Conflict is actual or perceived opposition of needs, values and interests. A conflict can be internal (within oneself) to individuals. Conflict as a concept can help explain many aspects of social life such as social disagreement, conflicts of interests, and fights between individuals, groups, or organizations. In political terms, "conflict" can refer to wars, revolutions or other struggles, which may involve the use of force as in the term armed conflict. Without proper social arrangement or resolution, conflicts in social settings can result in stress or tensions among stakeholders. When an interpersonal conflict does occur, its effect is often broader than two individuals involved, and can affect many associate individuals and relationships, in more or less adverse, and sometimes even way.

Conflict as taught for graduate and professional work in conflict resolution (which can be win-win, where both parties get what they want, win-lose where one party gets what they want, or lose-lose where both parties don't get what they want) commonly has the definition: "when two or more parties, with perceived incompatible goals, seek to undermine each other's goal-seeking capability". A clash of interests, values, actions or directions often sparks a conflict. Conflicts refer to the existence of that clash. Psychologically, a conflict exists when the reduction of one motivating stimulus involves an increase in another, so that a new adjustment is demanded. The word is applicable from the instant that the clash occurs. Even when we say that there is a potential conflict we are implying that there is already a conflict of direction even though a clash may not yet have occurred.

Learning

Learning is acquiring new knowledge, behaviors, skills, values or preferences. It may involve processing different types of information. Learning functions can be performed by different brain learning processes, which depend on the mental capacities of learning subject/agent, the type of knowledge which has to be acquitted, as well as on socio-cognitive and environmental circumstances The ability to learn is possessed by certain animals and some machines. Progress over time tends to follow learning curves. Human learning may occur as part of education or personal development. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy. Learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals[2][3]. Learning may occur consciously or without conscious awareness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.
Play has been approached by several theorists as the first form of learning. Children play, experiment with the world, learn the rules, and learn to interact. Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through play

.

Communication is a process of transferring information from one entity to another. Communication processes are sign-mediated interactions between at least two agents which share a repertoire of signs and semiotic rules. Communication is commonly defined as "the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs". Although there is such a thing as one-way communication, communication can be perceived better as a two-way proces in which there is an exchange and progression of thoughts, feelings or ideas (energy) towards a mutually accepted goal or direction (information).

Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. All forms of communication require a sender, a message, and a receiver. Communication requires that all parties have an area of communicative commonality. There are auditory means, such as speech, song, and tone of voice, and there are nonverbal means, such as body language, sign language, paralanguage, touch, eye contact, through media, i.e., picures, graphics and sound, and writing.

Power.

Power comes from different sources.

It can be classify int five types.

Personal Power- This also caled referent or charismatic power.It comes from the personal qualities of a leader.

Expert Power- this is also called knowledge power

Legitimate Power - this also called position power.

Political Power- it comes from leader ability to build coalitions and alliance with other people and groups

economics power- meek this ciome from a leader position or command economics

Power.

Power is a measure of an entity's ability to control the environment around itself, including the behavior of other entities. The term authority is often used for power, perceived as legitimate by the social structure. Power can be seen as evil or unjust, but the exercise of power is accepted as endemic to humans as social beings. Often, the study of power in a society is referred to as politics.

The use of power need not involve coercion (force or the threat of force). At one extreme, it more closely resembles what everyday English-speakers call "influence", although some authors make a distinction between power and influence - the means by which power is used (Handy, C. 1993 Understanding Organizations).

Much of the recent sociological debate on power revolves around the issue of the enabling nature of power. A comprehensive account of power can be found in Steven Lukes Power: A Radical View where he discusses the three dimensions of power. Thus, power can be seen as various forms of constraint on human action, but also as that which makes action possible, although in a limited scope. Much of this debate is related to the works of the French philosopher Michel Foucault (1926-1984), who, following the Italian political philosopher Niccolò Machiavelli (1469-1527), sees power as "a complex strategic situation in a given society [social setting]". Being deeply structural, his concept involves both constraint and enablement. For a purely enabling (and voluntaristic) concept of power see the works of Anthony Giddens.

Motivation

Need theories

Need hierarchy theory

Main article: Maslow's hierarchy of needs

Abraham Maslow's theory is one of the most widely discussed theories of motivation.

The theory can be summarized as follows:

• Human beings have wants and desires which influence their behavior. Only unsatisfied needs influence behavior, satisfied needs do not.
• Since needs are many, they are arranged in order of importance, from the basic to the complex.
• The person advances to the next level of needs only after the lower level need is at least minimally satisfied.
• The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show.

The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:

• Physiology (hunger, thirst, sleep, etc.)
• Safety/Security/Shelter/Health
• Belongingness/Love/Friendship
• Self-esteem/Recognition/Achievement
• Self actualization

Herzberg’s two-factor theory

Main article: Frederick Herzberg

Frederick Herzberg's two-factor theory, AKA intrinsic/extrinsic motivation, concludes that certain factors in the workplace result in job satisfaction, but if absent, they dont lead to dissatisfaction but no satisfaction.^[6]

The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life.

He distinguished between:

• Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and
• Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not motivate if present, but, if absent, result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will not make you healthier, but absence can cause health deterioration.

The theory is sometimes called the "Motivator-Hygiene Theory" and/or "The Dual Structure Theory."

Herzberg's theory has found application in such occupational fields as information systems and in studies of user satisfaction .

Alderfer’s ERG theory

: Clayton Alderfer

Clayton Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory (existence, relatedness and growth). Physiological and safety, the lower order needs, are placed in the existence category, while love and self esteem needs are placed in the relatedness category. The growth category contains our self-actualization and self-esteem needs.

Self-determination theory

Self-determination theory

Self-determination theory, developed by Edward Deci and Richard Ryan, focuses on the importance of intrinsic motivation in driving human behavior. Like Maslow's hierarchical theory and others that built on it, SDT posits a natural tendency toward growth and development. Unlike these other theories, however, SDT does not include any sort of "autopilot" for achievement, but instead requires active encouragement from the environment. The primary factors that encourage motivation and development are autonomy, competence feedback, and relatedness.

In contrast, David McClelland believed that workers could not be motivated by the mere need for money — in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.

Human behavior

we've already discussed about this topic. i just surf some good additional idea for this topic. I've found out that Human behavior is the collection of behaviors exhibited by human beings and influenced by culture, attitudes, emotions, values, ethics, authority, rapport, hypnosis, persuasion, coercion and/or genetics.

The behavior of people (and other organisms or even mechanisms) falls within a range with some behavior being common, some unusual, some acceptable, and some outside acceptable limits. In sociology, behavior is considered as having no meaning, being not directed at other people and thus is the most basic human action. Behavior should not be mistaken with social behavior, which is more advanced action, as social behavior is behavior specifically directed at other people. The acceptability of behavior is evaluated relative to social norms and regulated by various means of social control.

dO YOU THINK iM CORRECT...?