Chapter 1: Developing Self-Awareness

Who are you, and what is your preferred work style?

Objectives

Increase personal awareness of your: Sensitive line Personal values and moral maturity Learning style Orientation toward change Interpersonal style

Sensitive Line

Point at which individuals become defensive or protective when encountering information about themselves Increased self-knowledge occurs when: Information is verifiable, predictable and controllable Self-disclose so others can provide insights into your behavior
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Core Aspects of SelfConcept

Values

Attitudes (Toward Change) Interpersonal Needs

Learning Style

Values

Fundamental standards of desirability by which we choose between alternatives, assumptions about the nature of reality learned early, continue to develop drive choices and behavior differ based on culture and environment

Cultural Values

Broad, general orientations that characterize large groups Identify ways in which nationalities differ from one another Cultural values predict individual values

Trompenaars Value Dimensions

Universalism
Individualism

Particularism
Collectivism

Affective
Specific Achievement

Neutral
Diffuse Ascription

Past and Present

Internal

Future
External

"Flags courtesy of www.theodora.com/flags. Used with permission"

Rokeach - Two Types of Personal Values

Terminal Comfortable life Exciting life World at peace World of beauty Equality Family security etc...

Instrumental Ambitious Capable Cheerful Clean Courageous Forgiving etc...

Kohlberg Value Maturity Model

Three levels of maturity with six stages of development Self-centered level (1) obedience and punishment, (2) naively egoistic orientations Conformity level (3) good person, (4) doing duty orientations Principled level (5) contractual legalistic, (6) conscience of principle orientations

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Learning Style
An individuals inclination to perceive, interpret and respond to information in a certain way Two key dimensions: manner in which you gather information way in which you evaluate and act on information

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Learning Styles - Kolb

Concrete experience learn through personal involvement Reflective observation seek meaning through study Abstract conceptualization build theories using logic, ideas and concepts Active experimentation change situations and influence others to see what happens

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Sample Scoring for LSI

Concrete Experience
Accommodating Diverging

Active Experimentation

Reflective Observation

Converging

Assimilating

Abstract Conceptualization

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Tolerance of Ambiguity

The extent to which individuals are threatened by or have difficulty coping with ambiguity, uncertainty, unpredictability, complexity... Organizational environments are characterized by more and more information, turbulence and complexity

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Tolerance of Ambiguity Dimensions

Novelty

coping with new, unfamiliar situations

Complexity using multiple, distinctive, or unrelated info

Insolubility

dealing with problems that are difficult to solve

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Managers with High Tolerance for Ambiguity...

are more entrepreneurial in their actions screen out less information in complex environment choose specialties that are less structured cope more effectively with organizational change, downsizing, role stress and conflict
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Locus of Control

The attitude people develop regarding the extent to which they are in control of their own destiny Most successful American managers have internal locus of control they believe that they control destiny rather than being controlled by outside forces (external locus of control)

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High Internal LOC

less alienated from work more satisfied with work experience less job strain more likely to be leaders do better in stressful situations use more persuasive power less likely to comply with leader directions
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Locus of Control Scale Comparison Data

SAMPLE SCORE Alberta Municipal Administrators Business Executives Career Military Officers Connecticut Psychology Students National High School Sample Ohio State Psychology Students Peace Corps Trainees NUMBER 50** 71*** 261*** 303* 1000* 1180* 155* MEAN 6.24 8.29 8.29 3.88 8.50 8.29 5.94

Sources: *Rotter, 1966 **Harvey, 1971 ***Rothberg, 1980 (Higher scores more external.) (29 possible points.)

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Interpersonal Needs

Need to work with others to accomplish tasks Need to work with others to reduce anxiety Need to work with others to define oneself Personality determines style of working with others FIRO-B measures differences in styles
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FIRO-B Descriptors
Inclusion Control Affection

Expressed I join other I take charge, I get close Toward people, and I and I influence and personal Others include people. with people. others. Wanted From Others I want other people to include me. I want others to I want people lead me or give to get close me directions. and personal with me.
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FIRO-B Incompatibilities
Reciprocal Difference between one persons expressed behavior and another persons wanted behavior Originator Match between expressed scores of two individuals Interchange Extent to which two people emphasize the same interpersonal needs

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Developing Self-Awareness: Behavioral Guidelines

Identify your sensitive line Identify your values and those of others Seek ways to expand yourself Identify important interpersonal incompatibilities Engage in self-disclosure Keep a journal

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