Power Point Slides

Growing Personally In The

Course Of Life’s Challenges

 Some life lessons from critical skills training in profit oriented business and industry



 Wesley Stillwagon

Copyright, © 2011, Wesley W. Stillwagon, Sr. All rights reserved.

“If a man is capable of living a responsible life himself, then he is conscious of his duties to the community.” Carl G. Jung, Ph.D. M.D.

Growing Personally In The Course

Of Life’s Challenges

1.

2.

3.

Objectives

Introduce and reinforce the vision of ourselves as maturing or evolving individuals;



Introduce language, concepts, and a systematic approach to:

Understanding life; and,

 Responding to its opportunities, gifts, and challenges.

Introduce useful concepts, tools, and models to:











Define reasonable life growth goals;

Determine where we are with respect to those goals;

Develop a reasonable life path between where one is and where they want to be;

To track progress; and,

Confidently decide when the goals have been met.

How did I get here?

Training and

Development

Trainee Success

Given the same:

 Entry path to learning;

 Information;

 Demonstration;

 Guidance;

 Critique

 Feedback; and,

 Motivation

Trainee Success

Given the same:

 Entry path to learning;

 Information;

 Demonstration;

 Guidance;

 Critique

 Feedback; and,

 Motivation

Stick Him,

Dude! (Cue)

Simple Task

Stick Him,

Dude! (Cue)

Cue Process Standard

Simple Task


Simple Task


Simple Task


Simple Task


Didn’t

Work. I

Must

Review

Process!

Cue

Simple Task

Process

Didn’t Work.

I Must

Review

Process!

Standard

Simple Task

1.

2.

3.

4.

5.

Process

Wait for order to start procedure (Cue)

Wait until opponent is close enough

Stick him

Make sure he won’t cause trouble again (standard)

Go to help other team members


Would you kindly stand close enough that I may stick you?

Simple Task

Fat chance

Dude!


Human Cognitive

Complex

Knowledge

Skills

Attributes

KSA’s

Human Cognitive

Complex

Knowledge

Skills

Attributes

Humsn Cognitive

Complex

Knowledge Skills

Attributes

Human Cognitive

Complex

Knowledge

Occam’s Razor

Skills

Attributes

Human Cognitive

Complex

Knowledge Skills

Attributes

Human Cognitive

Complex

Knowledge

Skills

Attributes

HumanCognitive

Complex

Knowledge

Skills

Attributes

Is the Know what, know how, or know where (I.e. location and use of reference available to the job holder for competent execution of a job task.

Sergeant Major

John Oberlin,

Forth Monmouth, NJ

The Task And The Self

Cue

Tells employee to begin.

Follow

Process

Achieve

Goal

Rework

Standard

?

Copyright ©2001 Wesley W. Stillwagon. All rights reserved.


No Cue

Begun based upon

Initiative, analysis, synthesis.

Process Clear

Goal

Rework

Standard

?



No Cue

No

Process

Clear

Goal

Rework

Standard

?



No Cue

No

Process

No clear

Goal

No

Standard

Rework


Cognitive Process

Knowledge

Skills

Attributes

S

kills

are the actions a job holder must employ to complete the work tasks. They would use not only their knowledge but would apply the knowledge to actions necessary to achieve objectives – to create a measurable product or accomplishment.

If one is able to consistently meet the standards for the task, they are considered competent. “Competent” means that the value of their work as measured by the accomplishment consistently exceeds the cost of the behavior and resources.

“Worthy Performance”

Value of

Accomplishment

Is Grea ter than

Apparent Cost in

Resources

W = V/C*

*Thomas F. Gilbert, Ph.D.

Cognitive Process

Knowledge

Skills

Attributes

A

ttributes

Personal attributes consistently distinguish one job holder from another with equal knowledge and basic skills and may include:

 Exceptional attention to detail;

 Excellent interpersonal effectiveness;

 Exceptional awareness of prevailing community attitude;

 Excellent logic or value judgment;

 Astute perception;

 Willingness to take risks and to make decisions in the face of those risks;

 Visual acuity;

 Hearing ability

Jung’s Pebble Analogy

The Collective

The Individual

Jung’s Pebble Analogy

 Color;

 Shape;

 Texture;

 Hardness;

 Weight; and,

 Transparency.

KSA’s and The

Individual

Knowledge

Skills

Attributes

The Individual

Instructional Systems

Design

1.

2.

3.

4.

5.

6.

Analysis;

Report/proposal, economic justification (Cost/Benefit)

Approval

Development

Delivery

Measure against proposal performance objectives.

Fact

Work Issues and Challenges

Challenges and

Issues Outside of Work

Patterns, Purpose, and Plan

Publications:

Practical Applications:

Practical Applications:

Unconscious to Almost

Completely Conscious

“Man started from an unconscious state and has ever striven for greater consciousness. The development of consciousness is the burden, the suffering, and the blessing of mankind.” C. G. Jung,

New York Times interview, September, 1912.

Conscious

Unconscious

Adult Maturity

High

High

Level one

• No sense of self

• No sense of individuality

• Identify with gods they have projected on to the world

• Ego very weak

• Very Unconscious

• Easily influenced for good or bad

Medium

Low

Low

Slightly modified for relevance from The

Gnostic Jung, by Rober A. Segal, Published by

Mythos, The Princeton/Bollingen Series in

World Mythology

Adult Maturity

High

High

Level two

• Mainly Unconscious

• Ego Stronger

• Project on gods distinct and external to themselves

• Cannot distinguish rhetoric or innuendo from fact

Medium

Low

Low




World Mythology

Adult Maturity

High

Level three

• Ego stronger and fully integrated

• Complete denial of

Unconscious (still unconsciously project upon the world

)

High

Medium

Low

Low




World Mythology

Adult Maturity

Level four

• Individuated,

• Experienced Break Thru

• Self-actuated

• Seeking to re-connect with

Unconscious, soul, and Spirit

High

High

Medium

Low

Low




World Mythology



Can we ever achieve complete consciousness?





“

The world comes into being when man discovers it. But he only discovers it when he sacrifices his containment in the primal mother, the original state of unconscious.” C. G. Jung,

“Symbols of Transformation”, Collected Works,

Vol. 5, Princeton Unive rs ity Press

Used with written permission of Princeton University Press.

How Do We Get There?

Philosopher’s Gold

"My studies of alchemy may seem obscure and baffle many people, but taken symbolically

- the symbolic gold of great worth, or the transforming philosopher's stone 'lapis philosophorum' hunted for centuries by the alchemists - is to be found in man.“ Carl G.

Jung, M.D., Ph.D.

Leisurely Selfinventory


Language and Concepts

Concepts and

Language to

Support:





















Visualization;

Understand

Defining;

Describing;

Reporting;

Diagramming;

Mapping;

Tracking;

Evaluating; and,

Quantifying

Where do we begin?

1.

2.

3.

4.

5.

Determine where you are;

Decide where you want to be;

Visualize a realistic path between those two points;

Develop a plan; and,

Begin the journey.


Where do we begin?

Leisurely S elfinventory


The Persona

Image we project to or is perceived by others


Where do we begin?

Partially

An

Illusion


The

Persona

The image we consciously and unconsciously present to others.

Identifying with The Persona

Persona

Persona

Public is the side that we show to and that is seen by others. This is part of the persona.

Persona


Persona

Private the side that we keep to ourselves.


Blind others see but of which we are un aware. This too is part of the

Persona.

Persona


Persona

Unknown others do not see and of which we are unaware.


Leisurely Self-inventory

Have we identified with the Persona?

The Ego


Ego

 The conscious image of one’s self

 The focal point to which objects of perception must relate to be “conscious”

 Not the Self in total

Ego

C. G. Jung (not a verbatum quote):

 a complex of ideas which constitutes the centre of the field of consciousness

 it is not identical with the totality of the psyche

 appears to possess a high degree of continuity and identity... (I’d like to add that we live in a world filled with people who are mainly unconscious with absolutely no idea about their uniqueness);

 one complex among other complexes

 distinguished between the ego and the Self,

Unconscious











 covers all psychic contents or processes that are not conscious, includes more than one layer: 1) the personal and the 2) collective.

May include an interpersonal layer as well

John Steinbeck’s phalanx is the name of the influence highway of the complex called the “collective unconscious”.

An important influencing component of the totality of the human psyche called the Self

Infinitely more complex and influential concept then defined simply as the absence of consciousness.

Unconscious

If the unconscious is unknown or unobservable, how do we know it exists?

Because we can observe the influences on our

1.

perceptions,

2.

judgments,

3.

decisions, and

4.

behaviors

In manners not given to rational explanation like the appearance of words, images, powerful drives, and other influences including intuitions.

The influence of the unconscious may be demonstrated via free association surveys, slips of the tongue, and word association tests.
























Seeking Perfection

Live to Work

Oriented toward the details

Happier with the face-to-face

Or

By observation others consider rational

Rely more on judgment

Prefer the plan

Prefer pursuing the objective

Prefer leading

Comfortable with sexuality























Seeking Completeness

Work to Live

Oriented to the big picture

Happier in the social

Impact on Population

Irrational (by observation)

Rely more on perceiving

Prefer considering the history

Enjoy living the Experience

Prefer serving

Uncomfortable with sexuality


Sometimes it is just as important to know who we ARE NOT as who we ARE. Knowing who we

are not provides a better definition of who we are.

Growth Perspective

Consider growth from a different perspective; that is as:

1.

2.

3.

4.

yourself as a unique Individual yourself as you relate or react in the

Interpersonal yourself as you relate or react within the

Social, Team, and Family environments by what you can or cannot do well perhaps as measured by your accomplishments



The moment that we consider such things, we’ve begun to build a useful Self-image or an

Ego.



The Ego is the known part of an individual’s Self or the part of our Self of which we may be conscious.


If we’ve begun to consider such things, we’ve started to build a useful self-image. As a result of this we will have something manageable or useful to work with as we grow.


A leisurely Self-inventory relying only on personal reflection can yield limited results.

Improve objectivity by:

• Reviewing your theories with friends and family;

• Take an objective style survey or do what you may to consider who you are as objectively as you can.


Random leisurely Self-inventory Your

Goal relying only on personal reflection can yield limited results.

• Run self-theories by friends and family;

• Take style surveys like the Myers-

Briggs Type Inventory.

Improve The Individual

Style Survey

Instruments

Popular Style/Type Surveys like

MBTI

 Asks your subjective opinion, prediction, or theory regarding your response to survey question;

 Produces pseudo-acronyms and limited two dimensional explanations (ESTJ, INFP);

 Appeals to humanists; and

 Requires consideration of more than 100 questions.

Objective Style Survey

 Puts you into the situation and objectively measures results or response;

 Produces results in practical and useful language;







Functional Style and Strength

Habitual attitude

Adult Maturity;



Appeals to everyone with practical language and useful results; and,

Possible to achieve in fewer questions

Jung and Steinbeck



The

Individual

Psyche

Functional Attributes

• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis

Think Intuit

• Immediate

• Here and Now

• Details

Sense Feel

• Value

• History

• Interpersonal

Psychological Types

• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis

Think Intuit

• Immediate

• Here and Now

• Details

Sense Feel

• Value

• History

• Interpersonal


• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis

Thinker Intuitor

• Immediate

• Here and Now

• Details

Sensor Feeler

• Value

• History

• Interpersonal


• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis


• Immediate

• Here and Now

• Details

Sensor Feeler

• Value

• History

• Interpersonal


• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis


• Immediate

• Here and Now

• Details

Sensor Feeler

• Value

• History

• Interpersonal


• Logic

• Plan • Big Picture

• Social • Synthesis

Objective or


Extraverted

Sensor Feeler

• Immediate

• Here and Now

• Details

• Value

• History

• Interpersonal


• Logic

• Plan

• Social

• Broad Time

• Big Picture

• Synthesis


Experience,

Subjective or

• Immediate

Feeler

• Value

• Here and Now

• Details • Interpersonal

The Phalanx

People,

History

Synthesis,

Strategy

Internal

Communication and Transactions

Logic,

Planning

Critical

Details

Possibilities,

Public Opinion


Psychologic al Types in play

Logic

Planning

Cold, no compassion!

T

People

F

History


Psychologic al Types in play

Strategy,

Long term plans

A Dreamer not a doer!

I S

Here and

Now!


The Phalanx

If this fails

…

People,

History

Synthesis,

Strategy

Internal


Logic,

Planning

Critical

Details

Possibilities,

Public Opinion


The Phalanx

The Team Fails

Adult Maturity

High

Functional styles or types are part of our “Self” regardless of our adult maturity or individuation leve. How we treat that part of ourselves dramatically influences the quality of our lives both personally and interpersonally.

High

Medium

Low

Low

The Phalanx, Evolvement and And Type

High

Thinker

Medium

Sensor

View

Intuitor

Feeler


High

Sensor

View

Intuitor

Feeler


High

Convergence

Medium

Top

Intuitor

View

Feeler













The Phalanx,

Evolvement and And

High

Type

Individual Interpersonal

Medium

Less fear  More effective teaming



Increased confidence Better communication

Increased knowledge,

Improved skills, and

Top

Intuitor

View

Feeler





Less friction and negative politics

Less inflated Ego influence more effective attributes

 Better partnering

 Improved economics

Increased independence

Convergence

Integration

Completeness

Individuated





Less supervision

Lower overhead

The Phalanx

People,

History

Logic,

Planning

Internal


Critical

Synthesis, Possibilities,

Strategy

Public Opinion

Infinitely more powerful and effective

Details


The Shadow


Steinbeck’s Phalanx


"We know that with certain arrangement of atoms we might have what we would call a bar of iron. Certain other arrangements of atoms plus a mysterious principle make a living cell. Now the living cell is very sensitive to outside stimuli or tropisms. A further arrangement of cells and a very complex one may make a unit we call a man. That has been our final unit. But there have been mysterious things which could not be explained if man is the final unit. He also arranges himself into larger units, which I called the phalanx. The phalanx has its own memory-memory of the great tides when the moon was close, memory of starvations when the food in the world was exhausted. Memory of methods when numbers of his units had to be destroyed for the good of the whole, memory of the history of itself.“ John

Steinbeck, in a letter to his friend, George Albee.


"To the casual observer Cannery Row might have seemed a series of selfish units, each functioning alone with no reference to the others. There was little visible connection between (the bordellos), La Ida's and the

Bear Flag, the grocery (still known as Lee Chong's

Heavenly Flower Grocery), the Palace Flophouse, and

Western Biological Laboratories. The fact is that each was bound by gossamer threads of steel to all the others--hurt one, and you aroused vengeance in all. Let sadness come to one, and all wept." John Steinbeck,

“Sweet Thursday”

Steinbeck’s

Phalanx

 Group, mob, etc. may take on a psychology quite different from that of its individual members

 the group psychology is a (sometimes antagonistic) counterpoint to individual psychology.

 The group psychology may cause individual members in a manner that they otherwise would not consider.

Steinbeck’s

Phalanx

Here I will add my own observations:

•The group psychology may have a reaction similar to a shadow between two individuals, except in this case, it is the group against the individual, or class.

•The higher the adult development, or individuation of the individual members of the group or mob, the less potential for negative or destructive influences of the phalanx on the group’s behavior. (What was wrong in Germany in the 1930s?)

John Steinbeck

“The attack on us set in motion the most powerful species drive we know—that of survival. It created direction toward which we could aim all of our vitalities—and we have great vitality. What the Axis could not understand was that the measure of our unrest was the measure of our vitality. The war was dumped in our laps; we could not avoid it, but fortunately for us, we have been given a kind of war we are peculiarly capable of fighting—a war without established technique or method, a kind of war rooted in production in which we surpass. If we ourselves had chosen the kind of war to be fought, we could not have found one more suitable to our national genius. For this is a war of transport, of machines, of mass production, of flexibility, and of inventiveness, and in each of these fields we have been pioneers if not actual inventors.” from

“Bombs Away” by John Steinbeck © 1942 John Steinbeck

The Gathering Place

Informal

Gathering Place

 No invitation or schedule

 Freedom to come and go as pleased

 Participants may arrive harboring no expectations or desires beyond camaraderie, intellectual discourse, and friendship

 Supportive and safe social environment

from “Sweet Thursday”:

“in the Palace Flophouse a little meeting occurred – occurred, because no one called it, no one planned it, and yet everyone knew what it was about.”

John Steinbeck

Jim Kent

“Doc’s Lab

Myth and Legends of Cannery

Row”

By Ed Larsh

Jim Kent

Social Capital

Jim Kent

Gathering Place

Kent’s Roles and Jung’s

Types

Think of the advantages of combining

Jung’s Types and Kent’s Gathering Place roles!!!

Copyright © James Kent, JD, All rights reserved

Jung’s Types

Kent’s Roles and Jung’s

Types

In doing so, it would enable us to

•better understanding the role player’s driving forces, perception, judgment, etc.

• predict in greater detail who would naturally accept and successfully fulfill the roles

•guide the role player or to assist them in achieving effectiveness.

A Diverse Team

People,

History

Logic,

Planning

Critical

Details

Synthesis,

Strategy

Possibilities,

Public Opinion

Diversity, Strength, and

Economy

Value of

Accomplishment

Is Grea ter than

Apparent Cost in

Resources

W = V/C*

*Thomas F. Gilbert, Ph.D.

Diversity and Strength

Hitler Tojo

The Phalanx

People,

History

If this fails

…

Synthesis,

Strategy

Internal


Logic,

Planning

Critical

Details

Possibilities,

Public Opinion


Resources For

Improvement

Improve the Team Improve the Individual





Develop and Demand compliance to a list of oughts and musts;

Legislate compliance with threats of cruel punishment for violating;

 Establish neighborhood compliance and oversight committees.







Provide means for selfevaluation;

Provide tools to establish individual goals, maps, paths, and plans;

Show individuals how to track and measure progress and how to manage resources.


Provide tools for self evaluation including:

 Models, concepts, and tools for self-evaluation

 Myers-Briggs Type Indicator (MBTI);

 Other tools like Astrology from a competent Astrologist


Provide

 Tools, models, and concepts to establish individual goals, maps, paths, and plans;

 Determine if goals are reasonable;

 Techniques to define maps and paths; and,

 Techniques for planning a reasonable development path.


Provide tools to:

 track and measure progress;

 manage resources.

Astrology





More important today than ever

A key self-discovery tool for Individuation





Discover





 who you are where you want to be and how to get there

Useful in mapping, diagramming, and understanding relationships

 More complete form of astromancy. Other tools used to predict events.





Humanistic Astrology interpretations built around how the event impacts the individual. The Individual Human Psyche is held central to the interpretation and key to influencing future events

More Scientific and therefore easier to teach

Synchronicity

“What ever is done or begun at a given moment in time has the qualities of that given moment of time.” Carl

G. Jung, MD, PhD

Synchronicity

“What ever is done or begun at a given moment in time has the qualities of that given moment of time.” Carl

G. Jung, MD, PhD

Synchronicity

“What ever is done (a static quality) or begun

(a dynamic quality) at a given moment in time has the qualities of that given moment of time.”

Carl G. Jung, MD, PhD

Solar System

Celestial Equator

Complex Clock

How can stars and planets millions of miles and light years away influence life and events on the Earth

?

Wheel Chart

What Astrologers Cannot Do:

If we look at astrological prediction with intellectual honesty, I believe that will realize that when the astrologer predicts future events he is rarely able to pinpoint:







exactly what the events will be

precisely what circumstances will take place, and

how they will affect the psycho-physiological health of the person.

Prediction Cautions

 Once uttered, a prediction becomes an integral part of the whole situation it forecasts.

 Astrologers cannot separate themselves from the situations they predict

 they cannot predict the effect of their predictions.

Basis of Interpretation

 Symbolic understanding of individual element

 Analysis of element relationships I.e.

 Planets in Signs within Houses





Signs at House Cusps and with House

Planets angle to Planets, House Cusps

 Synthesis or using intuition to tie elements together not apparent to the senses or appealing to logic or reason.

Interpretation

Difficulty

Interpretor’s

:

 Knowledge,

 Skills,

 Atributes (I.e. Perception, Judgment, Decision Making,

Problem Solving)

 Teleogocal Perspective

Interpreter’s Teleogical Perspective

• Passion,

• Prejudice,

• Hopes,

• Wishes,

• Desires,

• Expectations,

• Profit

Element Hierarchy

 Analytical Interpretation (What it does, what it does not do or influence, not how or why)

 Symbolism and Metaphor

 Abstractions

 Archetypal Influence (Unknowable Directly like the Tao)

Psychological Attitudes

Extravert (+) and Introvert (-)



_

Ascendant



+

Persona

S

_



C



+

T

_

Q

Q

+

E



_



I +



_



Astrology?

 "Astrology is assured of recognition from psychology without further restrictions. Astrology represents the summation of all the psychological knowledge of antiquity."

 "The fact that it is possible to construct a person's characteristics from the data of his nativity shows the validity of astrology. I have often found that in cases of difficult psychological diagnosis, astrological data elucidated points which I otherwise would have been unable to understand.“

Carl G. Jung, M.D. Ph.D

Astrology?

The Phalanx

People,

History

Synthesis,

Strategy

Internal


Logic,

Planning

Critical

Details

Possibilities,

Public Opinion


HPE Difference

 Program focus is directed at individual:

 Style (Type)

 Habitual attitude (Extraversion, Introversion)

 Evolvement Level, Unconscious Vs. Conscious

 Knowledge

 Skills

 Interpersonal effectiveness

 Measure by accomplishment not simply memory-recall

HPE Difference

 Less Classroom

 More individual or personal responsibility

 More practice through demonstration, simulation, peer review

 Design is a combined effort between human performance engineer and technical subject matter experts.

HPE Concept Potential

 Improved training for complex and critical tasks and assignments with;

 Improved simulations and critique;

 More individual development responsibility (less expensive development or performance ramp-up costs)

Additional HPE Benefits







Improved individual Self-knowledge and confidence;

Trainees take increased personal knowledge and skills with them to other life challenges;

Just imagine:









If a computer game or simulation could modify paths, challenges, rewards, and punishments based upon accumulating an accurate and objective personal picture of the player or participant. computer games or simulations that could more precisely emulate the behavior of opponents, subordinates, enemies, supporters, or comrades.

More accurate predictions of employee progress to competency;

More specialized training based upon trainee style, type, and maturity.

Think and Reflect about these things

Thank you Questions, comments, concerns:

(910) 814-1599 Home

(910) 514-0333 Cell wstillwagon1@earthlink.net

There is so much more to talk about.