MANAGEMENT

Explain how its Overt Formal aspects and Covert Behavioural aspects affect individuals and groups

Explain how its Overt Formal aspects and Covert Behavioural aspects affect individuals and groups

Behaviour connotes the way in which an individual or organism acts or works. It consists of two aspects, the covert and the overt behaviours. Amalaha (1979, p. 56) regarded these two aspects of behaviour as private and overt behaviour. The covert or private is the aspect of behaviour known by the individual or person alone while the overt is the aspect observable by other people around. It is important to note that behaviour is judged desirable or undesirable in a social context. This implies that what is des it-able in one social situation may be undesirable in another.

It has been observed by Tuckman (1975, p. 12) that the classroom is alive with affective behaviour and that everything that happens reflects an underlying affective state. This implies that children's moral attitude, for instance, may influence their inclination to cheat or not to cheat: their attitudes to achievement might influence their concentration and effort, and their interest in what is being taught by the teacher might influence their tendency to behave in either orderly or disorderly manner in school.

Amalaha (1979, p. 59) regarded two groups of identifiable behaviour problems of school children as conduct and personality problems. Conduct problems, according to him, refer to those problems in which children express behaviours which cause the society suffering. They are anti-social behaviours directed against society for failing to reward or take note of those who engage in them. Such problems include disobedience, delinquency, fighting, negativism, impertinence, destructiveness, profanity, uncooperativeness, irresponsibility, and laziness in school. Personality problems, on the other hand, refer to those problems whose expression cause suffering to the individual himself or herself. They include feelings of inferiority, lack of self-confidence, social withdrawal, shyness, anxiety, lethargy, inability to have fun, depression, hypersensitivity, drowsiness, clumsiness and shabbiness, daydreaming, tension, among others. Most behavioural models expect students to do research from a variety of sources and identify relevant content to solve the given problems. They are also expected to sieve information they obtained from these sources and formulate learning issues and objectives. These tasks require students' continuous analysis, synthesis, reasoning, inference, evaluation and application of knowledge. Students may do them openly (i.e. overt behaviour) or quietly in their minds (i.e. covert behaviour). Without doubt, the ...