Creating a viable psychological relationship with a new education setting is always challenging, and if not approached carefully may impact the overall performance of the employee both in the short run and long run. Once enrolled to a particular institution or transferred to some new learning environment, a comprehensive alignment program should be instituted to enable the new individual to adapt and form a relationship with the environment. For example, a learning physical environment includes; fellow students and other associated learning equipment that the new students may be having very little or no knowledge existed. There is need to help ‘improve’ the new and existing students in an institution to realize immense academic productivity and commitment to performance by ensuring that they are fully acclimatized to the setting. By ‘improvement’, it implies those that are involved in an ‘organizational space’ are made better accustomed to the socio-economic standards of the society and establishment. Girl Interrupted by James Mangold and One Flew over the Cuckoos Nest by Milos Forman gives two classic examples of failure to accustom individuals to their new environments.
Referring to an example from Girl Interrupted by James Mangold and One Flew over the Cuckoos Nest by Milos Forman, issues relating to ‘confinement’ and ‘restrictions’ are comparatively analyzed. For instance, from the Girl Interrupted, the real-life experiences of a character, Susanna are vividly discussed and argues that she had no ‘space’ as metal health patient in a metal institution (James 12). She is not adequately ‘oriented’ to the institution and is instead denied the freedom and personal ‘space’ she so much desired. Her transformation from a ‘tranquil scene of calm’ is now being replaced with a scene of ‘chaos and confusion’ and the mental hospital. She is not effectively assimilated to the new setting and is evidently and comprehensively ‘confused and distressed’ by the unending noise in her background.
One Flew over the Cuckoos Nest also explains the concepts of ‘control’ and ‘restrictions’ of patients with limited ‘space’ and freedom. The mental institutes are being viewed as ‘maternal authority and the patients are under obligation to adhere to their restrictions and confinements. To most opponents, the viability of these metal institutions is questionable and argue that limiting individual freedom and failing to assimilate them to their new settings is not very helpful (Forman, Ken, and Jack 9). They encourage the exploration of alternative strategies outside these mental institutions other than confinement and restrictions in helping these mental health patients. These two examples are explicit indication of the inherent need for ’space’ and ‘assimilation’ when being introduced to a new social environment of even work place as aforementioned. Recording ‘improvements’ in the mental states of these patients doesn’t necessarily imply confining them and limiting their freedom and space. In fact, making them feel free and assimilating the patients to their new settings will help them be better acclimated to the society at large.
Based on these it is evident that creating a feasible ‘setting’ entails incorporation individual views and affiliations, developing common interest and concerns and initiating the instituting the goals and objectives of the institution in line with individual aspirations. In most credible learning institutions, the development of interpersonal relations is crucial in creating a ‘good’ education setting in which everybody feels free to be associated with and coexist. Such a setting is characterized by a number of inherent factors that ranges from the protection of personal privacy and ensuring that the environment created at work best suits the workforces (Blustein 15). Even though most institutions do strive to create a ‘meaningful’ contact and relationships between employees, and with the environment, such efforts should be carried out within the confines of certain regulations.
Drawing from Girl Interrupted by James Mangold and One Flew over the Cuckoos Nest, it is imperative that learning institutions keep track of their students’ activities especially when they are within the school environment, but this must be done with the knowledge of the students. For instance, checking and tracking their use of social media to ensure that the reputation of the company institution is not compromised is arguably understandable (Blustein 17). However, the concept of ‘institutional space’ must be understood by the top management before initiating any form of control on their students. The arrangement or layout of a class setting ranging from furniture to the interior designs, for example, do affect the way students in an institution relate with each other. When striving to ‘assimilate’ or accommodate the learners into the institution, the influence of the environment on behavior must be taken into the consideration.
For instance, the sitting arrangements be ‘too close’ to each other sometimes compromising their personal privacy and freedom. These may be viewed as forms of ‘confinement’ and ‘restrictions’ that may not augur well with some students. Such kinds of changes may be strange to certain leaners and the need to be assimilated into such environments is crucial. In the long run, these issue if not adequately taken into consideration may affect individual performances and interactions with the setting (Blustein 21). A successful transition from one setting to the next requires one to become fully familiarized to the new setting through various environmental connections and assimilation programs. In essence, the physical environment is arguably a significant factor because it is often the first thing workers will interact with on their arrival to a new workplace.
Every institution has an inherent obligation to make their students develop a deeper connection with the setting and be assimilated to the institutional structure and culture within the shortest time possible. With these, among other efforts firmly in place, the new staff members are better place to hit the ground running with an explicit comprehension of the firm, their responsibilities and ‘space’. Effective assimilation into a society or school also instills confidence and self-esteem who are made to believe in their own intrinsic abilities and importance to the society or organization (Blustein 25). This is because, they will be having relevant and adequate information about the new setting and the contacts they might need when acclimatizing to the novel location. As such, the individual potentiality and possibility are ‘improved’ with the facilitation of a ‘’good start’ and the provision of appropriate background information on certain facets of the society.
What can be drawn from Girl Interrupted by James Mangold and One Flew over the Cuckoos Nest is that by effective ‘assimilation’ program, other members of the society or organization will ‘find life easier’ as they will not be subjected unnecessary stress of confining and restricting individuals. Making the new members feel that they have the support of the administration and that they are doing a good job is imperative. With time, there will be effective integration to the organizational cultures and a positive history of academic performances and interactions. However, as asserted in Girl Interrupted by James Mangold and One Flew over the Cuckoos Nest, all these must be executed within the confines of ‘space’ and respect for personal freedom and privacy at workplace. Making an individual feel respected and valued is key in deriving the best in terms of performance, loyalty and commitment to the institutional structures and cultures. Work Cited
Blustein, David. The psychology of working: A new perspective for career development, counseling, and public policy. Routledge, 2013.
Forman, Milos, Ken Kesey, and Jack Nicholson. One Flew Over the Cuckoo’s Nest: Vol Au-dessus D’un Nid de Coucou. Warner Home Video, 1997.
James Mangold. Girl, Interrupted. Perf. Winnona Ryder, Whoopi Goldberg, and Angelina Jolie. Columbia/Tristar (1999)