Enterprise and Personal Development

Session 1

DEVELOPING SELF AWARENESS IN THE BUSINESS CONTEXT

Learning about yourself and others

 understand the nature of individual

behaviour in the business context

Introduce the theories of selfawareness and learning styles

Apply own characteristics and behaviour to learning models

Symptom Stress Management Time Management Priority and Goal Setting SelfAwareness

Tactical

Problem

Strategic

Why is self awareness important to a manager?

four major areas have been found to be key in developing successful management: personal values, cognitive style, orientation towards change and interpersonal orientation (Whetton & Cameron 2011)

Determine personal standards and moral judgements

VALUES

(towards change)
Determine adaptability & responsibility

ATTITUDES

COGNITIVE STYLE
Determines information acquisition & evaluation

Determine preferences and interaction patterns

INTERPERSONAL NEEDS

ATTITUDES Determine adaptability & responsibility

(towards change)

VALUES Determine personal standards and moral judgements

INTERPERSONAL NEEDS Determine preferences and interaction patterns

COGNITIVE STYLE Determines information acquisition & evaluation

Selfunderstanding and selfmanagement

Understanding differences in others

Emotional intelligence is the innate potential to feel, use, communicate, recognize, remember, learn from, manage, understand and explain emotions (Hein)

The capacities to create optimal results in your relationships with yourself and others. (Six Seconds)

YouTube - Daniel Goleman on the leadership of Barack Obama - a BVO interview

Self-awareness Emotional self-awareness Accurate self-assessment Self-confidence Self-management Self-control Trustworthiness Conscientiousness Adaptability Achievement-orientation Initiative

 Social awareness: Empathy: Organisational awareness Service orientation Social skills Developing others Leadership Influence Communication Change catalyst Conflict management Building bonds Teamwork and collaboration

Drivers: motivation and decisiveness, traits that energise people and drive them towards achieving goals. Constrainers: conscientiousness, integrity and emotional resilience, factors that control and curb the excesses of the drivers. Enablers: sensitivity, influence and selfawareness, traits that facilitate performance and help individuals to succeed.

Fill in the Diagnostic Survey for Self-Awareness

Emotional Intelligence Assessment

And

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A relatively permanent change in behaviour that occurs as a result of practice or experience (Bass & Vaughan)
What have you learnt so far today and by what means have you learnt it?

 What

have you learnt so far today and by what means have you learnt it?

Behaviourist learning from experience Pavlovs Dog

Operant Conditioning Automated training

Cognitive Information processing

Social Learning

Punishments and rewards

Direct reinforcement of our
responses to stimuli (Skinner)

Observational learning - we learn also by observing the consequences of other people's actions.
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It applies to people who see people as:

Who are similar to themselves Who are seen to be rewarded for their actions Who have some kind of prestige (because of their possessions, their strength etc.)

Other factors:

Motivation: eg reward for imitation

Previous experience influences the attention paid to particular aspects eg children used to violence are more likely to pay attention to violent aspects of the model's behaviour.

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Discuss Is it a fact or myth that older people have difficulty adapting to new methods and techniques?

Positive/negative reinforcement exercise Three volunteers for a task (leave the room) Class to choose an object for volunteers to identify and hide somewhere in the room Volunteer (one at a time) to locate item by class cheering when near and booing when moving away. Other volunteers to note time each takes to find object whilst other note the behaviour of the individual in finding the object.

Class discussion What was the key difference in approaches to finding the object? How will this affect business behaviour if multiplied across an organisation.

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Most learning is based around the Concept of learned behaviour

Stage Stage Stage Stage

1 2 3 4

unconscious incompetence conscious incompetence conscious competence unconscious competence

Can you think of any examples of where you are with the above?

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This is the time spent gaining or occurring the skill or knowledge & the level of competence attained
Point of Required Competence

Levels Of Competence

Time Spent Learning

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learning styles describe the way that people gather and process information
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http://www.peterhoney.com/content/toolslearningstyles.html

Visual

Auditory

Kinaesthetic
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Understanding of our values, attitudes, cognitive style and interpersonal needs Emotional intelligence or awareness of others and responses in social and personal situations Learning styles of self and others