15000 words for bussiness managements assignments
daxiongdi
leadership4.pptxWeek Four
Leadership for SMEs
Self-awareness, self-disclosure, and Perception
Objectives
To introduce the nature and context of self analysis and self-development as a tool for leader development
To introduce the self managed Continuing Professional Development (CPD) process
To introduce frameworks for self analysis, including Johari Window
To discuss the concept of perception and its situational connection with actuality
10/21/2020
2
Why Managing Self and Self Awareness
A key requirement of the National Occupational Standards for Leadership and Management (2009)
10/21/2020
3
Why Do We Need to Understanding and Manage Self?
| Understanding Self – personal values and motivations, management skills and personal competencies, emotional intelligence | Understanding Others |
| Managing Self – to maximise own performance in the role and organisation | Managing and Developing Others |
Self
Others
Awareness
Actions
Self Analysis Report and PDP
What is Self-Awareness?
Managers and individuals need to learn self-awareness. But what is it?
Our ways of thinking, feeling and behaving and how these affect our decisions, actions, and relationships and our personal well-being and professional effectiveness
How we became (and are becoming) who we are
Considers our personalities, interests, skills, strengths and weaknesses, what makes us similar to others, what makes us unique
How we are perceived by others, and the consequences of these perceptions on our ability to be effective
10/21/2020
5
Self Awareness underpins Self-Development
Developing self-awareness is essential to our long-term work effectiveness, career development, and personal well-being
Becoming – our self-concept will always be a work in progress – always in the process of becoming, not least because many of us are drawn to go beyond who we currently are toward who we are capable of becoming, but also external influences on our self-concept.
Why Is Self-Awareness Important
Underpins personal and professional development
Helps us respond to an increasing rate of change within personal, professional and organizational lives
Contributes to effective management (and organizational success)
What is self development?
Once we understand what our areas of development are we then need to undertake self development. This is:
Any development you undertake on your own to develop your potential as a person and as a manager
Learning to understand and accept yourself
Focuses on who you are as well as what you know and do
Improving your knowledge, skills and capabilities and developing your capacity to use them in an ‘effective’ and ‘efficient’ way
10/21/2020
6
CPD: Definitions
In business terms such development is often called Continuing Professional Development.
“The maintenance and enhancement of the knowledge, expertise and competence of professionals throughout their careers according to a plan formulated with regard to the needs of the professional, the employer, the profession and society”
(Madden and Mitchell, 1993)
10/21/2020
7
Benefits of CPD
The Chartered Institute of Personnel and Development(CIPD) highlight the following:
Ensures that you take individual control and responsibility for the quality of your own practice
Motivates you to engage in a continuous learning process
Encourages explicit learning from experience which builds and extends your expertise
Develops your own potential in new and emerging areas of practice
Promotes confidence of others in the quality of your professional practice
Provides a strategy for future success
10/21/2020
8
Change and Development
Your continued self development is essential in today's ever changing business environment:
Organizations are never static: something about them is always changing. … Some (of the changes) result from decisions made within the organization, some of them originate from decisions outside, and others just seem to happen. The common factor is that when something changes, whether or not it has been planned or decided by organizational members, it will have repercussive effects which will be variously welcomed, discarded or ignored by people within and outside the organization. Their reactions will in turn affect other things.” (Dawson, 1992, 209)
10/21/2020
9
Key Processes for Self-Analysis and Development
Personal Reflection
Diagnostic Tools, Tests, Models and Frameworks
Seeking Feedback from Others
Critical Reflection and Reflexivity
Action Planning, assignment culminates in a Personal Development Plan
Engaging in new (and challenging) situations
Taking action and Recording Development Progress
Monitoring, Reviewing and Evaluating
10/21/2020
10
See Assignment
Seeking Feedback – asking others for feedback on how we are perceived and how our behaviour affects other people and organizations.
New situations – require us to go beyond our current ways of thinking and behaving, developing relationships with a diverse range of people who can provide us with alternative ways of being,
Activity – SWOT analysis
What are your strengths?
What are you weaknesses?
What opportunities do you have?
What possible threats can you foresee?
Decide upon and present two personal objectives that you would like to achieve from this module
– Thinking about “what would I like to be able to do better/differently after attending this module?”
11
Self Disclosure
The first self awareness toolkit we want to discuss is Self Disclosure.
We want you to engage in Self Disclosure.
This will help:
Increase your self knowledge
Develop intimate relationships
Improve communication
Reduce Guilt
Increase your energy
10/21/2020
12
The Johari Window
SELF
Solicits Feedback
Unconscious
Unknown
(unknown by all)
Development
Arena
The Open Self
(Known by all)
Receive feedback
Blind Spot
(Unknown by self
known by others)
Give feedback
Façade
(Hidden Area
Known by self
Unknown by others)
Disclose
Things they know about me
Things they don’t know about me
Things I Know
Things I Don’t Know
GROUP
Self –disclosure or Gives Feedback
Insight
13
The Johari Window
Unknown
Arena
The Open Self
Friendly
Co-operative
Responsive
Blind Spot
Caring
Loud
Sociable
Façade
(Hidden Area)
Shy
Ambitious
Caring
SELF
GROUP
Unconscious
Things
They
Know
Things
They
Don’t
Know
Things I Know
Things I Don’t Know
Self –disclosure or Gives Feedback
Solicits Feedback
Insight
10/21/2020
14
Our self-concept is, in large part, socially constructed throughout our lives in our families, schools, workplaces, communities and other social institutions. These institutions socialize us into ways of thinking, feeling, and acting that enable us to ‘function well’
Our self-concept is developed, sustained, and changed through our day-to-day interactions with others. Each time we interact with people who are significant to us, they send us signals about how they perceive us. Consciously and unconsciously, we interpret their words, tone of voice, gestures and body language to make inference about whether they see us as interesting, competent, worthy, influential etc. The signals we receive from others, as well as our interpretations of these signals, affect our perceptions of ourselves.
Activity: Developing our self awareness
Reducing our blind spot …
In pairs:
Read through the list and circle 7 adjectives that best describe yourself.
Read through the list and circle 7 adjectives that best describe your ‘pair’.
Discuss your two lists … how does your perception of self compare with the list your ‘pair’ has indicated?
In light of these similarities and differences … (a) What feedback would you give to your ‘pair’? (b) what specific change will you make yourself?
10/21/2020
15
Perception
This is a type of psycholinguistic test that poses some difficulty because the portion of the brain that handles language has the conflicting tasks of verbalizing the colour of the written words while ignoring the meaning of words representing colours.
Word Colour Test
In this test DO NOT READ the words, say aloud the COLOUR of each word
Newcastle Business School
16
There are no grey spots at the corners of the squares
Newcastle Business School
17
Some Exercises
http://www.scientificpsychic.com/graphics/
Newcastle Business School
18
Some Exercises
Newcastle Business School
19
Perception
We all form opinions of ourselves and other people. You will probably have formed opinions of the people on your course or those you work with already.
Typically these opinions are based on our use of the six senses, hearing, sight, touch, smell, taste and body language.
However, in everyday life we encounter so much information we can only register so much, therefore, we often do not see the full picture and can make incorrect opinions of others.
Furthermore, everyone has a different sensory process and people may form different opinions even though they are faced with the same information. This is known as Perceptual Selectivity.
Such opinions are known as Perception.
10/21/2020
20
We need to understand the importance of perception including how this impacts on what we believe and do and how it influences our dealings with other people.
Definition of perception
“an active mental process which involves the selection, organisation, structuring and interpretation of information in order to make inferences and give meaning to the information...
In organisations our perceptions are usually of people, and we make judgements about them and how they respond to what we say or do on the basis of our perception”
(Rollinson and Broadfield, 2002:110)
10/21/2020
21
It is not unreasonable to argue that there is no such thing as reality - only the individual's perception or interpretation of reality.
We all have our own 'world', our own way of looking at and understanding our environment and the people within it. A situation may be the same but the interpretation of that situation by two individuals may be vastly different. The physical properties may be identical in terms of how they 'are', but they are perceived quite differently because each individual has imposed upon the object/environment their own interpretations, their own judgement and evaluation.
Despite the fact that a group of people may 'physically see' the same thing, they each have their own version of what is seen - their perceived view of reality. Eg eskimo/face, young, or old, woman.
Basic perceptual process
Attention
Organisation and Recognition
Interpretation and Inference
Stimuli and Context
Perception
Memory
Personality
Motivation
But we all see things in different ways
10/21/2020
22
1 Attention and Selection
tendency to acknowledge some stimuli and ignore others
2 Stimulus Organisation and Recognition
organising information into meaningful patterns
3 Interpretation and inference
attribute meaning; we reach a conclusion on incomplete evidence. Build a mental representation in a schema
We all see things in different ways. We all have our own, unique picture or image of how we see the 'real' world. We may place significance on some information and regard other information as worthless; and we may be influenced by our expectations so that we 'see' what we expect to see. We do not passively receive information from the world; we organise, analyse and judge it.
1 Attention and Selection
We are not able to attend to everything in our environment; our sensory systems have limits
we encounter so much information we can only register so much, therefore, we often do not see the full picture and can make incorrect opinions of others
10/21/2020
23
We are not able to attend to everything in our environment; our sensory systems have limits. The physical limits therefore insist that we are selective in our attention and perception. We search for meaning and understanding in our environment. The way in which we categorise and organise this sensory information is based on a range of different factors including
· the present situation (and our emotional state)
· our past experiences of the same or similar event
· personal judgement about the importance of information
· memory processes (forgetting, or changing and reconstructing information over time)
· making assumptions and inferences
Internal Factors
· sensory limits or thresholds - Our sensory systems have limits, eg we are not able to see for 'miles and miles',
· psychological factors - (such as personality, learning, intelligence, ability, training, interests, expectations, goals, past experiences, motivation/motives)
Myers-Briggs Type Indicator (sensing and intuitive). They distinguish individuals who 'tend to accept and work with what is given in the here-and-now, and thus become realistic and practical' (sensing types), from others who go beyond the information from the senses and look at the possible patterns, meanings and relationships. These 'intuitive types' 'grow expert at seeing new possibilities and new ways of doing things'.
· The needs of an individual - The most desirable and urgent needs will almost certainly affect an individual perceptual process.
- Linguistic - Our language plays an important part in the way we perceive the world. Our language not only labels and distinguished the environment for us but also structures and guides our thinking pattern.
External factors
The knowledge of, or familiarity with or expectations about, a given situation or previous experiences, will influence perceptions. External factors refer to the nature and characteristics of the stimuli. There is usually a tendency to give more attention to stimuli which are, for example:
· large; · moving; loud· contrasted · bright · novel · repeated · stand out from the background
Any number of these factors may be present at a given time or situation. It is therefore the total pattern of the stimuli together with the context in which they occur that influence perception.
2 Organisation & Recognition
Our minds process information by organising it into patterns
These patterns are our belief systems or our mental models of the world
We find it very difficult to change patterns once they have become established
As new information is received, we try to fit it into an existing pattern
10/21/2020
24
The ways in which we organise and make judgements about what we have perceived is to a large extent based on our previous experiences and learning. We may make inferences and assumptions which go beyond the information given. We may not always be aware of our pre-set assumptions but they will guide the way we interpret situations, the behaviour of others etc.
Interpretation
News Flash: Cmabrigde Uinervtisy Rscheearch
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef but the wrod as a wlohe.
Compass Learning Guide – The Key to Personal Effectiveness – Section 1.3
10/21/2020
25
The mind interprets patterns based on past experience – or on patterns it already knows
3 Interpretation
Our perception is based on elements including:
Our emotional state
Our past experiences
Our memory capacity
Our sensory limits
Our personality
Our intelligence
Our interests and motivations
10/21/2020
26
The ways in which we organise and make judgements about what we have perceived is to a large extent based on our previous experiences and learning. We may make inferences and assumptions which go beyond the information given. We may not always be aware of our pre-set assumptions but they will guide the way we interpret situations, the behaviour of others etc.
Stereotyping
Tagiuri (1969) defines stereotyping as “the general inclination to place a person in some category according to some easy and quickly identifiable characteristic such as age, sex, ethnic membership, nationality or occupation, and then attribute the person as having qualities believed to be typical of members of that category”.
E.g. Sex – women are too swayed by their emotions
Physical Appearance – blondes are dumb
Occupation – engineers are good at mathematics
Halo Effect
This occurs when a person who has one behavioural trait is automatically credited with having other traits.
For example. Employee A co-operates fully with his line manager not questioning any given task. This employee is seen as being a high achiever, intelligent and management material. Employee B, however, questions the manager on tasks he is given and as such as perceived as being disruptive and less intelligent.
Could it be that Employee A is merely trying to ingratiate himself with the manager, whereas Employee B has genuinely spotted a flaw in the manager’s ideas ?
What problems could this bring to situations such as Appraisal and Selection ?
The Self Fulfilling Prophecy
Merton (1957) developed the term Self Fulfilling Prophecy – a prophecy will come true solely because it has been made.
This model was tested by Rosenthal and Jacobson (1968) in which psychological tests were carried out on 600 schoolchildren. A random selection of schoolchildren were chosen and their teachers told that these would be academic fast developers (based on no evidence). At the end of the year teachers reported these children were indeed fast developers.
