Chapter 2 Self-Awareness: Understanding and Developing Yourself Management: A Skills Approach, 2/e by Phillip L. Hunsaker Copyright © 2005 Prentice-Hall Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Learning Objectives Better Understand Yourself Know How to Continually Learn about Yourself Improve Existing Skills and Build New Ones Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Learning Objectives Use the Remaining Chapters of this Book to Improve Your Management Skills Self-Direct Your Career in Management Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Success in the knowledge economy comes to those who know themselves-their strengths, their values, and how they best perform. -Peter Drucker Copyright © 2005 Prentice-Hall

Why Increase Your Self-Awareness? Establish an Understanding of Your Existing Aptitude to Manage Be Able to Continually Improve Your Skills Learn How to Self-Direct Your Managerial Career Copyright © 2005 Prentice-Hall

How to Increase Your Self-Awareness Individual Data Gathering Learning from Experience Finding Solitude to Reflect Self-Assessment Inventories Copyright © 2005 Prentice-Hall

How to Increase Your Self-Awareness Learning from Experience Experience-goal Matching Keeping a Journal Finding Solitude to Reflect Copyright © 2005 Prentice-Hall

Individual Control Self-Assessment Techniques Self-written interviews, life story, autobiographical story Written daydreams Written future obituaries or retirement speeches Ranking of significant work values Assets and liabilities balance sheet Lifestyle representation Copyright © 2005 Prentice-Hall

Sample Journal Entries I went skiing this weekend and saw the perfect example of a leader adapting her leadership style to her followers and situation. While putting on my skis, I saw a ski instructor teaching little kids to ski. She did it using the game “red light, green light.” The kids loved it and seemed to be doing very well. Later that same day, as I was going to the lodge for lunch, she was teaching adults, and she did more demonstrating than talking. However, when she talked she was always sure to encourage them so they did not feel intimidated when some little kid whizzed by. She would say to the adults that it’s easier for children or that smaller skis are easier. She made the children laugh and learn and made the adults less self-conscious to help them learn too... Copyright © 2005 Prentice-Hall

How to Increase Your Self-Awareness Self-Assessment Inventories SAQ 1: Is Management for You? SAQ 2: What’s Your Preference: Leadership or Management? SAQ 3: What’s Your Emotional Intelligence at Work? SAQ 4: Cognitive Style Self-assessment SAQ 5: Leadership Assumptions Questionnaire Copyright © 2005 Prentice-Hall

SAQ 1: Is Management for You? ML = Most like me SL = Somewhat like me NS = Not sure SU = Somewhat unlike me MU = Most unlike me    1.    I can get others to do what I want them to do. ML SL NS SU MU 2. I frequently evaluate my job performance. 3. I prefer not to get involved in office politics. 4. I like the freedom that open-ended goals provide me. Copyright © 2005 Prentice-Hall

SAQ 2: What’s Your Preference: Leadership or Management? Me Right Now When I have a number of tasks or homework to do, I set priorities and organize the work to meet the deadlines. When I am involved in a serious disagreement, I hang in there and talk it out until it is completely resolved. I would rather sit in front of my computer than spend a lot of time with people. Copyright © 2005 Prentice-Hall

SAQ 2: What’s Your Preference: Leadership or Management? As Head of Major Department I would help subordinates clarify goals and how to reach them. I would give people a sense of mission and higher purpose. I would make sure jobs get out on time. Copyright © 2005 Prentice-Hall

SAQ 3: What’s Your Emotional Intelligence at Work? Very Slight Ability Moderate Ability Very Much Ability 1 2 3 4 5 _____ 1. Associate different internal physiological cues with different emotions. _____ 2. Relax when under pressure in situations. _____ 3. "Gear Up" at will for a task. _____ 4. Know the impact that your behavior has on others. _____ 5. Initiate successful resolution of conflict with others. Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Five Basic Components of Emotional Intelligence Self-Awareness Managing Emotions Motivating Oneself Empathy Social Skill Copyright © 2005 Prentice-Hall

SAQ 4: Cognitive Style Self-Assessment 1. Are you influenced more by: Values Logic 2. When you have to meet strangers, do you find it: a. Something that takes a good deal of effort b. Pleasant or at least easy Copyright © 2005 Prentice-Hall

Interpretation: Cognitive Style Self-Assessment Theory of Personality Preferences Introvert Extrovert Copyright © 2005 Prentice-Hall

Interpretation: Cognitive Style Self-Assessment Psychological Functions Perceiving Sensing Intuition Copyright © 2005 Prentice-Hall

Interpretation: Cognitive Style Self-Assessment Psychological Functions Judging Thinking Feeling Copyright © 2005 Prentice-Hall

Interpretation: Cognitive Style Self-Assessment Dominant Process Perception-Judgment Combinations Sensation w/ Thinking Intuition w/ Thinking Sensation w/ Feeling Intuition w/ Feeling Copyright © 2005 Prentice-Hall

Jung’s Personality Typology Copyright © 2005 Prentice-Hall

SAQ 5: Leadership Assumptions Questionnaire It’s only human nature for people to do as little work as they can get away with. When people avoid work, it’s usually because their work has been deprived of its meaning. If employees have access to any information they want, they tend to have better attitudes and behave more responsibly. If employees have access to more information than they need to do their immediate tasks, they will usually misuse it. _____(a) _____(b) 10 _____(c) _____(d) Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall How to Increase Your Self-Awareness Soliciting Feedback from Others Self-Disclose First then Solicit Feedback The Johari Window Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Johari Window Copyright © 2005 Prentice-Hall

Copyright © 2005 Prentice-Hall Whom Should Feedback Be Solicited from? 360-Degree Feedback Personal Coaches Copyright © 2005 Prentice-Hall

Guidelines for Soliciting Feedback Step 1. Identify areas in which feedback would be of most value. Step 2. Assess the relative value of monitoring versus inquiring behaviors. Step 3. Inform others of the specific areas in which you desire feedback. Step 4. Managers should make themselves accessible to relevant others. Step 5. Managers should monitor their own behavior. Step 6. Managers should ensure that they have understood the sender’s message. Step 7. Provide positive reinforcement for feedback provided by others. Copyright © 2005 Prentice-Hall

Self-Directed Career Management - Process by which individuals guide, direct, and influence the course of their careers Copyright © 2005 Prentice-Hall

Model for Self-Directed Career Planning Copyright © 2005 Prentice-Hall

Self-Directed Career Management Managers should instill in subordinates the need to take responsibility for managing their own careers. Copyright © 2005 Prentice-Hall