Survey Participation for Bonus Marks

2. Survey Participation for Bonus Marks • Email macresearcher9@gmail.com for survey link • VIA Survey (3rd party website) • Wonderlic Personnel Test (3rd party website) • Creativity Assessment • Break (additional Pilot Study) • Creativity Assessment • Additional questionnaires • Submit Page

3. Commerce 3S03Management SkillsWeek 1Self Awareness __________________________________ Agata Mirowska DeGroote School of Business

4. Course Layout: Three Levels of Analysis • Personal Skills • Weeks 1, 2, 3, 4 • Interpersonal Skills • Weeks 5, 6, 7, 8 • Group and Organizational Skills • Weeks 9, 10, 11, 12

5. Managers From the Past • Thing of managers/leaders/coaches you’ve had in the past: • What made them exceptionally good? Exceptionally bad? • What made you want to work for them? • What qualities of theirs would you like to emulate? To avoid?

6. Learning and Personal Improvement • Personal Effectiveness: The foundation of great management • Most fundamental aspect of personal competence is to know yourself and to have a clear understanding of how you learn new skills and motivate yourself to improve your capability

7. Myths of Personal Effectiveness • Learning comes with age and experience • We know ourselves • Growth opportunities lie solely in our weaknesses • It’s not me, it’s them • The best managers are hyper-organized and workaholics

8. Learning How to Learn • Bandura’s social learning theory – learning of any new behavior is the result of three main factors : • Perception: a person’s mental processes such as motivation, attention, self-regulation and self-efficacy • Behavior: person’s response or action • Environment: the physical and social environment surrounding an individual

9. Social Learning Theory P B E • Mutual influence is referred to as reciprocal determinism • Most learning is done through observation and modeling of the behaviors of others • Perception (P) • Behaviour (B) • Environment (E)

10. Social Learning Theory • What are practical implications of Social Learning Theory? • The “Knowing Doing” Gap • Importance of correct role models

11. Skill Building Activity • Write your name 20 times with your dominant hand • Now write your name 20 times with your non-dominant hand • How did you do? • Why is it difficult….you know how to write your name!

12. Four Critical Components • Attention: • First challenge of learning is to focus • Find right models • Isolate as specifically as possible the behaviors you hope to learn • Retention • Must be able to understand and remember what you have observed • Relate to theory or framework to understand why

13. Four Critical Components • Reproduction: • Importance of practice or actual demonstration of a skill • Cannot learn many things by just observing or reading (i.e. riding a bike, driving) • Have to translate the images or descriptions into actual behavior • Motivation: • Why are you putting in the effort? • i.e. past or promised reinforcements, vicarious reinforcement, even punishment

14. A Model of Self-Management • Personal change is not a discrete, one time event but an ongoing process with multiple influences and possibly an infinite time period • Hence the “Next Steps” portion of SAP #2 • Hope vs. action • Need to successfully manage self to be able to manage others

15. A Model of Self-Management • Self-Observation/Exploration • Important first step • Determine current state – thermostat analogy • When/why/under what circumstances do you currently engage in certain behaviours? What works and what deters your desired behaviour? • Learn from failures and mistakes!

16. A Model of Self-Management • Self Set Improvement Goals work because: • In committing to a goal, a person devotes attention toward goal-relevant activities • Goals energize people and affect persistence • Give clear end to work towards • Goals motivate people to use their knowledge to help them attain the goal • Make goals known to others to increase commitment

17. A Model of Self-Management • When Setting Goals: • What does desired behaviour or outcome look like? • Look to role-models • Set LT objectives with ST goals along the way • Goals Should Be SMART: • Specific • Measurable • Attainable • Relevant • Time-bound

18. Example: New Year’s Resolution • “I want to get in shape” • Is this goal SMART? • Specific • Measureable • Attainable • Relevant • Time-bound • How would you re-phrase it?

19. A Model of Self-Management • Management of Cues • Modify your environment • Reminders and attention focusers • Positive Self-Talk and Rehearsal • Practice new behaviour under expected conditions • Create positive/confident frame of mind • Self-Reward and Punishment • Reward small goals/milestones along the way to overall goal • Rewards work better than punishment – why?

20. Putting It All into Practice • Know where you are currently • Set SMART goals for your change • Arrange your world so it focuses your attention and reminds you of your improvement plan and goals • Stay positive and rehearse the desired behaviors at every opportunity • Create your own rewards for accomplishing your targets

21. Skill Building Activity • Individually set a GPA goal for this semester: • Consider courses, prior grades, time constraints • Create 2 goals that are SMART: • Specific • Measureable • Attainable • Relevant • Time-bound

22. Individual Differences and Their Importance • Ability : what a person is capable of doing • Personality: represents the pattern of relatively enduring ways in which a person thinks, acts, and behaves • Can include values, motives • What influences behaviour more: personality or environment?

23. How Do I Think Critically and Analytically? • Cognitive ability: capacity to learn and process cognitive information such as reading, comprehension, mathematical patterns and spatial patterns • Examples of tests? • GMA is positively correlated with job performance across a variety of contexts

24. How Well Do I Understand and Use Emotion? • Emotional intelligence : refers to the ability to accurately identify emotions (in self and others) as well as understand and manage those emotions separately • Can be trained • Positively correlated with : • Perceptions of leadership • Coping with stress • Job performance

25. Key Aspects of Emotional Intelligence • Be able to accurately identify and express yours and others feelings • Get in the right mood • Positive moods related to productivity, relationships • Predict the emotional future • Recognize your emotional state so can deal with it in the future • Do it with feeling • Recognize how your actions affect others

26. Cultural Intelligence • Cultural intelligence: represents a person’s capability to function effectively in situations characterized by cultural diversity • What jobs would require high CQ?

27. Cultural Intelligence: 4 Sub Skills • CQ-Strategy: how a person interprets and understands intercultural experiences • CQ-Knowledge: person’s understanding of how cultures are similar and different • CQ-Motivation: person’s interest in experiencing other cultures and interacting with people from different cultures • CQ-Behavior: person’s capability to modify their own verbal and nonverbal behavior so it is appropriate for different cultures

28. What Are My Dominant Personality Traits? Big Five Dimensions • Extraversion • Emotional stability • Agreeableness • Conscientiousness • Openness to experience

29. Personality as a Predictor • Conscientiousness (reliable, dependable) • r = .23 • Extroversion (outgoing, friendly) • r = .10 - .26 • Emotional Stability (anxious, tense) • r = .07 • Agreeableness (team player, works well with others) • r = .06 • Openness to Experience (inquisitive) • r = 0 (performance) • r = .25 (training proficiency) • Seems to be context-dependent

30. What Are My Personality Preferences? • People’s behavior is rarely random but reflects a stable pattern of personal preferences • Can act against these preferences but may require more energy, focus, effort • Large percentages of people in certain occupations tend to share similar preferences • No direct link to job performance

31. What Are My Personality Preferences? Four Major Preference Areas • Extraversion (E) or Introversion (I) • Preferred direction of energy and attention • Sensing (S) or Intuition (N) • Preferred method of taking in or seeking information • Thinking (T) or Feeling (F) • Preferred method of making decisions • Judgment (J) or Perception (P) • Preferred orientation to the external world

32. What Are My Core Values? • Individual’s value system • Enduring beliefs about what’s most important in the world • Non-negotiable deeply held beliefs • There is a small # of values and people differ on degree to which they possess each

33. What Are My Core Values? • One of the most important ways values awareness operates is attempting to determine compatibility and fit with others in jobs, occupations and organizations • Occupational fit • condition that exists when there is relative agreement among the parties about what is most important • What happens if poor fit?

34. What is My Preferred Career Orientation? • Career orientation: preference for a specific type of occupation and work context • Importance of self-awareness!

35. What is My Preferred Career Orientation?

36. Career Orientations Figure 1.2

37. Important Self-Awareness Issues • Assessment results are simply feedback, not value judgments • Thousands of self-assessments exist but many have questionable legitimacy • Preferences are choices we make about how we perceive the world and function best in it • Look for patterns and consistency across your assessments

38. Involve Others: Seek Regular Feedback • Major obstacle to seeking feedback is fear • Multi-source feedback – enhances self-knowledge and improves managerial behavior • This is where SAP #1 and #2 fit in • Increase self-awareness • Get feedback in safe environment • Better to get feedback from friends/colleagues/instructor now than boss later!

39. Focus on Strengths, Not Just Weaknesses • Most productive to place focus on strengths and the things you can realistically change • Better return on interventions aimed at enhancing strengths rather than correcting weaknesses • Positive Organizational Behaviour • Positive Organizational Scholarship

40. Skill Building Activity • Look at list of Big 5 Personality traits (Page 21, Table 1.5) – which traits do you think you will be high/low on? • Look at Jung’s personality preferences (Page 22) – which profile do you think will best represent you? • Look at Holland’s Career Preferences (Page 24, Table 1.6) – which types of occupations do you think are best suited for you? List a few occupations that you think fit you best based on this prediction • Write down and hand in to me

41. Skill Building Activity • Before next week’s class, take the first three self-assessments available in an Excel file at http://www.business.mcmaster.ca/hrlr/profs/mcateer/ or you can access Dr. McAteer’s website through the faculty link directory on the DeGroote School of Business webpage at http://www.degroote.mcmaster.ca/ : • Personality Traits Big 5: IPIP-NEO • Personality Preferences: The MBTI: Champagne & Hogan • Career Orientation: The Career Key: O*NET Skills Profiler • Bring in these results for next class!!!