One of the difficulties of addressing human behavior problems in organizations is that the administrators of the organization are generally not trained to understand the role of relationship, communication, and monitoring–that you need people to relate, communicate with, and keep an eye on people–and intervening, especially in low-level transgressions, before they increase to high-level ones. Administrators have often been trained to think in terms of objectives that can be abstracted. So security, for example, can become a matter of a budget item or an equipment purchase rather than an ongoing process. That partly reflects a lack of understanding in our culture about the role of human relations at work, and partly reflects the fact that it is easier to teach administrators in training to think about objectives in abstract terms than it is to teach them to understand relational processes through experiential learning.
One of the difficulties of addressing human behavior problems in organizations is that the administrators of the organization are generally not trained to understand the role of relationship, communication, and monitoring–that you need people to relate, communicate with, and keep an eye on people–and intervening, especially in low-level transgressions, before they increase to high-level ones. Administrators have often been trained to think in terms of objectives that can be abstracted. So security, for example, can become a matter of a budget item or an equipment purchase rather than an ongoing process. That partly reflects a lack of understanding in our culture about the role of human relations at work, and partly reflects the fact that it is easier to teach administrators in training to think about objectives in abstract terms than it is to teach them to understand relational processes through experiential learning.