 Figure out strengths and understand how they might guide in
personal and professional choices
 Figure out what motivates in order to reach their potential
 Assess limitations and develop a plan for improving in these areas
Names of characters
Imran
Kabir
Arjun
Laila
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
1
 Gain understanding and insight into personality,
attitudes, and behaviors
 Identify the biases I have that affect
understanding and appreciation of others
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
2
“Watch your thoughts, they become your words; watch your
words, they become your actions; watch your actions, they
become your habits; watch your habits, they become your
character; watch your character, it becomes your destiny.”Lao Tzu:
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
3
 The capacity for introspection and the ability to
reconcile oneself as an individual separate from
the environment and other individuals
 Knowing one's motivations, preferences, and
personality and understanding how they
influence one's:
 Judgment
 Decisions
 Interactions with other people
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
4
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
5
 Managers who are self-aware:
 Are superior performers
 Have a greater understanding of others
 Can relate to or empathize with co-workers
 Are more trusted and perceived as being
competent
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
6
 Are able to reduce the potential for conflict
 Are more likely to be open to feedback
 Are able to create trusting and productive work
environments
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7
 Leads to:
 Poor decisions
 Unrealistic notions of one’s competencies
 Incompetence
 Career derailment
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
8
Recognize your weaknesses, strengths, biases, attitudes, values, and
perceptions
Analyze your own experiences
Look at yourself through the eyes of others
Self-disclosure
Acquire diverse experiences
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
9
Helps understand yourself in relation to others
Helps develop and implement a strong self-improvement program
Aids in setting meaningful life and career goals
Aids in developing relationships with others
Helps understand the value of diversity
Helps manage others effectively
Increases productivity
Increases one's ability to contribute to others
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
10
 Stepping back and observing the factors that
influence your behaviors, attitudes, thoughts, or
interactions
 Necessary to increase one's effectiveness
personally and professionally
 Begins with reflection and exploring your
thoughts and feelings
 Helps obtain new perspectives based on new
insights
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
11
 The way in which we conduct ourselves
 Influenced by:
 Feelings
 Judgments and beliefs
 Motivations and needs
 Experience and others’ opinion
 Patterns develop through reactions to events and
actions over a period of time
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
12
 Motivation: Drive to pursue one action over
another
 Modes of thinking: Way one processes the
various inputs received by the brain
 Modes of acting: Course of action one applies in
a given situation
 Modes of interacting: Way in which one
communicates ideas, opinions, and feelings with
others
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
13
 Ability to regulate one's thinking before speaking
or acting
 Helps
 Assess the needs of others or of a situation and
adapt behavior and interactions accordingly
 Assess one's own behaviors and attitudes and
diagnose which elements one is satisfied with
 Identify and develop plans for addressing aspects
that one wants to change
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
14
 Set personal standards in accordance with certain
accepted norms
 High self-monitors - Constantly adapt their true
selves to conform to a situation or expectations
 Low self-monitors - Display their feelings,
attitudes, and behaviors in every situation
 Understanding personality dimensions helps
 Realize areas for personal and professional growth
 In selecting a career
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
15
 Evaluative statements or learned predispositions
to respond to an object, person or idea in a
favorable or unfavorable way
 Determined by the emotions we choose to act on
 Impact one’s professional and personal
relationships
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
16
 Process by which you select, evaluate, and
organize information and make sense of it
 Are person-specific
 Individual perception is:
 Not always consistent with reality
 The perceiver’s interpretation of reality
 Formed based on the perceiver’s biases
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
17
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
18
Stereotyping
• Making assumptions about an individual or a group based on generalized
judgments rather than on facts
Selective perception
• Interpreting information for meaning and accuracy, and discarding
information that is threatening or not relevant
Projection
• Attributing one’s own attitudes, characteristics, or shortcomings to others
Expectations
• Forming an opinion about how we would like an event to unfold, a
situation to develop, or a person to act, think, or feel
Interest
• Basing our activities and inputs on things that are likeable or appealing to
us
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
19
 Demonstrates that individuals tend to decide that
a behavior is caused by a particular characteristic
or event
 Attributions or judgments are based on our
personal observation or evaluation of the
situation
 Future decisions and behaviors are based on our
perception of why something happened
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
20
 Self-serving bias: Overestimating internal factors
for successes and blaming external factors for
failures
 Leads to an incorrect evaluation of one’s strengths
and weaknesses
 Fundamental attribution error: Overestimating
the impact of internal factors and
underestimating the influence of external factors
when evaluating the behavior of others
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
21
 Gaining self-awareness by understanding how
others view us and how we are shaped by others’
opinions of us
 Learning to read accurately how others see us
enhances our self-maps, images and judgments of
ourselves
 Can be wrong or only partially correct
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
22
 Sharing one's thoughts, feelings, and ideas with
others without self-deception or distortion
 Key factor in improving self-awareness
 Verbalizing our perceptions enables us to:
 Verify our own beliefs
 Affirm our self-concept
 Validate data received from an objective source
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
23
 Self-awareness can be increased by acquiring
multiple experiences
 In diverse situations and with diverse others
 That facilitate use of one’s existing skills and help
acquire new skills
 That help gain new information about oneself
and increase one’s ability to interact with the
world
 That test one’s abilities, values, and goals
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
24
 Relatively stable set of characteristics,
tendencies, and temperaments formed by
heredity and by social, cultural, and
environmental factors
 Determine how we interact with and react to
various people and situations
 Aspects of our personality are a result of nature
and environment
 Personality traits - Enduring characteristics that
describe one's attitude and behavior
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
25
 Organizes various concepts into five factors that
are representative of the characteristics that can
be linked with satisfaction and success
 Components
 Openness to experience: Considers whether one is
interested in broadening his/her horizons or limiting
them
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
26
 Conscientiousness or orderliness: Degree to
which one:
 Is dependable
 Can be counted on
 Follows through on commitments
 Keeps promises
 Extroversion: Degree to which one is social or
antisocial, outgoing or shy, assertive or passive,
active or inactive, and talkative or quiet
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
27
 Agreeableness: Degree to which one is:
 Friendly or reserved
 Cooperative or guarded
 Flexible or inflexible
 Trusting or cautious
 Good-natured or moody
 Soft-hearted or tough
 Tolerant or judgmental
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
28
 Neuroticism : Degree to which one is consistent in
how he/she:
 Reacts to certain events
 Weighs options before acting
 Looks at a situation objectively
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
29