KWAME KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY (COLLEGE OF ART AND SOCIAL SCIENCES)
SCHOOL OF BUSINESS
COURSE: MAS 561 – ORGANIZATIONAL ORGANIZ ATIONAL BEHAVIOUR BEHAVIOUR
GROUP THREE
EMMANUEL DARKWAH ACKUMEY S. ELORM K. EDMUND KOFI GEMFI ADAM ALIU BETTY RIEK ESI DUKER LYDIA TIWAA
INTRODUCTION. Over the years, r!a"#$at#"s have %ee" &'#"! (r )ays a"* +ea"s ( #"reas#"! -er(r+a"e. Th#s #"&*es a thr!h st*y a"* a"a&ys#s ( %th h+a" %ehav#r a"* r!a"#$at#"a& -rat#es a"* va&es. Ar*#"! t the Ha)thr"e e/-er#+e"t *#rete* %y E&t" May 012324, e+-&yees5 (ee&#"!s, e+t#"s a"* se"t#+e"ts )ere str"!&y a((ete* %y sh )r' "*#t#"s as !rre&at#"sh#-s &ea*ersh#- sty&es a"* s--rt (r+ +a"a!e+e"t a"* sh (ee&#"!s &* have s#!"#(#a"t #+-at " -r*t#v#ty. These st*#es (#rst h#!h&#!hte* the +-&e/#ty ( h+a" %ehav#r #" a" r!a"#$at#"a& sett#"!. Or!a"#$at#" #s a" #*e"t#(#a%&e !r- ( -e-&e )r'#"! #" a r*#"ate* +a""er t ah#eve a *es#r *es#re* e* !a&. !a&. Mart# Mart#" " a"* Fe&&e"$ Fe&&e"$ 067174 067174,, sa) Or!a" Or!a"#$a #$at# t#"s "s as s#a& s#a& e"t#t#es e"t#t#es that that are !a&8 !a&8 *#rete*, that are #"e/tr#a%&y &#"'e* t the#r e"v#r"+e"t yet have "+#"a& %"*ar#es, a"* that e+-&y *e&#%erate&y *e&#%erate&y *es#!"e* a"* 8r*#"ate 8r*#"ate* * at#v#t#es at#v#t#es a"* a--rahes a--rahes t ah#ev#"! ah#ev#"! the#r %9e %9et t#v #ves es.. I" t*ay t*ay55s +-et +-et#t #t#v #vee )r& )r&*, *, the the r!a r!a"# "#$at $at# #"s "s have have t %e !r) !r)th th8r 8r#e #e"t "te* e*.. U"*ersta"*#"! ( the th#"!s that ! " #"s#*e r!a"#$at#"s, a"* #" -art#&ar, h) a"* )hy -e-&e #" r!a"#$at#"s %ehave the )ay they * #s re&eva"t t the *eve&-+e"t ( the r!a"# r!a"#$at $at#" #".. K"*a& K"*a&'ar 'ar 0677:4 0677:4,, assert asserte* e* that that the va&e va&e syste+ syste+,, e+t#" e+t#"a& a& #"te&& #"te&&#!e #!e"e, "e, r!a"#$at#"a& &tre, 9% *es#!" a"* the )r' e"v#r"+e"t are #+-rta"t asa& a!e"ts #" *eter+#"#"! h+a" %ehav#r #" a" r!a"#$at#". It a&s #"v&ves (ster#"! a tea+ s-#r#t a"* +t#vat#" s that the r!a"#$at#"a& %9et#ves are ah#eve*. Ste-he" M. a"* G&#") 067724, *e(#"e* Or!a"#$at#"a& %ehav#r as the st*y ( )hat -e-&e th#"', (ee&, a"* * #" a"* ar"* r!a"#$at#"s. Or!a"#$at#"a& %ehav#r re&ates t the e/-ete* %ehav#r ( a" #"*#v#*a& #" the r!a"#$at#". I" &'#"! at the h+a" %ehav#r, there #s the "ee* t &' at the %ehav#ra& -atter"s ( e+-&yees at )r'. Th#s )#&& he&- a" r!a"#$at#" t %e a%&e t +a"a!e #ts h+a" resres e((et#ve&y. S+e ( the e&e+e"ts t &' at #" the a"a&ys#s ( e+-&yee %ehav#r are #+-at ( -ers"a&#ty " -er(r+a"e, +t#vat#", &ea*ersh#-, e((et#ve tea+s a"* !r-s, *#((ere"t r!a"#$at#"a& strtres I"*#v#*a& %ehav#r, att#t*e a"* &ear"#"!, ;ere-t#", Des#!" a"* *eve&-+e"t ( e((et#ve r!a"#$at#", <% *es#!", I+-at ( &tre " r!a"#$at#"a& %ehav#r,
Ma"a!e+e"t ( ha"!e, "(&#t a"* stress, Or!a"#$at#"a& *eve&-+e"t a"* C&tre, Gr %ehav#r, -)er a"* -&#t#s. Mt#vat#" a"* -ere-t#" are 'ey e&e+e"ts #" r!a"#$at#"a& %ehav#r %ease e+-&yee %ehav#r "ee*s t %e "*erst* #" r*er t ah#eve ah #eve the !a&s a"* %9et#ves ( the r!a"#$at#" a"* there%y #+-rve -er(r+a"e ver t#+e. Th#s Th#s -r9e -r9ett )#&& )#&& atte+atte+-tt t e/a+#"e e/a+#"e r!a"# r!a"#$at $at#"a #"a&& %ehav# %ehav#r r,, ta'#"! ta'#"! #"t #"t "s#*e "s#*erat rat#" #"== +t# + t#va vat# t#" " a"* -ere-ere-t# t#" " (r (r the the -r-r-s see ( th#s th#s rese resear arh h,, )h#h )h#h )#&& )#&& %e re&a re&ate te* * t a" r!a"#$at#"a& +eta-hr. H)ever, H)ever, the stre"!th a"* &#+#tat#"s ( the +eta-hr )h#h #s se&ete* )#&& %e *#ssse*. A -rat#a& r!a"#$at#"a& e/-er#e"e, %y re(err#"! t a v#*e ase a&&e* >The U"*er Cver Bss 0Tre ?a&e45 )#&& %e se* t e/-at#ate the r!a"#$at#"a& %ehav#rs &#ste* a%ve.
Mt#vat#" Mt#vat#"5 #s *er#ve* (r+ the Lat#" ter+ >+vere5 that +ea"s >t +ve5. Ths, +t#vat#" #s a -ress that starts )#th a -hys#&!#a& r -syh&!#a& *e(##e"y r "ee* that at#vates a %ehav#r r a *r#ve that #s a#+e* at a !a& r #"e"t#ve #"e" t#ve 0Ltha"s, 122@4. Motivation theory
has has been been deve develo lope ped, d, main mainly ly in the the USA, USA, foll follow owin ing g empi empiri rica call resea esearrch activitie activities. s. It has progre progressed ssed considerab considerably ly from the tradition traditional al or classical classical approaches which assumed that people in the workplace acted rationally in an attempt to maximise the economic return to their labour. his rational economic concept assumed that work was inherently unpleasant and that wages compensated workers for their e!orts. Indeed the money they earned was considered to be of greater importance to individuals than the nature of the "ob they performed. performed. #xpectancy theory has developed since the $%&'s as an alternative to the beha behavi viou oura rali list st appr approa oach ches es to moti motiva vati tion on..
It argu argues es that that huma humans ns act act
according according to their their conscious conscious expectations expectations that a particular particular behaviour behaviour will lead lead to sp spec eci( i(c c desi desira rabl ble e goal goals. s. he he theo theory ry,, with with all all its its cons conse) e)ue uent nt re(ne e(neme ment nts, s, prov provid ides es a popul popular ar expla xplana nato tory ry fram framew ewor ork k for for a rang range e of employee behaviours, including levels of motivation, performance, employee
turnover and absenteeism, in addition to leadership e!ectiveness and career choice choice.. *room *room +$%+$%-, , an Americ American an psycho psycholog logist ist,, develo developed ped expec expectanc tancy y theory theory from from the origin original al work work of olman olman and /on0ik /on0ik +$%&' +$%&', , produ producin cing g a systematic explanatory theory of workplace motivation. It argued that the motivation to behave in a particular way is determined by an individual1s expectation that behaviour will lead to a particular outcome, multiplied by the preference or valence that person has for that outcome. 2or example, if by working diligently and for long hours an employee expects to receive promotion at some future date and if that worker values promotion highly +valen +valence ce then, then, ration rationall ally, y, we might might expec expectt that that emplo employee yee to show show that that behaviour behaviour.. *room *room argues argues that human behaviour is directe directed d by sub"ectiv sub"ective e probability, that is, the individual1s expectation that his or her behaviour will lead to a particular outcome. (Kendra (Ke ndra Che Cherry rry,, defines defines mt#vat#" as the -ress that #"#t#ate, !#*es, a"* +a#"ta#"s !a&8
r#e"te* %ehav#r. It #s )hat ases s t at a"* (ree"t&y se* t *esr#%e )hy -e-&e * s+eth s+ eth#"! #"!.. It #"v&v #"v&ves es the %#&! %#&!#a #a&, &, e+t# e+t#"a& "a&,, s#a& s#a&,, a"* !"#t !"#t#ve #ve (res (res that that at#va at#vate te %ehav#r that #s the #"tr#%s# a"* e/tr#"# (atr. Bra*&y s-ea'#"!, +t#vat#" #s )#&&#"!"ess t e/ert h#!h &eve&s ( e((rts t)ar*s r!a"#$at#"a& !a&s, "*#t#"e* %y the e((rts5 a%#&#ty t sat#s(y s+e #"*#v#*a& "ee*s 0R%%#"s et a&, 67134.. D#((ere"t sres ( +t#vat#" e/#st a"* th#s a" have e#ther -s#t#ve r "e!at#ve res&ts " a -ers". There are t) sres ( +t#vat#" "a+e&y, #"tr#"s# a"* e/tr#"s# +t#vat#". Car& 067134, &'e* at #"tr#"s# +t#vat#" as the -&easre "e !ets (r+ the tas' #tse&( r (r+ the se"se ( sat#s(at#" #" +-&et#"! r eve" )r'#"! " a tas'. I"tr#"s# +t#vat#" *es "t +ea", h)ever that a -ers" )#&& "t see' t re)ar*s= #t #s 9st that e/ter"a& re)ar*s are "t e"!h e"!h t 'ee'ee- sh sh a -ers" -ers" +t#va +t#vate* te*.. 0De# 0De# et a&. 122 12224 24 %s %serv erve, e, #"tr#" #"tr#"s# s# +t#va +t#vat# t#" " e"er!#$es e"er!#$es a"* ssta#"s ssta#"s at#v#t#es at#v#t#es thr!h the s-"ta"es s-"ta"es sat#s(at#"s sat#s(at#"s #"here"t #"here"t #" e((et#ve e((et#ve v&#t#"a& at#". It #s +a"#(est #" %ehav#rs sh as -&ay, e/-&rat#", a"* ha&&e"!e see'#"! that -e-&e (te" * (r e/ter"a& re)ar*s. I"tr#"s# re)ar*s te"* t !#ve -ers"a& sat#s(at#" t #"*#v#*a&, #"(r+at#" (ee*%a', re!"#t#", trst, re&at#"sh#-, e+-)er+e"t
Motivation Aspects of the video +undercover +undercover boss is related to 3tangible1 rewards such as salary and fringe bene(t bene(ts, s, securi security, ty, promo promotio tion, n, contra contract ct of servic service, e, the work work envir environm onment ent and and cond condit itio ions ns of work work.. Such Such tang tangib ible le rewar ewards ds are are ofte often n dete deterrmine mined d at the the organisational level and may be largely outside the control of individual managers.
Extrinsic Extrinsic motivation motivation
is related to 3psychological1 rewards such as the opportunity to use one1s ability, a sense of challenge and achievement, receiving appreciation, positive recognition, and being treated in a caring and considerate manner. he psychological rewards are those that can usually be determined by the actions and behaviour of individual managers. Intrinsic motivation
CHRIS
4$5&67- $ 2avourite avourite part of the "ob. Accorrding Acco ding to Mull Mullin ins s 4' 4'' ',, A pers person on1s 1s moti motiva vati tion on,, "ob "ob sati satisf sfac acti tion on and and work work performance will be determined by the comparative strength of these sets of needs and expectations,+ Intrinsic satisfaction 8 derived from the nature of the work itself, inter interest est in the the "ob, "ob, and person personal al growt growth h and and develo developme pment. nt. his his is a person personal al orientation to work and concerned with 3oneself1 and the extent to which they are ful(lled. 2or example, some people may make a deliberate choice to forgo intrinsic satisfaction and social relationships +particularly in the short term or in the earlier years of their working life in return for high economic rewards. 9ther people are happy to accept comparatively lower economic rewards rewards in favour of a "ob which has high high intri intrinsi nsic c satis satisfac factio tion n and:o and:orr socia sociall relat relation ionsh ships ips.. Intrin Intrinsi sic c satis satisfac factio tion n is a personal attitude which varies according to the individual and particular circum7 stances. It will also vary from "ob to "ob and often between di!erent parts of the same "ob. 4 My family family is my wealth wealth;.44 ;.445'74 5'744 4 ost his dad and was encouraged by friends. hat helped him him to be who what he is now. 4454676-
Social relationships relationships such as friendships, friendships, group working, and the desire for a?liation, status status and depend dependenc ency y is a sourc source e of motiva motivatio tion n to work. work. his his is a relat relation ional al orientation to work and concerned concerned with 3other people1
LEXI
454&7-
PERCEPTION
U"*ers U"*ersta" ta"*#" *#"! ! the -ere-t -ere-ta& a& -res -resss a"* %e#"! %e#"! a)are a)are ( #ts #ts +-&e +-&e/#t /#t#es #es #s esse"t esse"t#a& #a& (r *eve&-#"! #"s#!ht #"t +a"a!#"! thers. The )r*s )e se a"* the %*y &a"!a!e )e *#s-&ay ++"#ates r v#e) ( the )r&*. The -)er ( the -ere-ta& -ress #" !#*#"! r %ehav#r "ee*s t %e "-a'e* a"* "*erst* (r e((et#ve re&at#"sh#-s )#th thers. T #"terat e((et#ve&y 0-rese"t rse&ves a"* ++"#ate a--r-r#ate&y, #"(&e"e thers, )r' )#th the+ #" re&at#"sh#-s a"* !r-s r &ea* the+4 )e +st have a !ras- ( )hat thers are th#"'# th#"'#"! "! a"* (ee&# (ee&#"!, "!, #"&* #"&*#"! #"! the#r the#r +t#ve +t#ves, s, %e&#e( %e&#e(s, s, att#t att#t*es *es a"* #"te"t #"te"t#" #"s. s. I" s#a& s#a& -ere-t#", aray a"* *#((ere"t#at# * #((ere"t#at#" " are esse"t#a& %t *#((#&t. Ah#ev#"! the+ +ay %e &#"'e* t the +-&e/#ty ( a -ers"5s syste+ ( !"#t#ve "strts. 0Maree", 67764 ;syh& ;syh&!# !#a& a& (atr (atrss )#&& )#&& a&s a&s a((et a((et )hat )hat #s -ere# -ere#ve* ve*.. These These #"ter" #"ter"a& a& (atr (atrs, s, sh sh as -ers"a&#ty, &ear"#"! a"* +t#ves, )#&& !#ve r#se t a" #"&#"at#" t -ere#ve erta#" st#+&# )#th a rea*#"ess t res-"* #" erta#" )ays. Th#s has %ee" a&&e* a" #"*#v#*a&5s -ere-ta& set. D#((ere"es #" the )ays #"*#v#*a&s a#re #"(r+at#" has %ee" se* as "e ( (r sa&es #" the MyersBr#!!s Ty-e I"*#atr. They *#st#"!#sh #"*#v#*a&s )h >te"* t ae-t a"* )r' )#th )hat #s !#ve" #" the here8a"*8 "), a"* ths %e+e rea&#st# a"* -rat#a&5 0se"s#"! ty-es4, (r+ thers )h ! %ey"* the #"(r+at#" (r+ the se"ses a"* &' at the -ss#%&e -atter"s, +ea"#"!s a"* re&at#"8 sh#-s. These >#"t#t#ve ty-es5 >!r) e/-ert at see#"! "e) -ss#%#&#t#es a"*
"e) )ays ( *#"! th#"!s5. Myers a"* Br#!!s stress the va&e ( %th ty-es, a"* e+-has#s the #+-rta"e ( +-&e+e"tary s'#&&s a"* var#ety #" a"y sess(& e"ter-r#se r re&at#"sh#-. The "ee*s ( a" #"*#v#*a& )#&& a((et the#r -ere-t#"s. Fr e/a+-&e, .. The +s +stt *es#r *es#ra%&e a%&e a"* r!e"t r!e"t "ee*s "ee*s )#&& )#&& a&+st a&+st erta# erta#"&y "&y a((e a((ett a" #"*#v# #"*#v#*a& *a& -ere-t -ere-ta& a& -ress.
hey wait on a woman who is shopping for a weed whacker, whacker, unfortunately unfortunately they don1t have the one she wants in stock and they will have to order it, they will have it in two business days. She isn1t exactly thrilled, but agrees to wait.
Or &a"!a!e -&ays a" #+-rta"t r&e #" the )ay )e -ere#ve the )r&*. Or &a"!a!e "t "&y &a%e&s a"* *#st#"!#shes the e"v#r"+e"t (r s %t a&s strtres a"* !#*es r th#"'#"! -atter". La"!a!es (r+ -art ( the &tre )e e/-er#e"e that )e ta'e (r !ra"te*. Bra*
F!" #$% T&#$'&*#+,$
Ar"* 77 BC the Gree' -h#&s-her Hera&#ts "te* that, y a""t ste- #"t the sa+e r#ver r#ver,, (r ther ther )aters )aters are "t#" "t#"a&&y a&&y (&)#" (&)#"! ! ". Everyth Everyth#"! #"! (&)s (&)s a"* "th#" "th#"! ! a%#*es= a%#*es= everyth#"! !#ves )ay a"* "th#"! stays (#/e*, & th#"!s %e+e )ar+, the )ar+ !r)s &, the +#st *r#es, the -arhe* %e+es +#st. It #s #" ha"!#"! that th#"!s (#"* re-se. 0Mr!a", 12@4. Hera&#ts a**resses that the "#verse #s #" a "sta"t state ( (&/ e+%*y#"! (eatres ( %th -er+a"e"e a"* ha"!e. Tra"s(r+at#" Tra"s(r+at#" a"* (&/ ther#es he&- s t "*ersta"* that )e +st &' at the &!# ( a&& ha"!es #" the syste+. We +st -r%&e+ s&ve )hy s+th#"! #s ha--e"#"! a"* "*ersta"* the (atrs that are as#"! the s#tat#" "t 9st res-"* t the #++e*#ate ha"!es. There #s a reat#" t syste+s a"* the#r srr"*#"!s. The e+-)er#"! -arts ( these these ha"!es ha"!es are the -#ees -#ees ( the r!a"#$a r!a"#$at# t#"s "s that that re(&e re(&ett -" these these ha"!es ha"!es a"* "*ersta"* the y&es that are -r*e*. There #s a" r*er t tra"s(r+at#" a"* (&/, &ea*ers a"* syste+s +st rea&#$e th#s a"* "*ersta"* the #r&ar re&at#"sh#-s.
Mr!a"s 'ey %e&#e(s a%t r!a"#$at#"a& ha"!e have #t that Or*er "atra&&y e+er!es t ( has a"* #t have a "atra& a-a#ty t se&(8re"e). A&s, Or!a"#$at#"a& &#(e #s "t !ver"e* %y the r&es ( ase a"* e((et a"* 'ey te"s#"s are #+-rta"t #" the e+er!e"e ( "e) )ays ( *#"! th#"!s. H)ever, (r+a& r!a"#$at#"a& strtre 0tea+s, h#erarh#es4 "&y re-rese"ts "e ( +a"y *#+e"s#"s ( r!a"#$at#"a& &#(e. At-#es#s, ar*#"! t Mr!a", #s a "s#*erat#" ( h) h) r!a r!a"# "#$at $at# #"s "s +a"a! +a"a!ee ha"!e ha"!e %ase %ase* * " h) h) r!a r!a"# "#$at $at# #"s "s see see a"* a"* th#" th#"' ' a%t a%t the+se&ves. Tra*#t#"a&&y, Tra*#t#"a&&y, r!a"#$at#"a& thery has a"a&y$e* the r!a"#$at#" r!a"#$at#" as a" -e" syste+ )#th "sta"t #"terat#" )#th the#r e"v#r"+e"t a"* tra"s(r+#"! #"-ts #"t t-ts as a )ay t srv#v srv#ve. e.
T) s#e"t s#e"t#st #sts, s, H+%ert H+%ert Matra Matra"a "a a"* Fra"# Fra"#s s ?are&a, re&a, have ha&&e" ha&&e"!e* !e* th#s th#s
tra*#t#"a& tra*#t#"a& +*e&. +*e&. They "s#*er "s#*er r!a"#$at#"s r!a"#$at#"s 0a&& &#v#"! &#v#"! syste+s4 as hav#"! three -r#"#-a& -r#"#-a& (eatresJ at"+y, #r&ar#ty, a"* se&(8re(ere"e. L#v#"! syste+s are at"+s +ea"s that &#v#"! syste+s &se #" " the+se&ves t +a#"ta#" -atter"s ( re&at#"s that *#st#"!#sh a syste+ as a syste+. These three (eatres a&&) the syste+ t se&(8reate r se&(8re"e). The a#+ ( at-#et# syste+s #s t -r*e the+se&ves, a"* there(re the#r )" r!a"#$at#" a"* #*e"t#ty #s -ara+"t. Ar*#"! t Matra"a a"* ?are&a, ha"!es #" a syste+ * "t ar#se as a res&t ( e/ter"a& #"(&e"es %t var#at#"s )#th#" the vera&& syste+ 0)h#h the r!a"#$at#" #s -art (4 that +*#(y the %as# +*e ( the r!a"#$at#". Or!a"#$at#"s (a#& t +-rehe"* that they are a&)ays +re tha" tha" the+se the+se&ve &ves. s. I"*ee*, I"*ee*, ty-#a ty-#a&&y &&y there there #s a - -rr "* "*ers ersta" ta"*#" *#"! ! ( h) r!a"# r!a"#$at $at#" #"ss a"* e"v#r"+e"t are -art ( the sa+e %ra* -atter" ( syste+s that ev&ve ver t#+e. The )r&* )h#h #s ") tr"#"! #" t a !&%a& v#&&a!e #s !#"! thr!h ser#es ( tra"s(r+at#", a"* r!a"#$at#"s "ee*s t a*-t #t #" r*er t %e a%&e t srv#ve a"* *eve&-. Teh"&!#a& ha"!es ha"!es have a*-te* a*-te* "e) )ays )ays ( *#"! *#"! th#"!s th#"!s +a'#"! +a'#"! th#"! th#"! eas#er eas#er,, (aster (aster e((## e((##e"t e"t a"* e((et#ve. I" re&at#" t the "*erver %ss 0tre va&e4 v#*e as a" r!a"#$at#"a& %ehav#r e/-er#e"e, #t )as %serve* that the r!a"#$at#" 0tre va&e4 #s )#&&#"! t tra"s(r+ a"* -r!ress t a +re e((##e"t )ay ( arry#"! t t the *ay t *ay a*+#"#strat#" ( the r!a"#$at#". S-e#(# e/a+-&es are "te* #" the v#*e )h#h are s-e&&e* t %e&) Hart+a"" trave&e* arss the U"#te* States, (r+ Massahsetts t Ore!", )r'#"! #" *#s!#se "*er the a&#as L#s La-res#. Wh#&e "*erver, Hart+a"" v#s#te* severa& Tre ?a& ?a&e e &at#"s
a"* !t h#s ha"*s *#rty a"* 9#" h#s e+-&yees t see )hat #s rea&&y !#"! " #"s#*e h#s +-a"y. He t' " var#s r&es (r+ reta#& sa&es ass#ate at a Tre ?a&e stre t a (r'&#(t *r#ver #" st'#"! a"* ree#v#"! at "e ( the -erat#ves *#str#%t#" e"ters. <h" !ets a (a'e tatt a"* +stahe, )#th a )#! a"* !&asses, a"* hea*s "*erver as L#s, a ha"*y +a" that #s try#"! t )#" 677,777 " a rea&#ty T? sh). F#rst&y, F#rst&y, Le)#s hea*s t Massahsetts Massahsetts )here he #s #"tr*e* t Bra* a sa&es ass#ate. Bra* 9'es that a "r+a& *ay at Tre ?a&e ?a&e #s “smoking some cigarettes, flirting with women, and selling some sh-t.” %et)ee" s#/ +#"tes a"* (rty8e#!ht se"* t seve" +#"tes th#rty8e#!hty
se"*s 0J@8:J3@4. Wh#&e Le)#s stra#!hte"s the she&ves, Bra* %ra!s that he &ves +eet#"! )+e" at Tre ?a&e a"* he a&)ays *es s#*e )r' (r the+. I" r*er t e"sre ha"!e a"* tra"s(r+at#" ( the e+-&yer t #+-rve ( the -er(r+a"e ( the r!a"#$at#", <h" )a"ts t +e"tr Bra* %y (&y#"! h#+ t a %#! ha%#tat (r h+a"#ty -r9et t e"sre ha"!e %y %r#"!#"! t &#!ht that ther Bra* he sees #" h#+. Se"*&y, Se"*&y, %et)ee" (#(tee" (#(tee" +#"tes, +#"tes, t) se"*s t (#(tee" (#(tee" +#"tes +#"tes th#rty e#!ht se"*s 01J768 1J3@4 ( the v#*e. Here <h" )#&& )a"t t ta&' t the -erat#"s +a"a!er t '") #( there a" %e a )ay t #+-rve " the -ress as s+e ( the th#"!s %ee" ree#ve* at the )arehse are a!a#" )r'e* " %y a"ther ser )h#h rs -r%a%&y three t#+es #" a *ay. It s&)s *)" the -erat#"s ( the )arehse a"* there #s the "ee* (r tra"s(r+at#" t e"sre -r!ress. Frther+re, <h" re-rts t Carr Har*)are, "e ( Tre ?a&e ?a&e stres. He arr#ves at the stre a"* #s #"tr*e* t Chr#s, the (r"t e"* +a"a!er. +a"a!er. Chr#s a"* Le)#s atte"*e* t a )+a" )h )a"te* a )ee* )ha'er, "(rt"ate&y the -r*t )as t ( st' a"* ha* t %e r*ere*, )h#h )#&& arr#ve arr#ve #" t) %s#"es %s#"esss *ays. *ays. She )as "t thr#&& thr#&&e*, e*, %t a!rees a!rees t )a#t. )a#t. I hate hate t &eave the st+er " the (&r a"* have t he' #"ve"try )here #( #t )as #" r +-ter, I &* +ay%e he' a &#tt&e %#t #'er sa#* Chr#s. They ha* t he' #"ve"try #"ve"tr y *)"sta#rs t see #( that -art#&ar +*e& )as ava#&a%&e, "(rt"ate&y #t )as "t. Th#s a" ! a &"! )ay t a((et the %s#"ess as a st+er )h *es "t have t#+e t )a#t )#&& &a"* #" a"ther har*)are sh- (r the s--se* #te+ there%y &s#"! a st+er )h#h )#&& re*e reve"e. I" r*er t -reve"t that, there sh&* %e s+e ha"!es t e"sre a )ay t he' #"ve"try )h#&e y are )#th the st+er r at &east (r+ the (r"t8e"* re!#ster, )h#h )#&& save the st+er t#+e a"* -erha-s #+-rve the vera&& st+er e/-er#e"e.
Last %t "t &east, Le/# ta&'s a%t the re!#ster rash#"! (r+ t#+e t t#+e. Y s &'y the syste+ has"5t rashe* " y yet. Usa&&y a(ter a rsh the syste+ rashes &a&&y here, says Le/#. I" r*er "t t +a'e e+-&yees a"* st+ers (rstrate* <h" a!rees t (#/ that t %r#"! a ha"!e a"* tra"s(r+at#" ( that -r%&e+ t e"sre s+th r""#"! ( the %s#"ess.
'+&-$.+/' a"* 0-#$-''-' ( the (&/ a"* tra"s(r+at#" +eta-hr
Stre"!ths O((ers "e) "*ersta"*#"!s ( the "atre a"* sre ( ha"!e. O((ers "e) hr#$"s ( th!ht that a" %e se* t e"r#h r "*ersta"*#"! ( +a"a!e+e"t a"* &ea*ersh#-. O((ers t &ea*ers a"* +a"a!ers a -)er(& - )er(& "e) -ers-et#ve " the#r r&e #" (a#&#tat#"! e+er!e"t ha"!e. )ea'"esses 1. I"*#v#*a&s that (#"* +(rt #" "tr&&#"!, r!a"#$#"!, a"* -re*#t#"! syste+ ha"!e +ay str!!&e )#th the "e-t ( -)er&ess -)er. 6. The r*er ( ha"!e "&y %e+es a--are"t )#th h#"*s#!ht
REFERENCES Ga$e"*a+, He"' He" ' W.M. W.M. 012234. ?ar#ety ar#ety C"tr&s ?ar#etyJ ?ar#etyJ O" the Use ( Or!a"#$at#" Ther#es #" I"(r+at#" Ma"a!e+e"t. Gr"#"!e"J W&ters8Nr*h((. W&ters8Nr*h((. 77 --. ISBN 278718362787
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Maureen Guirdham. Interactive Jehaviour at
