Perception activity: how effective are our senses?

A global citizen is able to appreciate the perspectives of others, works effectively with people whatever their background and avoids prejudice. However, at the same time, as human beings, we often base our knowledge of the world and judgements using a perceptual set that is not very accurate and stereotypes which fulfil a natural cognitive function in the brain (they enable us to handle lots of information by acting as shortcuts/categories). It is important therefore, that we develop an understanding of how we as individuals stereotype, the importance of questioning labels that we apply and collecting more information, to ensure that our behaviour is not influenced by faulty information. We need also to understand the processes that are at play when we perceive others and what steps we can take to overcome stereotypes, (for example understanding the halo/horns effect), to ensure accurate perception and thus, more effective communication. This activity could be linked to a Lecture on Perception if students have a Managing People type module on their programme, or as part of a unit on Personal Development. It could equally be linked to an induction activity if the message is given about the importance of not forming judgements in the early weeks of the programme and the importance of building effective communication skills. Links can also be made to organisational contexts and the importance of good communication in the organisational setting. It is also important to make links to concepts of employability, where effective managers/employees have good communication skills and are aware of the errors that may be made, in the perceptual process. Good/poor perception has particular implications for recruitment, appraisal, managing teams etc. It is particularly important that we correct and manage perceptual errors when we are operating in multi-cultural environments. Activity Ask the students to complete online the sensory test either before the class or in a lab (if one is available) http://www.bbc.co.uk/science/humanbody/body/interactives/senseschallenge/ senses.swf Most students will score around 10/20 Ask students to share their scores and to consider why their scores are generally so low. What we can learn from this? If we cannot accurately complete, what looks like a very simple test, what can we do to ensure that we become better at perception? Explain to students the complexities of perceptual process, particularly when we are communicating with others. A simple exchange of conversation between two people involves:

My perception of me My perception of you My perception of how you, are perceiving me Your perception of you Your perception of me Your perception of how I am perceiving you. There is plenty of scope for error and inaccuracy: we are all guilty of saying: I thought you said. Can anyone in the class think of an occasion where they found themselves saying this? This can be linked to discussion on what good listening involves. Can anyone think of an example of when they assumed something about a particular country, person, and event, based on a pre conceived notion which later proved to be wrong? When communicating, how can we ensure that we have understood correctly and how can we ensure that what we have said has been understood? (This will be particularly significant when dealing with those whose native language is not the same as our own) Extending the activity The exercise can move on to introduce the concept of the Johari Window (see separate handout) and the importance of self-disclosure and developing self-concept. Students might like to discuss in pairs, which aspects of their behaviour fit into the different quadrants for example they can think of things that are known to self but unknown to others? What are their blind spots? How do they feel about accepting feedback on behaviour? Psychologists suggest the importance of revealing more about self: how easy is this in an organisational setting? Would you ever want to keep some information to yourself? Finally, the activity can end by getting the students to summarise what they have learned. Remind students that Putting yourself in someone elses shoes is not only important to developing a global awareness but is essential if students are going to develop as effective decision makers and professionals. It allows us to develop an enhanced understanding and broader view of issues.