Personal Growth and Development

 Personal development—receptiveness to change  Making behavior modification work for you  Understanding yourself  Understanding others/Respecting differences  Assessment of your strengths and areas for improvement  Developing your communication skills  Leadership and Teamwork  Mental and physical wellness  Motivating Yourself

 Successful [people] are influenced by the desire for pleasing results. [They] have a purpose strong enough to make them form the habit of doing things they don’t like to do in order to accomplish the purpose they want to accomplish.  Failures are influenced by the desire for pleasing methods and are inclined to be satisfied with such results as can be obtained by doing things they like to do.

 Maslow’s Hierarchy of Needs  Satisfying Your Need for Self- Esteem  Myers-Briggs Type Indicator

Self- Actualization – “Do your best” Esteem Needs – self respect, reputation Social Needs – friends, family, support from others Safety Needs – security, freedom from fear, order Physiological Needs – food, water, air, shelter

 Physiological needs : Food, water, air shelter  Safety needs : Security, freedom from fear, order  Belongingness and love needs : Family, friends  Esteem needs : Self-respect, achievement, reputation  Self-Actualization – To become what you are most fitted for

Needs are things that you must have, things that are essential. Wants are things that you desire.

Self-esteem is: Appreciating my own worth and importance and having the character to be accountable for myself and to act responsibly toward others Self-esteem is made up of two components: Self-efficacy – your sense of competence Self-respect – your sense of personal worth

 With whom would you like to be acquainted?  Person A has a low self-esteem Person APerson B Blindness to realityRealism Fear of the new and unfamiliar Willingness to admit mistakes Hostility towards otherCooperativeness Overcontrolling behaviorBenevolence

Your college years provide a unique opportunity for you to enhance your self- esteem by building both your self-efficacy and your self respect! I have low self-esteem Is it because you suck?

 Building self-efficacy:  Develop problem-solving skills  Technical knowledge  Work with other in teams/groups  Building self-worth  Academic success will bring positive feedback from professors and fellow students (self-respect)  Scholarships, internships, officer in student organization, design competition,…

 E-Extrovert or I-Introvert  S-Sensing or N- Intuiting  T-Thinking or F-Feeling  J-Judging or P-Perceiving Most frequent types among engineering students – ISTJ followed by ESTJ, INTJ, INTP, and ENTJ

 Myers Briggs - Video clip (7 min) zwQ

Guardian ESTJ – Supervisor(2) M % F - 6.3% T - 8.7% ISTJ – Inspector(1) M % F - 6.9% T % ESFJ – Provider M - 7.5% F % T % ISFJ – Protector M - 8.1% F % T % Artisan ESTP – Promotor M - 5.6% F - 3.0% T - 4.3% ISTP – Crafter M - 8.5% F - 2.4% T - 5.4% ESFP – Performer M - 6.9% F % T - 8.5% ISFP – Composer M - 7.6% F - 9.9% T - 8.8% Idealist ENFJ – Teacher M - 1.6% F - 3.3% T - 2.5% INFJ – Counselor M - 1.3% F - 1.6% T - 1.5% ENFP – Champion M - 6.4% F - 9.7% T - 8.1% INFP – Healer M - 4.1% F T - 4.4% Rational ENTJ – Field Marshall(5) M - 2.7% F - 0.9% T - 1.8% INTJ – Mastermind(3) M - 3.3% F - 0.8% T - 2.1% ENTP – Inventor M - 4.0% F - 2.4% T - 3.2% INTP – Architect(4) M - 4.8% F - 1.8% T - 3.3% Number in () are the most frequent personality type found among engineering students

 Guide you in creating your own learning experience to meet your needs  Guide you in selecting the engineering job functions you are most suited for  Assist you in appreciating your own uniqueness  Assist you in appreciating the uniqueness of others

 Differences in personality types and learning styles  Ethnic and gender differences A stereotype is a fixed conception of a person or a group that allows for no individuality  Stereotyping is unnecessary and unfair  Improving your effectiveness in cross-cultural communication

What you would not want others to do unto you, do not do unto them If we practiced this simple principle, we certainly wouldn’t put others down, stereotype others, resent others, or make others the butts of our jokes, since we would not like to have these things done to us.

 Assessment based on attributes model  Assessment based on employment model  Assessment based on Astin’s Student Involvement Model Rate yourself on a scale of 0 to 10 on each item listed

 Identify areas for improvement  Prioritize them in order of importance  Choose several items to work on  Create a personal development (action) plan

 Importance of communication skills in engineering  Employers want more  Developing a positive attitude  Developing a plan to improve your communication skills

 Letters, memoranda, and correspondence  Design specifications  Requests for proposals (RFPs)  Proposals submitted in response to RFPs  Contracts, patents, and other government documents  Written progress reports  Technical reports  Publications in professional engineering journals  Written performance evaluations of subordinates

 Oral progress reports  Formal presentations  Project and committee meetings  Team collaborations  Short courses and training seminars  Guest lectures at engineering schools or professional society conferences  Oral evaluations of subordinates

National survey of over 1,000 engineering employers revealed that industry’s #1 concern was: To give engineering students more instruction in written and oral communication

 Take courses in oral and written communications  Look for opportunities to write (keep a journal, write a poem or short story, send e- mails)  Read – anything and everything (newspaper, magazines, technical journals, novels)  Look for opportunities to speak (student organizations, high school class, regular class)

 Definition – Team is two or more people who interact regularly and coordinate their work to accomplish a mutual objective  Nothing of significance is ever achieved by an individual acting alone  ABET attribute of engineering graduate – Ability to function on multi-disciplinary teams

Elective Participation  Study groups  Engineering student design competitions  Research teams  Service project teams  Student organizations and student government Required Participation  Laboratory groups  Engineering design project teams

PurposeTrust/Reliance SynergyDiscipline CooperationFocus RolesValues DifficultyLeadership MotivationMorale Weakest LinkPlanning and resources AttitudeDecision-making

 Willingness to lead and take charge  Ability to keep the team focused on its purpose  Ability to set goals, priorities, and standards of performance  Proficiency at being a team builder  Ability to plan appropriately/accordingly  Able to run productive meetings  Ability to communicate effectively  Ability to promote harmony and inspire trust  Ability to foster high levels of performance by team members

 Autocratic – Leader makes decisions independently with little input from team members.  Democratic – Leader offers guidance but also encourages strong participation from team members.  Laissez-Faire – Leaders offer little guidance and leave decision-making up to team members.

 Supports and helps the team leader succeed  Understands and supports the team mission, purpose, and goal  Subordinates self-interest on behalf of the team’s purpose  Welcomes being a member of the team and works to get to know and build trust with other team members  Communicates openly and honestly  Respects differences and diversity in team members  Works to elicit the ideas of others; listens to understand others’ points of view  Views conflict as useful and necessary; works toward consensus  Is reliable; follows through on tasks; meets deadlines  Is willing to work hard, often “beyond the call of duty,” for the success of the team

Stage 1 – Forming Stage 2 – Storming Stage 3 – Norming Stage 4 – Performing Stage 5 - Adjourning

 Tips for good health  Balancing work and play  Managing stress

 Eat nutritionally  Engage in regular aerobic exercise  Get adequate sleep  Avoid drugs

Strike a balance between immediate and future gratification Too much immediate gratification – Don’t get work done; feel guilty Too much delayed gratification – feelings of deprivation and resentment can sabotage your commitment Find a proper balance between work and play!

 Eustress – Positive form of stress. Can motivate individuals to attain high levels of performance  Distress – Negative form of stress. Can distract you from being the best that you can be. Learn strategies for coping with and managing stress

 “No deposit, No return”  Jesse Jackson’s “Excel” Message  Inspirational and Motivational Quotes  Power of Positive Thinking

In your group, brainstorm a list of the positive aspects of being a college student. Then discuss each item. Select a leader to keep the discussion on topic and a recorder to write down and report out on what was learned

 Read Chapter 7 of the textbook  Exam #3 (10/28/15) – Review chapter 5 and 6  Homework #7: a)Read the handout “Stress and the College Student” (posted on the Learning Web) b)Do the “How do you respond to stress” test on page 3. Write a 1 page reflection on effective ways of coping with your stress reactions. c)Determine your stress score using the test on page 7. Write a short paragraph what this score tells you.