Chapter 2 Self-Awareness:
Understanding and
Developing Yourself
Management: A Skills Approach, 2/e
by Phillip L. Hunsaker
Copyright © 2005 Prentice-Hall
2-1
Learning Objectives
• Better Understand Yourself
• Know How to Continually Learn
about Yourself
• Improve Existing Skills and Build
New Ones
2-2
Copyright © 2005 Prentice-Hall
Learning Objectives
• Use the Remaining Chapters of this
Book to Improve Your Management
Skills
• Self-Direct Your Career in Management
2-3
Copyright © 2005 Prentice-Hall
Success in the knowledge
economy comes to those
who know themselvestheir strengths, their
values, and how they best
perform.
-Peter Drucker
2-4
Copyright © 2005 Prentice-Hall
Why Increase Your SelfAwareness?
• Establish an Understanding of
Your Existing Aptitude to Manage
• Be Able to Continually Improve
Your Skills
• Learn How to Self-Direct Your
Managerial Career
2-5
Copyright © 2005 Prentice-Hall
How to Increase Your
Self-Awareness
• Individual Data
Gathering
• Learning from
Experience
• Finding Solitude to
Reflect
• Self-Assessment
Inventories
2-6
Copyright © 2005 Prentice-Hall
How to Increase Your
Self-Awareness
Learning from Experience
– Experience-goal
Matching
– Keeping a Journal
– Finding Solitude to
Reflect
2-7
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
2-8
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...
2-9
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
2-10
Copyright © 2005 Prentice-Hall
SAQ 1: Is Management for You?
ML = Most like me
SL = Somewhat like me
SU = Somewhat unlike me
MU = Most unlike me
1
NS = Not sure
I can get others to do what I want
them to do.
M
L
S
L
N
S
S
U
M
U
2.
I frequently evaluate my job
performance.
M
L
S
L
N
S
S
U
M
U
3.
I prefer not to get involved in office
politics.
M
L
S
L
N
S
S
U
M
U
4.
I like the freedom that open-ended
goals provide me.
M
L
S
L
N
S
S
U
M
U
.
2-11
Copyright © 2005 Prentice-Hall
SAQ 2:
What’s Your Preference: Leadership or Management?
Me Right Now
1. When I have a number of tasks or
homework to do, I set priorities and
organize the work to meet the deadlines.
2. When I am involved in a serious
disagreement, I hang in there and talk it out
until it is completely resolved.
3. I would rather sit in front of my computer
than spend a lot of time with people.
2-12
Copyright © 2005 Prentice-Hall
SAQ 2:
What’s Your Preference: Leadership or Management?
As Head of Major Department
1. I would help subordinates clarify goals
and how to reach them.
2. I would give people a sense of mission
and higher purpose.
3. I would make sure jobs get out on time.
2-13
Copyright © 2005 Prentice-Hall
SAQ 3: What’s Your Emotional Intelligence at Work?
Very Slight Ability
1
2
Moderate Ability
3
4
Very Much Ability
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.
2-14
Copyright © 2005 Prentice-Hall
• Five Basic Components of
Emotional Intelligence
• Self-Awareness
• Managing Emotions
• Motivating Oneself
• Empathy
• Social Skill
2-15
Copyright © 2005 Prentice-Hall
SAQ 4: Cognitive Style Self-Assessment
COGNITIVE STYLE SELF-ASSESSMENT
1. Are you influenced more by:
a. Values
b. 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
2-16
Copyright © 2005 Prentice-Hall
Interpretation: Cognitive Style
Self-Assessment
Theory of Personality
• Preferences
• Introvert
• Extrovert
2-17
Copyright © 2005 Prentice-Hall
Interpretation: Cognitive Style
Self-Assessment
Psychological Functions
• Perceiving
• Sensing
• Intuition
2-18
Copyright © 2005 Prentice-Hall
Interpretation: Cognitive Style
Self-Assessment
Psychological Functions
• Judging
• Thinking
• Feeling
2-19
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
2-20
Copyright © 2005 Prentice-Hall
Jung’s Personality Typology
2-21
Copyright © 2005 Prentice-Hall
SAQ 5: Leadership Assumptions Questionnaire
1. 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.
2. 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)
10
2-22
Copyright © 2005 Prentice-Hall
How to Increase Your
Self-Awareness
• Soliciting Feedback from
Others
• Self-Disclose First then
Solicit Feedback
• The Johari Window
2-23
Copyright © 2005 Prentice-Hall
Johari Window
2-24
Copyright © 2005 Prentice-Hall
Whom Should Feedback Be Solicited
from?
• 360-Degree Feedback
• Personal Coaches
2-25
Copyright © 2005 Prentice-Hall
Guidelines for Soliciting Feedback
Step 1.
Step 2.
Step 3.
Step 4.
Step 5.
Step 6.
Step 7.
Identify areas in which feedback would be of
most value.
Assess the relative value of monitoring versus
inquiring behaviors.
Inform others of the specific areas in which
you desire feedback.
Managers should make themselves
accessible to relevant others.
Managers should monitor their own behavior.
Managers should ensure that they have
understood the sender’s message.
Provide positive reinforcement for feedback
provided by others.
2-26
Copyright © 2005 Prentice-Hall
Self-Directed
Career Management
- Process by which individuals guide,
direct, and influence the course of
their careers
2-27
Copyright © 2005 Prentice-Hall
Model for Self-Directed Career Planning
2-28
Copyright © 2005 Prentice-Hall
Self-Directed Career Management
Managers should instill in
subordinates the need to take
responsibility
for managing
their own careers.
2-29
Copyright © 2005 Prentice-Hall