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带团队,就是带状态,带人心
3 6 Ke· 2025-10-10 02:02
今天是国庆假期后的第二个工作日。 大家陆陆续续回到自己工作的岗位上。很多管理者都会遇到这样的问题: 国庆长假回来,员工不在工作状态,除了老板都还想继续放假。 其实,带团队就是带状态,带人心。能不能快速调整团队的状态,就考验了一个管理者的水平。 那么,如何调整团队状态呢? 心理学上,认为影响一个人状态的,是4个因素: 欲望、代谢、比较、刺激。 因此,我们也要从这四个维度出发,给团队调状态。 欲望:重新点燃团队的内在驱动力 假期后的状态调整,首要是解决动力问题。 如果没有及时建立新的工作动力,就容易倦怠,缺乏行动力。 德西(Edward Deci)和瑞安(Richard Ryan)提出的自我决定理论指出,人类行为的核心驱动力源于三 大基本心理需求:自主感、胜任感和归属感。 事实上,假期后,员工的这三个需求都面临不同程度的断裂: 比如,自主感被打破,假期里员工完全自主安排时间,复工后却要接受组织约束; 比如,胜任感减弱,长时间不工作导致技能生疏,产生不安和不自信。 比如,归属感淡化,与家人朋友的紧密联系冲淡了组织归属感。 内在欲望,是工作最好的驱动力。 怎么办呢?你要从这3个方面发力: ①创造有意义的连接。不要一上 ...
“喝点丝瓜汤吧”:为何父母的关心,总让我们想逃离?
Hu Xiu· 2025-09-25 11:37
本文来自微信公众号:简单心理 (ID:jdxl2000),作者:予警,责编:罗文,题图来自:AI生成 对许多人来说,这样的"饭桌奇景"并不陌生。丝瓜汤可以幻化成鱼汤、苦瓜、猪肝……它不挑地域、不 限食材,总是以相似的方式登场——父母用看似关心、实则否定的语气,将孩子的情绪包裹、稀释,让 一切诉求被忽略、归零。 你说工作还可以,他们说别骄傲;你说你难过,他们说你想太多。在这些对话里,父母看不 见"你","你"也难以理解他们,双方都会"上火"。 平常跟朋友相处时情绪稳定的你,一跟父母说话,就忍不住开始怼起来。 这些广泛存在的代际沟通困境,是"丝瓜汤"能够成为现象级热梗的重要原因——它以一种戏谑且荒诞的 方式,精准呈现了家庭中沟通失效的时刻,成为了无数年轻人情绪的出口。 为什么我们会对"丝瓜汤"感到厌烦?而父母为什么总是看不见我们? 六种心理控制,正夺走你的主体性 在心理学意义上,这种针对孩子的思想和感受的侵入性和操纵行为被称作"父母心理控制"(Parent Psychological Control,PPC)。 最近,一碗"丝瓜汤"悄然席卷了互联网。 在博主@累子的家庭剧场中,"丝瓜汤"成为了一切对话的触发开关和 ...
员工离职背后的科学原因
3 6 Ke· 2025-07-10 04:43
Group 1 - The core issue leading to employee turnover is toxic workplace culture, which is more predictive of employee attrition than salary, with a predictive power 10.4 times higher than compensation [3] - Employees are increasingly leaving jobs due to feelings of disrespect and a lack of recognition, rather than traditional factors like burnout or low pay [8][30] - Emotional pain from workplace toxicity can have long-lasting effects, comparable to physical pain, and can take years to heal [4][5] Group 2 - Leaders face the challenge of balancing results with employee well-being, as the workplace is perceived as a social system rather than just an economic transaction [5][6] - There is a growing demand for empathetic leadership, with employees seeking leaders who care about them as individuals and empower them to perform at their best [6][7] - Toxic cultures are prevalent across various industries and sizes, often initiated by high-performing employees who prioritize their own success over team dynamics [6][7] Group 3 - Research indicates that 57% of departing employees cite feeling disrespected as a primary reason for leaving, highlighting the importance of respect in retention strategies [8] - Employees' departure is often a gradual process influenced by factors such as cognitive overload, lack of autonomy, and absence of psychological safety [10][11][13] - Companies often fail to recognize and reward high performers, which can lead to disengagement and eventual turnover [14][16] Group 4 - Solutions to retain top talent include reducing cognitive load, enhancing autonomy, and establishing psychological safety within teams [17][21][25] - Implementing real-time recognition systems and simplifying processes can significantly improve employee engagement and satisfaction [28][29] - Organizations must act promptly to address these issues, as failure to do so risks losing their best employees [30]
“我再也没有想做的事了”:年轻人如何找回内驱力?
Hu Xiu· 2025-07-08 12:34
Core Viewpoint - The article discusses the increasing anxiety and confusion among young graduates regarding their future career paths, highlighting a lack of intrinsic motivation and self-exploration opportunities in today's society [1][2][4]. Group 1: Intrinsic Motivation - Intrinsic motivation is defined as the drive to engage in activities out of genuine interest rather than external rewards [5][6]. - The Self-Determination Theory posits that three basic psychological needs—competence, autonomy, and relatedness—are essential for fostering intrinsic motivation [6][19]. - External rewards can diminish intrinsic motivation, a phenomenon known as the Overjustification Effect, where individuals lose interest in activities they once enjoyed when those activities become means to an end [11][12]. Group 2: Factors Affecting Intrinsic Motivation - The article identifies external pressures and a reward-centric environment as primary factors leading to the depletion of intrinsic motivation among young people [7][8]. - Supportive relationships that respect autonomy and provide understanding can significantly enhance an individual's motivation and well-being [27][28]. - The lack of supportive environments in highly competitive settings can lead to increased anxiety and decreased motivation [30]. Group 3: Rebuilding Intrinsic Motivation - To regain intrinsic motivation, individuals should focus on self-affirmation and recognizing their achievements, no matter how small [24]. - Establishing a personal reward system based on intrinsic values rather than external validation is crucial for sustaining motivation [19][22]. - Continuous and deliberate practice is necessary for developing and maintaining intrinsic motivation, as it fosters a deeper engagement with activities [36][39]. Group 4: The Role of Environment - A supportive environment is essential for nurturing intrinsic motivation, as it allows individuals to express themselves and make choices freely [25][26]. - The article emphasizes the importance of questioning whether one is in an environment that supports autonomy and self-expression [31]. - The presence of key supportive figures in challenging environments can help individuals develop intrinsic motivation despite external pressures [29].
信“心”心理问答|高二家长的困惑:孩子一边焦虑成绩,一边熬夜搞社团,我该插手吗
Jing Ji Guan Cha Bao· 2025-06-13 01:15
Core Viewpoint - The article discusses the challenges faced by a mother of a high school sophomore who is struggling to balance academic pressures with personal interests, highlighting the importance of effective communication and understanding during this developmental stage [1][2][3]. Group 1: Parental Concerns - The mother expresses worry about her daughter's academic performance and the impact of extracurricular activities on her studies [1][2]. - The daughter feels anxious about her progress compared to peers, yet resists reducing her involvement in hobbies like drama and guitar [1][2]. Group 2: Adolescent Development - The daughter is at a critical transitional phase from adolescence to adulthood, where academic pressure and personal interests often conflict [3]. - The article emphasizes that the daughter's behavior is a normal part of her development, reflecting a struggle between self-identity and external expectations [3]. Group 3: Learning Efficiency - Many students in this age group experience similar feelings of inefficiency in their studies, often due to poor time management and environmental distractions [4]. - The article suggests that the daughter may benefit from analyzing her study habits and identifying specific distractions that hinder her focus [4]. Group 4: Importance of Interests - The article introduces the concept of "self-determination theory," indicating that engaging in chosen activities can enhance motivation and resilience in academic tasks [5][6]. - A case study of another student illustrates that forcing a withdrawal from interests can lead to decreased academic performance and strained family relationships [6]. Group 5: Balancing Interests and Academics - The article proposes a collaborative approach to create a balanced schedule that accommodates both academic responsibilities and personal interests [6][7]. - It emphasizes the need for parents to shift from a directive role to a supportive one, fostering open dialogue and shared decision-making with their children [7][8]. Group 6: Emotional Support - The article highlights the importance of emotional support from parents, suggesting that small gestures of understanding can significantly impact a child's well-being [8]. - It concludes that the goal of parenting is not to create a "perfect child," but to support a "real person" in finding their own growth rhythm [8].
心理学|考前家长“五不说五不说”:用语言的力量为孩子种上“心理疫苗”
Jing Ji Guan Cha Bao· 2025-05-24 01:27
Core Viewpoint - The article emphasizes the significant impact of parental language on children's emotions, particularly during exam periods, and suggests that parents should adopt supportive communication strategies to help alleviate children's anxiety [1][4]. Group 1: Parental Language Impact - The phrase "Have you studied well?" can trigger anxiety in children due to the implicit expectation of perfection, leading to "uncompleted anxiety" [2]. - Saying "Don't be nervous!" may backfire, as it can reinforce anxiety through the "white bear effect," where suppressing thoughts makes them more prominent [2][3]. - Statements like "You just focus on the exam!" can create hidden pressure, implying that academic performance equates to family value, which may induce guilt in children [3]. Group 2: Alternative Expressions - Instead of asking "Have you studied well?", parents can say "I see your efforts, and I believe you have done your best," which promotes confidence and focus [5]. - Rather than saying "Don't be nervous!", parents should express "Feeling nervous is normal; would you like to try deep breathing?" to validate emotions and provide coping strategies [6]. - Instead of "It's okay!", parents can offer "If you feel tired, we can take a walk and talk," which provides emotional support through action rather than empty reassurances [6]. Group 3: Emotional Support Strategies - Parents should manage their own anxiety to avoid transferring stress to children, creating a calm environment for them [6][7]. - Encouraging autonomy by allowing children to study at their own pace can enhance their efficiency and sense of respect [7]. - Acknowledging specific improvements, such as "Your problem-solving speed has improved," rather than vague encouragement, helps children feel recognized for their growth [7].