers: Longitudinal and comparative analysis. Action Teacher Education, 22(2a), 63-67

Second Induction Coming up (27th - 29th August, 2015) Register and become a member

Take advantage of this unique 3 days Training and Certification program designed for Students, Corpers, Workers, Managers, Organizations, Individuals, and become a Change Manager today. 

The benefits been a member include:-

(1) Membership cuts across every profession/discipline (e.g. An Accountant could be a Change 

Manager also).
(2) Certificate can help you meet business/employment requirements.
(3) Enhances promotion at Workplace
(4) It is a Foundational Professional Certificate that can stand alone or enhance your existing profession
(5) Receive the Institutes newsletter and journal free.
(6) Function as an Attitudinal Change Manager in public or private organizations, (such as Government, Companies, Schools, NGO, Religious bodies etc)
(7) Creating a new vista of professional employment area as Certified Attitudinal Change Managers.
(8) Use the Institutes designatory letters (AACM), (MACM) and (FACM) for professional categories as Associate, Member and Fellow respectively.

So register now and become a member by visiting our website: www.iacmng.org or Call 08165386825, 08186681577, you can also visit our Head Office or email us at:

Institute of Attitudinal Change Managers
Didio Plaza, 
No. 66, Oko-Central Road G.R.A, Benin City, Nigeria. 
Website: www.iacmng.org
Phone Number: 08165386825, 08186681577. 
Email: info@iacmng.org or iacmng@gmail.com

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First Induction/Award Ceremony and Lecture 2014

Vacant Position: ICT Personnel Needed

An Experienced ICT Personnel is needed for a Consulting firm in Benin City

Qualification: NCE, OND, HND, BSc and MSc.

Forward your CV and Application Letter to:
Email: info@interarcconsultants.com or iacmng@gmail.com

Like us on facebook to receive updates on vacant positions-->>http://on.fb.me/1P9fWbA
You can also follow us on twitter @iacmng. Please help share to your friends who also need this info

God Bless

The Need for Positive Workplace Attitude in Nigeria

Many employees across various organizations have negative attitudes towards work and these negative attitude influences their behaviours and productivity at work negatively as well. How can these negative attitudes be changed to positive attitudes is the question before us now.

Before we answer or find solutions to these questions, we need to understand some facts about attitudes, behaviours, business organizations, and employee performance/productivity level.

A business organization can be an individual or a group of persons who come together/collaborate intentionally to achieve certain commercial goal or set of goals. When people come together and form a business organization, they do so with a lot of things in mind; such as the goals and objective of the business, a vision and a mission statement which clearly spells out how the organization should operate and how things should appear all things been equal. Organization also develops it sets of values which defines its culture and personality and finally develop a strategy to achieve it set goals and objective.

In order to achieve all these, the organization work with and through people otherwise referred to as employee, and when these set of people who are obviously from different background come together to work as a team with the right attitude, the organization can easily achieve its business goals and objective. But when they develop the wrong work place attitude, things are most likely to go wrong and productivity is hampered.

Before we continue let us define Attitude.

According to business dictionary, Attitude can be defined as a predisposition or tendency to respond positively or negatively towards a certain idea, object, person, or situation. Attitude influences an individual choice of action and responses to challenges, incentives and rewards.

Certain factors come together to shape a person’s set of attitude, these factors are: family background and upbringing, genetic factors, culture customs and belief e.t.c. Our Attitudes are a source of action which in turn determines our behaviour.

Some negative attitudes such as aggression, anger, cynical, bigotry, intolerance, dishonesty, greed, resentment, pride, thoughtlessness, blame, critical, among others are example of negative work place attitude displayed by employees can affect their behaviour towards their jobs and reflects in their performance. For example a greedy and dishonest employee will display such counter-productive behaviours as stealing, lying, receiving bribe e.t.c. In the same way a person with a positive attitude such as trust, commitment, honesty, empathic, loyal e.t.c, will behave accordingly. (They will display behaviours such as job satisfaction and organization citizenship behaviour OCB).

A person might not always be aware of his or her attitude or the effect it is having or his behaviour, in this case it becomes almost impossible for the person to make amends except someone points it out to him.

Organizations understand the seriousness and level of damage negative attitudes attitude can have or productive and the image of the organization, this why they devise various methods of intervention such as in-service training for staff to update their skill.

While employers can teach people better ways of getting their job done, they can’t teach employees to have and imbibe positive attitude, it must willingly come from the employee to change from negative to positive attitude.

William James once said “the greatest discovery of my generation is that a human being can alter his life by altering his attitude”. There is need for people to change negative attitude, to positive attitude. People with positive attitude are happy, active, and productive. And they do all they can to improve the mood of those around them. In much same way, people with negative attitude are not only unproductive, but also have very low quality life, and they find a way to spread their negativity to those around them.

For an employer to reinforce specific positive behaviour from his employees, he needs to create a positive work environment, put a place a fair reward system, and also a code of conduct that promotes positive behaviours. And for an employee to keep his job, remain in business in this tough times, live a better quality life, and make a positive impacts in the life of his loved ones, I urge you in the word of Wayne Dyer, “change the way you look at things, and the things you look at will also change”.

If you find this article interesting, please share with others and make a contribution.

What interventions do you think employers should make to reinforce positive attitudes and behaviour in the work place?

Cynthia Dare

Research Assistant

For Institute of Attitudinal Change Managers

Website: www.iacmng.org