Chapter 1: Developing Self-Awareness

Who are you,and what is your preferred

work style?

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Objectives

Increase personal awareness of your:Sensitive linePersonal values and moral maturityLearning styleOrientation toward change Interpersonal style

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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 controllableSelf-disclose so others can provide

insights into your behavior

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Core Aspects of Self-Concept

Values

Attitudes (Toward Change)

Learning Style

Interpersonal Needs

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Values

Fundamental standards of desirability by which we choose between alternatives, assumptions about the nature of reality learned early, continue to developdrive choices and behaviordiffer based on culture and

environment

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Cultural Values

Broad, general orientations that characterize large groups

Identify ways in which nationalities differ from one another

Cultural values predict individual values

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Trompenaar’s Value Dimensions

Universalism Particularism

Individualism Collectivism

Affective Neutral

Specific Diffuse

Achievement Ascription

Past and Present Future

Internal External

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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...

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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 individual’s inclination to perceive, interpret and respond to information in a certain way

Two key dimensions:manner in which you gather

informationway 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

Active Experimentation

Reflective Observation

Abstract Conceptualization

DivergingAccommodating

Converging Assimilating

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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

Complexity – using multiple, distinctive, or unrelated info

Novelty – coping with new, unfamiliar situations

Insolubility – dealing with problems that are difficult to solve

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Managers with High Tolerance for Ambiguity...

are more entrepreneurial in their actionsscreen out less information in complex

environmentchoose specialties that are less

structuredcope 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 workmore satisfied with workexperience less job strainmore likely to be leadersdo better in stressful situationsuse more persuasive power less likely to comply with leader

directions

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Locus of Control Scale Comparison Data

SAMPLE SCORE NUMBER MEANAlberta Municipal Administrators 50** 6.24Business Executives 71*** 8.29Career Military Officers 261*** 8.29Connecticut Psychology Students 303* 3.88National High School Sample 1000* 8.50Ohio State Psychology Students 1180* 8.29Peace Corps Trainees 155* 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 oneselfPersonality determines style of working

with othersFIRO-B measures differences in styles

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Inclusion Control Affection

Expressed Toward Others

I join other people, and I

include others.

I take charge, and I influence

people.

I get close and personal with people.

Wanted From

Others

I want other people to

include me.

I want others to lead me or give me directions.

I want people to get close

and personal with me.

FIRO-B Descriptors

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FIRO-B Incompatibilities

Reciprocal – Difference between one person’s expressed behavior and another person’s 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 othersSeek ways to expand yourself Identify important interpersonal

incompatibilitiesEngage in self-disclosureKeep a journal