Chapter 1 â Developing Self-Awareness
Ch 1, Complete Self-assessment
Chapter 1 – Developing Self-Awareness Key Dimensions of Self-Awareness Self-awareness- ability to recognize oneself as an individual (separate from environment and others) -lies at heart of the ability to master oneself (core of human behavior) -self-awareness, self-insight, self-understanding is essential to productive personal and interpersonal functioning and in understanding and empathizing with other people -many techniques and methods for achieving self-knowledge have been available (group methods, meditation techniques, altered consciousness procedures, aromatherapy, assorted massages, physical exercise regimes, and biofeedback)
-self-awareness is very important in being a successful manager/individual Hierarchy of Personal Life Management Skills:
The Enigma of Self-Awareness -close relationship between ones self-concept-knowledge we possess about ourselves-and ones feelings about others -self-concept is essential to improving management skills (more self-aware are more healthy, perform better in leadership roles, and are more productive at work)
-self-knowledge can inhibit personal growth-people avoid new self-knowledge (don’t want to acquire new knowledge about themselves because of possibility it is negative and will lead to feelings of infirmity, weakness, evilness, or shame)
-seeking knowledge of the self is motivator for growth and improvement but also can inhibit growth and improvement The Sensitive Line Sensitive line- concept that refers to the point at which individuals become defensive or protective when encountering information about themselves that is inconsistent with their self-concept or when encountering pressure to alter their behavior -more discrepant the information (or more serious its implications for self-concept), the closer it will approach sensitive line, and you would feel a need to defend yourself against it Threat-rigidity response- when individuals are threatened and they encounter uncomfortable information or when uncertainty is created they tend to become rigid -self-knowledge can increase and personal growth can occur if: 1. information that is verifiable, predictable, and controllable is less likely to cross sensitive line that information without those characteristics, the feedback is more likely to be heard and accepted -individual can test validity of discrepant information, if the information is unexpected (out-of – the-blue), and if there is some control over what, when and how much information is received
2. Self-disclosure-revealing more about oneself to others -unless one is willing to open up with others, discuss aspects of the self that seem ambiguous or unknown, little growth can ever occur (self-awareness and understanding differences cannot occur without self-disclosure, sharing, and trusting conversations)
-other people can help insight to occur and overcome resistant to self-examination -lack of self-disclosure inhibits self-awareness and may affect adversely other aspects of managerial skill development -involving others in process of self-understanding is critical to personal growth -support and feedback individuals receive during self-disclosure contributes to greater self-awareness without crossing the sensitive line (increases feedback and self-awareness) Understanding and Appreciating Individual Differences -self-awareness can help ability to diagnose important differences among others you interact with -managers effectiveness is closely related to ability to recognize, appreciate and ultimately utilize key, fundamental differences among others -self-knowledge will help you understand your own taken-for-granted assumptions, trigger points, sensitive line, comfort zone, strengths and weaknesses (allows us to recognize own special gifts and strengths and to capitalize on our talents)
-self-knowledge requires an understanding and valuing of differences, not the creation of distinctions -diagnosing fundamental differences in others is important in being an effective manager -being aware of, and empathetic toward, the different perspectives, needs, and inclinations of other people is a key part of emotional intelligence and interpersonal maturity -most people tend to associate with those who are similar and exclude those who are different BUT in work setting this reduces creativity, complex problem solving and likelihood that working colleagues will challenge the perspective of authority figure -key to helping individuals feel comfortable discussing ways they are different is by sharing a commitment to focusing on differences not distinctions (recognizing differences not the same as evaluating distinctions-one helpful, other hurtful) -differences help understand possible sources of misunderstanding between people and give us clues for how we can work more effectively -distinctions create social barriers between people for the express purpose of creating (or reinforcing) advantages and disadvantages -destroys tryst among people, even if distinctions refer to people not present Important Areas of Self-Awareness -impossible to select accurately the best or most central aspects of self-awareness because alternatives to numerous -five most critical areas of self-awareness found to be key in successful management are: emotional intelligence, personal values, cognitive style, orientation toward change, personal core self-evaluation. -areas represent limited set of factors, but found to be among most important predictors of various aspects of effective managerial performance
Emotional intelligence- ability to manage oneself and to manage relationships with others
*identifies emotional awareness and control -identifies extent to which people are able to recognize and control their own emotions as well as recognize and respond appropriately to emotions of others -self-awareness is crucial aspect of emotional intelligence and more powerful than IQ in predicting success in life -hard to measure, confusing and ambiguous as emotional intelligence has come to include everything that is non-cognitive-social, emotional, behavioral, attitudinal, and personality factors-Bar-On’s EQ-I measure (self-report that defines emotional intelligence as array of non-cognitive skills), Salovey’s Multifactor Emotional Intelligence Scale (behavioral assessment that defines emotional intelligence as a form of social intelligence that involves ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and action, and Goleman/Boyatzis’ Emotional Competence Inventory (360 degree assessment that defines emotional intelligence as the composite set of capabilities that enable a person to manage themselves and others) have been scientifically validated -emotional intelligence refers to ability to diagnose, understand, and manage emotional cues which emotional competence refers to non-cognitive capabilities and skills that affect human functioning -emotionally intelligent people are able to regulate and control their emotions (less likely to blow up/lose control, less likely to experience debilitating depression and anxiety and more likely to manage own emotional states than those with less emotional intelligence), able to accurately diagnose and empathize with the feelings of others (sensitive to what others experience and can share in those feelings, respond appropriately to the emotions of others (responses match intensity of emotions other people feel and they support and encourage emotional expressions) Personal values- core dynamics of behavior -idetifies personal standards and moral judgements -identify an indivoduals basic standards about what is good and bad, worthwhile and worthless, desirable and undesirable, true and false, moral and immoral -attitudes, orientations and behaviors arise out of individuals values -values are one of most stable and enduring characteristics of individuals (foundation upon which attitudes and personal preferences are formed) -values are taken for granted, and people are often unaware of them unless they are challengd -values held by each of us are affected by many factrs Cultural values -
Cultural Values Dimensions Value Dimension Universalism Particularism
Explanation Societal rules and norms are valued (behavior governed by universal standards and rules) -don’t lie, cheat, run red lights, Individual relationships are valued (relationship with individual governs behavior) -influenced based on other person (friend, family, relative, coworker,
Individualism
Collectivism Affective Neutral
Specific Diffuse Achievement
stranger) Individual contributions are valued (emphasis on self, on independence and on uniqueness) Team contributions are valued (emphasis on the group, the combined unit and on joining with others) Showing emotions is valued -cultures with high affective values tend to show more emotions openly and deal in emotional ways with problems (loud laughter, anger, and intense passion) Unemotional responses are valued -more rational approach to problem solving Segregating life’s roles is valued -separate work from home relationships Integrating life’s role is valued -entangle work and home relationships Personal accomplishment is valued -people tend to acquire high status based on their personal accomplishment in some cultures,
Ascription Past and Present
Inherent attributes are valued - other cultures status and prestige are based more on ascribed characteristics such as age, gender, family heritage, or ethnic background Past is tightly connected to future
Future Internal
Future is disconnected but valued Individual control is valued
External
Control comes from outside forces
Personal Values -two major types of values are: ●instrumental values- prescribe desirable standards or conduct or methods for attaining an end -morality (violation causes feelings of guilt) and competence (violating causes feelings of shame)
●terminal values-prescribe desirable ends or goals for the individual -fewer than instrumental -either personal (peace of mind) or social (world peace) Values Maturity Value maturity-different sets of instrumental values are held by individuals at different stages of development Ethical Decision Making and Values Front page test: Would I be embarrassed if my decision became a headline in the local newspaper? Would I feel comfortable describing my actions or decision to a customer or stockholder? Golden rule test: Would I be willing to be treated in the same manner?
Dignity and liberty test: Are the dignity and liberty of others preserved by this decision? Is the basic humanity of the affected parties enhanced? Are there opportunities expanded or curtailed? Equal treatment: Are the rights, welfare, and betterment of minorities and lower status people given full consideration? Does this decision benefit those with privilege but without merit? Personal gain test: Is an opportunity for personal gain clouding my judgment? Would I make the same decision if the outcome did not benefit me in any way? Congruence test: is this decision or action consistent with my espoused personal principles? Does it violate the spirit of any organizational policies or laws? Procedural justice test: Can the procedures used to make this decision stand up to scrutiny by those affected? Cost-benefit test: Does a benefit for some cause unacceptable hard to others? How critical is the benefit? Can the harmful effect be mitigated? Good night’s sleep test: Whether or not anyone else knows about my action, will it produce a good night’s sleep?
Cognitive style- manner in which individuals gather and process information -identifies information acquisition and evaluation -refers to inclination each of us has to perceive, interpret and respond to information in certain way -identifies individual thought processes, perceptions, and methods for acquiring and storing information -determines what kind of information is received and how individuals interpret, judge and respond to the information -individual differences in cognitive style influence perception, learning, problem solving, decision making, communication, and creativity -cognitive style is based on two key dimensions: 1. the manner in which you gather information 2. the way in which you evaluate and act on information -cognitive styles are not the same as personality types, not inherent attributes but are inclinations toward information and learning that we have developed over time -cognitive styles can be altered and changed through practice and conscious development
Attributes of Three Dimensions of Cognitive Style Attributes Knowing Emphasizes facts, details and data Seeks clear, objective solutions Focuses on validity, credibility data Emphasizes accuracy and precision Planning Emphasizes structure, plan, and preparation Seeks agendas, outlines, and processes Focuses on methods, preparation and follow-up Emphasizes predictability, rules and routine Creating Emphasizes creativity, risk-taking, and innovation Innovation Seeks novelty and ambiguity
Possible Liabilities Slow to make decisions Uncreative Resistant to innovation Intolerant of multiple views Resistant to change Intolerant of ambiguity Overwhelmed by chaos Can’t handle illogical issues Resistant to structure Tends to break rules May make many mistakes
Focuses on action, spontaneity and possibilities Emphasizes interaction, getting many inputs
Tends to ignore data and facts
Orientation toward change-focuses on methods people use to cope with change in their environment -identifies adaptability and responsibility -identifies the adaptability of individuals and includes the extent to which individuals are tolerant of ambiguous, uncertain conditions, and the extent to which they are inclined to accept personal responsibility for their actions under changing conditions -two important dimensions are locus of control and intolerance to ambiguity -as managers environment becomes more chaotic, more temporary, more complex and more overloaded with information, your ability to process information is at least partly constrained by fundamental attitude about change Tolerance of ambiguity-refers to extent to which individuals are threatened by or have difficulty coping with situations that are ambiguous, where change occurs rapidly or unpredictably, where information is inadequate or unclear, or where complexity exists -individuals who are more tolerant of ambiguity have more difficulty focusing on a single important element of information-are inclined to pay attention to a variety of items and they may have somewhat less ability to concentrate without being distracted by interruptions Locus of control- attitude people develop regarding extend to which they are in control of their own destinies -internal locus of control-reinforcement received is product of their own actions -external locus of control-reinforcement received is product of outside forces Core self-evaluation- underlying factor of personality dimensions -identifies underlying personality attributes -identifies the general personality orientation that guides behavior -uncovers levels of self-esteem, self-efficacy, emotional stability and self-control that have important effects on individuals happiness and managerial effectiveness -Big Five personality dimensions-neuroticism, extroversion, conscientiousness, agreeableness and openness -sometimes referred to as overall positive self-regard –extent to which people value themselves and feel proficient as individuals -comprised of four components: 1. Self-esteem (extent to which people see themselves as capable, successful and worthy), 2. Self-efficacy (sense of one’s ability to perform capably across a variety of circumstances), 3. Neuroticism (tendency to have negative outlook and pessimistic approach to life)(, 4. Locus of control (persons beliefs about the extent to which they can control their own experiences) -core self-evaluation scores tend to be important to predict personality differences, job satisfaction, job performance, and life happiness. When people have developed a positive self-regard (when they feel valuable, capable, stable, in control) they tend to function better at work, in relationships, and in life
Chapter 1 – Developing Self-Awareness Key Dimensions of Self-Awareness Self-awareness- ability to recognize oneself as an individual (separate from environment and others) -lies at heart of the ability to master oneself (core of human behavior) -self-awareness, self-insight, self-understanding is essential to productive personal and interpersonal functioning and in understanding and empathizing with other people -many techniques and methods for achieving self-knowledge have been available (group methods, meditation techniques, altered consciousness procedures, aromatherapy, assorted massages, physical exercise regimes, and biofeedback)
-self-awareness is very important in being a successful manager/individual Hierarchy of Personal Life Management Skills:
The Enigma of Self-Awareness -close relationship between ones self-concept-knowledge we possess about ourselves-and ones feelings about others -self-concept is essential to improving management skills (more self-aware are more healthy, perform better in leadership roles, and are more productive at work)
-self-knowledge can inhibit personal growth-people avoid new self-knowledge (don’t want to acquire new knowledge about themselves because of possibility it is negative and will lead to feelings of infirmity, weakness, evilness, or shame)
-seeking knowledge of the self is motivator for growth and improvement but also can inhibit growth and improvement The Sensitive Line Sensitive line- concept that refers to the point at which individuals become defensive or protective when encountering information about themselves that is inconsistent with their self-concept or when encountering pressure to alter their behavior -more discrepant the information (or more serious its implications for self-concept), the closer it will approach sensitive line, and you would feel a need to defend yourself against it Threat-rigidity response- when individuals are threatened and they encounter uncomfortable information or when uncertainty is created they tend to become rigid -self-knowledge can increase and personal growth can occur if: 1. information that is verifiable, predictable, and controllable is less likely to cross sensitive line that information without those characteristics, the feedback is more likely to be heard and accepted -individual can test validity of discrepant information, if the information is unexpected (out-of – the-blue), and if there is some control over what, when and how much information is received
2. Self-disclosure-revealing more about oneself to others -unless one is willing to open up with others, discuss aspects of the self that seem ambiguous or unknown, little growth can ever occur (self-awareness and understanding differences cannot occur without self-disclosure, sharing, and trusting conversations)
-other people can help insight to occur and overcome resistant to self-examination -lack of self-disclosure inhibits self-awareness and may affect adversely other aspects of managerial skill development -involving others in process of self-understanding is critical to personal growth -support and feedback individuals receive during self-disclosure contributes to greater self-awareness without crossing the sensitive line (increases feedback and self-awareness) Understanding and Appreciating Individual Differences -self-awareness can help ability to diagnose important differences among others you interact with -managers effectiveness is closely related to ability to recognize, appreciate and ultimately utilize key, fundamental differences among others -self-knowledge will help you understand your own taken-for-granted assumptions, trigger points, sensitive line, comfort zone, strengths and weaknesses (allows us to recognize own special gifts and strengths and to capitalize on our talents)
-self-knowledge requires an understanding and valuing of differences, not the creation of distinctions -diagnosing fundamental differences in others is important in being an effective manager -being aware of, and empathetic toward, the different perspectives, needs, and inclinations of other people is a key part of emotional intelligence and interpersonal maturity -most people tend to associate with those who are similar and exclude those who are different BUT in work setting this reduces creativity, complex problem solving and likelihood that working colleagues will challenge the perspective of authority figure -key to helping individuals feel comfortable discussing ways they are different is by sharing a commitment to focusing on differences not distinctions (recognizing differences not the same as evaluating distinctions-one helpful, other hurtful) -differences help understand possible sources of misunderstanding between people and give us clues for how we can work more effectively -distinctions create social barriers between people for the express purpose of creating (or reinforcing) advantages and disadvantages -destroys tryst among people, even if distinctions refer to people not present Important Areas of Self-Awareness -impossible to select accurately the best or most central aspects of self-awareness because alternatives to numerous -five most critical areas of self-awareness found to be key in successful management are: emotional intelligence, personal values, cognitive style, orientation toward change, personal core self-evaluation. -areas represent limited set of factors, but found to be among most important predictors of various aspects of effective managerial performance
Emotional intelligence- ability to manage oneself and to manage relationships with others
*identifies emotional awareness and control -identifies extent to which people are able to recognize and control their own emotions as well as recognize and respond appropriately to emotions of others -self-awareness is crucial aspect of emotional intelligence and more powerful than IQ in predicting success in life -hard to measure, confusing and ambiguous as emotional intelligence has come to include everything that is non-cognitive-social, emotional, behavioral, attitudinal, and personality factors-Bar-On’s EQ-I measure (self-report that defines emotional intelligence as array of non-cognitive skills), Salovey’s Multifactor Emotional Intelligence Scale (behavioral assessment that defines emotional intelligence as a form of social intelligence that involves ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and action, and Goleman/Boyatzis’ Emotional Competence Inventory (360 degree assessment that defines emotional intelligence as the composite set of capabilities that enable a person to manage themselves and others) have been scientifically validated -emotional intelligence refers to ability to diagnose, understand, and manage emotional cues which emotional competence refers to non-cognitive capabilities and skills that affect human functioning -emotionally intelligent people are able to regulate and control their emotions (less likely to blow up/lose control, less likely to experience debilitating depression and anxiety and more likely to manage own emotional states than those with less emotional intelligence), able to accurately diagnose and empathize with the feelings of others (sensitive to what others experience and can share in those feelings, respond appropriately to the emotions of others (responses match intensity of emotions other people feel and they support and encourage emotional expressions) Personal values- core dynamics of behavior -idetifies personal standards and moral judgements -identify an indivoduals basic standards about what is good and bad, worthwhile and worthless, desirable and undesirable, true and false, moral and immoral -attitudes, orientations and behaviors arise out of individuals values -values are one of most stable and enduring characteristics of individuals (foundation upon which attitudes and personal preferences are formed) -values are taken for granted, and people are often unaware of them unless they are challengd -values held by each of us are affected by many factrs Cultural values -
Cultural Values Dimensions Value Dimension Universalism Particularism
Explanation Societal rules and norms are valued (behavior governed by universal standards and rules) -don’t lie, cheat, run red lights, Individual relationships are valued (relationship with individual governs behavior) -influenced based on other person (friend, family, relative, coworker,
Individualism
Collectivism Affective Neutral
Specific Diffuse Achievement
stranger) Individual contributions are valued (emphasis on self, on independence and on uniqueness) Team contributions are valued (emphasis on the group, the combined unit and on joining with others) Showing emotions is valued -cultures with high affective values tend to show more emotions openly and deal in emotional ways with problems (loud laughter, anger, and intense passion) Unemotional responses are valued -more rational approach to problem solving Segregating life’s roles is valued -separate work from home relationships Integrating life’s role is valued -entangle work and home relationships Personal accomplishment is valued -people tend to acquire high status based on their personal accomplishment in some cultures,
Ascription Past and Present
Inherent attributes are valued - other cultures status and prestige are based more on ascribed characteristics such as age, gender, family heritage, or ethnic background Past is tightly connected to future
Future Internal
Future is disconnected but valued Individual control is valued
External
Control comes from outside forces
Personal Values -two major types of values are: ●instrumental values- prescribe desirable standards or conduct or methods for attaining an end -morality (violation causes feelings of guilt) and competence (violating causes feelings of shame)
●terminal values-prescribe desirable ends or goals for the individual -fewer than instrumental -either personal (peace of mind) or social (world peace) Values Maturity Value maturity-different sets of instrumental values are held by individuals at different stages of development Ethical Decision Making and Values Front page test: Would I be embarrassed if my decision became a headline in the local newspaper? Would I feel comfortable describing my actions or decision to a customer or stockholder? Golden rule test: Would I be willing to be treated in the same manner?
Dignity and liberty test: Are the dignity and liberty of others preserved by this decision? Is the basic humanity of the affected parties enhanced? Are there opportunities expanded or curtailed? Equal treatment: Are the rights, welfare, and betterment of minorities and lower status people given full consideration? Does this decision benefit those with privilege but without merit? Personal gain test: Is an opportunity for personal gain clouding my judgment? Would I make the same decision if the outcome did not benefit me in any way? Congruence test: is this decision or action consistent with my espoused personal principles? Does it violate the spirit of any organizational policies or laws? Procedural justice test: Can the procedures used to make this decision stand up to scrutiny by those affected? Cost-benefit test: Does a benefit for some cause unacceptable hard to others? How critical is the benefit? Can the harmful effect be mitigated? Good night’s sleep test: Whether or not anyone else knows about my action, will it produce a good night’s sleep?
Cognitive style- manner in which individuals gather and process information -identifies information acquisition and evaluation -refers to inclination each of us has to perceive, interpret and respond to information in certain way -identifies individual thought processes, perceptions, and methods for acquiring and storing information -determines what kind of information is received and how individuals interpret, judge and respond to the information -individual differences in cognitive style influence perception, learning, problem solving, decision making, communication, and creativity -cognitive style is based on two key dimensions: 1. the manner in which you gather information 2. the way in which you evaluate and act on information -cognitive styles are not the same as personality types, not inherent attributes but are inclinations toward information and learning that we have developed over time -cognitive styles can be altered and changed through practice and conscious development
Attributes of Three Dimensions of Cognitive Style Attributes Knowing Emphasizes facts, details and data Seeks clear, objective solutions Focuses on validity, credibility data Emphasizes accuracy and precision Planning Emphasizes structure, plan, and preparation Seeks agendas, outlines, and processes Focuses on methods, preparation and follow-up Emphasizes predictability, rules and routine Creating Emphasizes creativity, risk-taking, and innovation Innovation Seeks novelty and ambiguity
Possible Liabilities Slow to make decisions Uncreative Resistant to innovation Intolerant of multiple views Resistant to change Intolerant of ambiguity Overwhelmed by chaos Can’t handle illogical issues Resistant to structure Tends to break rules May make many mistakes
Focuses on action, spontaneity and possibilities Emphasizes interaction, getting many inputs
Tends to ignore data and facts
Orientation toward change-focuses on methods people use to cope with change in their environment -identifies adaptability and responsibility -identifies the adaptability of individuals and includes the extent to which individuals are tolerant of ambiguous, uncertain conditions, and the extent to which they are inclined to accept personal responsibility for their actions under changing conditions -two important dimensions are locus of control and intolerance to ambiguity -as managers environment becomes more chaotic, more temporary, more complex and more overloaded with information, your ability to process information is at least partly constrained by fundamental attitude about change Tolerance of ambiguity-refers to extent to which individuals are threatened by or have difficulty coping with situations that are ambiguous, where change occurs rapidly or unpredictably, where information is inadequate or unclear, or where complexity exists -individuals who are more tolerant of ambiguity have more difficulty focusing on a single important element of information-are inclined to pay attention to a variety of items and they may have somewhat less ability to concentrate without being distracted by interruptions Locus of control- attitude people develop regarding extend to which they are in control of their own destinies -internal locus of control-reinforcement received is product of their own actions -external locus of control-reinforcement received is product of outside forces Core self-evaluation- underlying factor of personality dimensions -identifies underlying personality attributes -identifies the general personality orientation that guides behavior -uncovers levels of self-esteem, self-efficacy, emotional stability and self-control that have important effects on individuals happiness and managerial effectiveness -Big Five personality dimensions-neuroticism, extroversion, conscientiousness, agreeableness and openness -sometimes referred to as overall positive self-regard –extent to which people value themselves and feel proficient as individuals -comprised of four components: 1. Self-esteem (extent to which people see themselves as capable, successful and worthy), 2. Self-efficacy (sense of one’s ability to perform capably across a variety of circumstances), 3. Neuroticism (tendency to have negative outlook and pessimistic approach to life)(, 4. Locus of control (persons beliefs about the extent to which they can control their own experiences) -core self-evaluation scores tend to be important to predict personality differences, job satisfaction, job performance, and life happiness. When people have developed a positive self-regard (when they feel valuable, capable, stable, in control) they tend to function better at work, in relationships, and in life
