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Chapter 1: Developing Self-Awareness

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.

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Chapter 1: Developing Self-Awareness

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  1. Chapter 1: Developing Self-Awareness Who are you,and what is your preferred work style?

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

  3. 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

  4. Core Aspects of Self-Concept Values Attitudes (Toward Change) Learning Style Interpersonal Needs

  5. 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

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

  7. Trompenaar’s Value Dimensions "Flags courtesy of www.theodora.com/flags. Used with permission"

  8. Terminal Comfortable life Exciting life World at peace World of beauty Equality Family security etc... Instrumental Ambitious Capable Cheerful Clean Courageous Forgiving etc... Rokeach - Two Types of Personal Values

  9. 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

  10. 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 information • way in which you evaluate and act on information

  11. 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

  12. Sample Scoring for LSI Concrete Experience Accommodating Diverging Reflective Observation Active Experimentation Converging Assimilating Abstract Conceptualization

  13. 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

  14. 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

  15. 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

  16. 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)

  17. 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

  18. Locus of Control Scale Comparison Data SAMPLE SCORENUMBERMEAN Alberta Municipal Administrators 50** 6.24 Business Executives 71*** 8.29 Career Military Officers 261*** 8.29 Connecticut Psychology Students 303* 3.88 National High School Sample 1000* 8.50 Ohio State Psychology Students 1180* 8.29 Peace Corps Trainees 155* 5.94 Sources: *Rotter, 1966 **Harvey, 1971 ***Rothberg, 1980 (Higher scores more external.) (29 possible points.)

  19. 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

  20. FIRO-B Descriptors

  21. 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

  22. 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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