Lecture+6+ +self+managed+learning+(part+a)

The lecture includes: Selfawareness +Selfawareness and professional development +Selective self perception + Through the Johari window Managerial learning and development + The nature of managerial learning and development + The experiential learning cycle + Learning styles

1 Self - Awareness

1.1 Self-awareness and professional development.

According to Goleman, 1998, self awareness can be an invaluable tool

for self development in several ways.

• Self awareness motivates change.

All workplace competencies (sufficiency of skills and experience) are learned habits – as learn to improve ourselves – if we are deficient (lacking) in one or another, we can learn to do better.

1 Self - Awareness

1.1 Self-awareness and professional development.

• Self awareness implies openness to feedback

In general, external feedback is the more accurate predictor of actual job

In general, external feedback is the more accurate predictor of actual jobperformance

• Self awareness includes knowing one’s strengths and weaknesses and approaching work accordingly.

Managers can function more effectively and less stressfully by making allowances fortheir underlying (basic / original) personality traits and type preferences

1 Self - Awareness

1.1 Self-awareness and professional development.

• Self awareness enables self control.

Recognizing how events and circumstances ‘trigger’ (activate / produce) unhelpful

Recognizing how events and circumstances ‘trigger’ (activate / produce) unhelpfulbehaviors enables us to be more intentional about generating alternative, and morehelpful, responses

• Self awareness helps us to identify, manage and appreciate difference.

We can utilize the complementary strengths of others and manage the potential forincompatibility If we are aware of our values, attitudes and perceptions, we will be

1 Self - Awareness

1.1 Self-awareness and professional development.

• Self awareness helps us to clarify our values and goals.

We will be more motivated, intentional and congruent (matching) in our behaviors

We will be more motivated, intentional and congruent (matching) in our behaviors

1.2 Selective self perception

• Self image – the mental picture we have of ourselves – is influenced by:

How we see ourselves, what we think of our appearance, behavior, attributes, etc

The reactions we get from other people and the conclusions we draw from thosereactions about the sort of person we are

1 Self - Awareness

1.2 Selective self perception

• Self image – Cont’d…

How we would like to be (and see ourselves) – our ‘ideal self image’ –

How we would like to be (and see ourselves) – our ‘ideal self image’ – and how we would like others to see us.

The culture of our family, organization, society , which determines the values we attach to particular attributes (characteristics).

1 Self - Awareness

1.2 Selective self perception

• Self – image is highly subjective (personal / illusory).

there will be areas of our personality and behavior that we are not

there will be areas of our personality and behavior that we are not aware of, and may not wish to become aware of These ‘blind spots’

may be created by seeing only what we expect to see and ignoring inconsistent information, or by seeing only what we want to see and ignoring dissonant (disagreeing) information.

1 Self - Awareness

1.2 Selective self perception

• Self – image is highly subjective – Cont’d…

many of its components will be loaded with value judgments: whether

you see yourself as an attractive or good person, how you rate your abilities and so on.

Since self-image is highly subjective and selective, and its influence on behavior is largely subconscious, the checking of our self perceptions

is vitally (very / truly) important

1 Self - Awareness

1.3 Through the Johari Window

Johari Window is a useful framework for looking at

matrix: the horizontal axis representing what is

represent what is know-unknown to others

1 Self - Awareness

1.3 Through the Johari Window – Cont’d…

• Some behaviors are obvious to you and to others: these are your public

behaviors.

they can be used in interpersonal interactions since both parties are able toperceive and take them into account

• Things you are aware of in yourself, but do not communicate to other people

are hidden behaviors.

they limit interpersonal interactions since they create potential formisunderstanding and neglect opportunities for feedback

1 Self - Awareness

1.3 Through the Johari Window - Cont’d…

• Behaviors are obvious to others, but yourself are not aware of are blind

1 Self - Awareness

1.3 Through the Johari Window - Cont’d…

• The process of developing self awareness involves:

reducing unknown behaviors, by bringing them into your awareness through

reducing unknown behaviors, by bringing them into your awareness through

self – observation, reflection and assessment.

reducing blind behaviors of others’ perceptions of you through feedback

seeking

• Managing hidden behaviors

through self – disclosure to others, as relevant to the requirements of theinteraction and appropriate to the level of trust and intimacy in the relationship

2 Managerial learning and

development 2.1 The nature of managerial learning and development

• Managers’ own responsibility for identifying and satisfying their learning

needs

• competence-based (skills and knowledge) training allowing individuals to

identify and take advantage of learning opportunities in the work-place.

• experiential learning rather than knowledge-based curricular

• Continuous-self development, aimed at personal competence and

employability rather than job-specific performance improvement

2 Managerial learning and

development

2.2 The experiential learning cycle

• Self-development approach based on increasing self-awareness takes these

elements into account by giving you flexible competencies and approaches which allow you to

set your own life and career-relevant learning and problem-solving goals.

set your own life and career-relevant learning and problem-solving goals.

plan to exploit development opportunities in your work place

apply the experiential learning cycle to utilize any experience or action as

a learning opportunity

incorporate theoretical knowledge reflection, practice and application for effective competence development

practice balanced learning habits and skills which will enable on-going

development throughout your lifetime.

2 Managerial learning and

development

2.2 The experiential learning cycle

Stage 1 Having an experience experience

Stage 2 Reviewing the experience

2 Managerial learning and

‘I’ll try anything once’

• Involve fully in new experiences

• Open-minded, enthusiastic about newthings

• Easy to get bored by long term implementationand consolidation

Learn best from activities which:

• Present new experiences/problems

• Involve short ”here and

• now” activities

• Offer excitement dramaand variety

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Activist • Easily get involved with Learn best from

Activist

‘I’ll try anything once’

• Easily get involved with others, but tend to centre activities on themselves

Learn best from activities which:

• allow them to generateideas without constraints

of structure or feasibility

• challenge/throw them in

at the deep end

• involve them with other people

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Activist

‘I’ll try anything once’

Learn least from activities which

• Involve passive roles and processes of structure or feasibility

• Don’t allow involvement

• Require the handling of

“messy” data

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Activist

‘I’ll try anything once’

Learn least from activities which

• Involve precise instructions, repetition(practice) and ‘theoretical’ concepts

• Require follow-up or attention to detail

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Reflector • Like to stand back to Learn best from

Reflector

‘look before you leap’

• Like to stand back to observe and ponder new experiences

• Prefer to consider all angles and implications

• Analyze all available data before reaching any

conclusion and making any moves

Learn best from activities which

• Encourage observation and reflection

• Allow them to stand back from events

• Allow them to think before acting

• Involve painstaking

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Reflector • Adopt a low profile Learn best from

Reflector

‘look before you leap’

• Adopt a low profile

• Take a back seat in meetings and discussions

• Have a slightly distant, tolerant, unruffled air

Learn best from activities which

• Offer an opportunity for review

• Help them to exchange views with others without risk, with structure

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Reflector Learn least from

Reflector

‘look before you leap’

Learn least from activities which

• Force them into the limelight (public eyes)

• Require action without warning/planning

• Give insufficient data

• Give analyzed practical instructions

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Theorist • Keen on basic assumptions Learn best from activities

Theorist

‘if it’s logical it’s good’

• Keen on basic assumptions principles , theories, models, and systems thinking

• Detached and analytical

• Display rationally or logic

• Have clear purpose and structure

• Allow

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Theorist Learn least from

Theorist

‘if it’s logical it’s good’

Learn least from activities which

• Have no context of apparent purpose

• Emphasize emotions or feeling

• Involve ambiguity and uncertainty

• Require them to act or

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Theorist Learn least from

Theorist

‘if it’s logical it’s good’

Learn least from activities which

• Skim the surface of the subject

• Lack theoretical or evidential support

• Appear shadow or gimmicky

• Involve them with people with less intellectual styles

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Pragmatist • Try out ideas, theories and Learn best from activities

Pragmatist

‘if it works it’s good but

there is always a better

• Relate to work problems

• Offer techniques with obvious practical applications

• Allow practice with coaching from a credible expert

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Pragmatist Learn best from activities

Pragmatist

‘if it works it’s good but

there is always a better

2 Managerial learning and

development

2.3 Learning styles – Cont’d…

Styles Characteristics Learning preferences

Pragmatist Learn least from

Pragmatist

‘if it works it’s good but

there is always a better

Fig 18.3 The learning cycle with learning styles

Source: Honey and Mumford (1992)

Having an experience

Reflector

Stage 2 Reviewing

Theorist

Stage 3 Concluding Planning the next steps

2 Managerial learning and

development

2.2 The experiential learning cycle

• Self-development approach based on increasing self-awareness takes

these elements into account by giving you flexible competencies and

approaches which allow you to

set your own life and career-relevant learning and problem-solving goals.

set your own life and career-relevant learning and problem-solving goals.

plan to exploit development opportunities in your work place

apply the experiential learning cycle to utilize any experience or action as

a learning opportunity

incorporate theoretical knowledge reflection, practice and application for effective competence development

practice balanced learning habits and skills which will enable on-going

development throughout your lifetime.

2 Managerial learning and

development 2.4 Using learning styles in your development planning

• Honey and Mumford suggest 2 strategies

Seek activities which suit your preferred style

Seek activities which are not suited to your preferred style

Seek activities which are not suited to your preferred style

3 Developing Self Awareness

Formulating

conclusion within evaluation of the strengths and behaviors in

To be used as a framework for development

Two types of outline approach

3.2 Observation and Description

3 Developing Self Awareness – Cont’d…

Observation and description should focus on:

External of an interpersonal

interaction:

* what you see and hear

Your own Internal :

* your thoughts: what

was going through

3 Developing Self Awareness – Cont’d…

* what you see and hear

* what did each party do and

say, and how?

was going through your mind?

* your feelings: what

emotions were u experiencing?

* your intentions and

inclinations: how you

wanted to behave?

5 It should always be considered alongside other information: feedback, personal reflections on experiences, etc…

Make sure you understand fully what questionnaire terminology means.

6

3.4 Feedback

Feedback is simply communication which offers information to an

individual or group about how their behaviors is perceived by the feedback-giver and how it affects him or her

3 Developing Self Awareness – Cont’d…

The purpose of feedback is to help people learn by increasing their awareness of what they do, how they do it and its impact on other people.

There are two main types of feedback :

 Motivation feedback: is used to reward and reinforce positive behaviors

and performance by praising and encouraging the individual.

To increase confidence

3 Developing Self Awareness – Cont’d…

 Developmental feedback: is used to help the individual to identify what

needs to be changed and how this might be done.

To increase competence

Constructive feedback Constructive feedback: to widen options and encourage development Feedback about undesirable behaviors and their effects, given skillfully

3.5 Reflection

Reflection gives conscious awareness meaning and helps to evaluate our

behavior and impact on other

3 Developing Self Awareness – Cont’d…

Select areas for reflection and

evaluation

Gathering data

Critical incidents:

identify a pattern of behavior which does

or does not appear to be effective in

helping you achieve your aims.

specific incidents which highlight a given

behaviors

Examination

of goals

Impressi on

consider outcome or objective which you are or are

not (yet) achieving effectively and identify the

behavioral strategies.

feel generally satisfied or dissatisfied

Explore

Incorporate relevant theoretical

What you might need or be able to do

differently for better outcome

theoretical concepts

3.6 Self evaluation

Summaries conclusion

3 Developing Self Awareness – Cont’d…

• Indentify specific behaviors which you perceive to be strengths and limitations:

in given context and

in light of your desired outcomes