Chapter 1: Developing SelfAwareness

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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 line
• Personal values and moral maturity
• Learning style
• Orientation 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
  controllable
• Self-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 develop
• drive choices and behavior
• differ 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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Trompenaars Value Dimensions
"Flags courtesy of www.theodora.com/flags. Used
with permission"
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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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Most managers...

• value sense of accomplishment, self-respect, a
  comfortable life, power, and independence more
  than others
• highest instrumental value ambition
• highest terminal value accomplishment
• tend to be achievement-oriented

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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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Defining Issues Test Comparison Data
SCORING IN THIS STAGE 6.98 18.08
31.00 28.40 6.37 4.53 4.63
LEVEL 2 3 4 5 6 A M
SOURCE Davidson, M. and Robbins, S. (1978) The
reliability and validity of objective indices of
moral development. Applied Psychological
Measurement, 2391-403.
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Value-Based Decision Making

• Most managers feel pressure to compromise
  personal values to achieve company goals
• Some tests of ethical behavior
• Would I be comfortable if behavior was on the
  front page of the newspaper?
• Will my actions produce a good nights sleep?

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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
Reflective Observation
Active Experimentation
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 NUMBER MEAN
• 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.)

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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
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Average FIRO-B Scores and Ranges
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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