Self Awareness Know Thyself

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Self AwarenessKnow Thyself

• He she that would govern others must first
  master himself herself (p.56)

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Objectives

• Overview aspects of self awareness
• Diagnostic surveys
• Practice
• Diagnosing Managers p.94-96
• Our Team profiles share your scores to determine
  the composition within your team.

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Aspects of Self Awareness
Self-Awareness Test
Defining Issues Test (based on Kohlbergs moral
maturity stages)
Locus of Control Tolerance of Ambiguity
Learning Style Inventory (based on Kolbs
Learning Styles)
Emotional Intelligence Core Self-Evaluation
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Sensitive Line

• Think back to the last time you received negative
  feedback.
• How did it feel?
• What did you think?
• Did you agree with the feedback?
• Was there something that could have been said or
  done to make you more receptive?

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Self-Awareness Example

• She is an amazing prof. She is sooo challenging
  with the exams and assignments. If you are
  looking for a learning experience, she is the way
  to go! I would definitely take another course
  from her!
• Great professor! She is helpful and explains
  material in a way you will understand. More
  professors should be like her!
• She was an awful professor! A monkey could have
  done what she did. All she did was read off
  slides. The difference between the course
  material and the assignments was so big that it
  was impossible to do the assignments. She was
  the worst professor Ive ever had!!
• Really!!! Things go in one ear with you and out
  the other ear! Dont laugh with clients! Its
  completely unprofessional!

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Self-Awareness

• Assessment
• Self-disclosure and openness to feedback
• Awareness of values, cognitive style, change
  orientation interpersonal orientation
• Total score (higher score implies more
  self-awareness). Class average 52.7 Range
  40-62 S.D. 5.4. Professor (in 2007) 56
• Explain Quartiles top, third, second, bottom
• Sensitive Line
• the point at which individuals become defensive
  or protective when encountering information about
  themselves that is inconsistent with their self
  concept
• Information that is verifiable, predictable and
  controllable is less likely to cross the line
  (p.56).
• Threat-Rigidity Response
• Self-Disclosure
• Just as you cant smell your own breath, insight
  tends to come in social contexts (p.56).
• e.g., Johari Window

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Emotional Intelligence

• The ability to perceive and express emotion,
  assimilate emotion in thought, understand and
  reason with emotion, and regulate emotion in
  oneself and others).
• Strong predictor of promotions and success in
  leadership role.
• EQ is more predictive of success in life than IQ
  (Goleman, 1995)
• Dimensions
• Emotional Awareness
• Emotional Control (Balance)
• Emotional Diagnosis (Empathy)
• Emotional Response
• Results
• Class 66.3(23.9), 20-110
• Professor (2008) 85 (strongest in empathy 30/30,
  weakest in emotional response 10/30).

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Values

• Values on many different aspects.
• Most commonly used cultural groups and personal
  values
• Cultural groups
• Hampden-Turner Trompenaars 7 cultural
  dimensions (see p.67 for table summary)
• Also Hofstedes dimensions Ind/Coll, PDI, UA,
  LTO, Masc/Fem

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Personal Values

• Rokeach (1973)
• Instrumental Values (means oriented)
• Moral values violating these guilt
• Competence values violating these shame
• Terminal Values (ends oriented).
• Personal
• Social
• No sex differences found on these values.

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Personal Values

• Values Maturity Model (Kohlberg)
• Self Centered (Preconventional) moral value
  resides in external factors and consequences
• Obedience Punishment
• Individual Instrumental purpose and exchange
• Conformity (Conventional) moral value resides
  in duty commitments to others
• Mutual interpersonal (golden rule)
• Doing ones duty for society orientations
• Principled (Postconventional) moral duty
  resides in commitment to freely selected
  standards
• Social Contracts
• Universal Ethical Principles
• Class (Average 4.6 S.D. 0.5 Range 4-5).
  Professor Stage 5 mostly used.

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Values and Ethical Decisions

• P.68 Principles Tests
• Front Page Test
• Golden Rule Test
• Dignity Liberty Test
• Equal Treatment Test
• Personal Gain Test
• Congruence Test
• Procedural Justice Test
• Cost-Benefit Test
• Good Nights Sleep Test

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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
• Results
• CE average 25.9 (6.0) range 20-39
• RO average 28.5(8.7), 17-46
• AC average 33.2(7.6), 23-50
• AE average 32.6(7.4)21-46

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Learning Styles
Professor CE-27, RO-34 AC-35 AE-25)
Concrete Experience
Accommodating
Diverging
Reflective Observation
Active Experimentation
Converging
Assimilating
Abstract Conceptualization
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The Learning Cycle
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Orientation Toward Change

• 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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Tolerance to Ambiguity

• Comprises of the three components of ambiguity
• Lower the score, the more tolerant to ambiguity
• Higher tolerance is associated with being more
  cognitively complex, more success as a manager,
  organizational success (more innovation)
• Managers with low tolerance also good for
  clarifying rules and procedural justice in
  organizations.
• Results
• Class 52.3(14.5), 32-85
• Professor 45 (2007) least tolerant of
  ambiguity due to Novelty (17/28) highest
  tolerance to Complexity (20/63), closely followed
  by Insolubility (8/21).

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Orientation Toward Change

• Locus of Control
• Internals believe that they control their
  destiny
• Externals believe that their destiny is
  controlled by external forces
• Focus can shift over time and with experience
• Results
• Class 4.6(4.4), 0-18 (maximum score is 23)
• Professor 2

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Core Self-Evaluations

• The extent to which people value themselves and
  feel proficient as individuals.
• Self-esteem capable, successful, worthy
• Generalized self-efficacy able to do
• Neuroticism (emotional stability) one of the
  Big 5 personality traits
• Locus of control as discussed earlier.
• Associated with personality uniqueness, job
  satisfaction, job performance, life happiness.
• Results
• Class 3.8(0.5), 2.75-4.6 (maximum possible 5)
• Professor 4.41

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Summary

• We tend to avoid personal growth because we fear
  finding out that we are not all that we would
  like to be (p.59)

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Practice Exercises

• Diagnosing Managers p. 87-89 (6th Edition)
  p.94-96 (7th Edition)
• Team Profiles