Self awareness
table
of contents
1 | Introduction ............................................................................................................................................................................... 3
1 | What is self-awareness? .................................................................................................................................. 3
2 | Learning objectives ............................................................................................................................................. 4
3 | Learning outcomes .............................................................................................................................................. 4
4 | The ‘added value’ for these training modules .................................................................... 4
5 | The framework of the module ............................................................................................................... 4
2 | Training process .................................................................................................................................................................. 6
1 | Session 1 ........................................................................................................................................................................... 6
1 | Session 2 ........................................................................................................................................................................... 7
1 | Session 3 ........................................................................................................................................................................... 7
1 | Session 4 ........................................................................................................................................................................... 8
1 | Session 5 ........................................................................................................................................................................... 8
1 | Session 6 ........................................................................................................................................................................... 9
1 | Session 7 ....................................................................................................................................................................... 10
1 | Session 8 ....................................................................................................................................................................... 10
1 | Session 9 ....................................................................................................................................................................... 10
3 | Values
..............................................................................................................................................................................................
11
4 | Johari Window .................................................................................................................................................................. 12
5 | How do you learn best ....................................................................................................................................... 15
6 | Personality and learning styles ........................................................................................................... 18
7 | Examine relationships at work ............................................................................................................. 34
8 | Journey into Self-awareness .................................................................................................................... 34
9 | Lost at Sea ................................................................................................................................................................................. 35
10 | The Social Mirror ....................................................................................................................................................... 39
11 | Self Awareness Communication scale ................................................................................ 41
12 | Assertive Communication ....................................................................................................................... 42
13 | Action Plan .......................................................................................................................................................................... 45
14 | Journal writing ............................................................................................................................................................ 47
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Self awareness
Module 1:
Developing Self-awareness
I. Introduction
This module along with the module ‘Developing
self-esteem’ aims to encourage enthusiasm and
commitment in adult learners either as part of a
vocational training course or in-service training.
The AdValue project team carried out research
across Europe into what skills employers felt were
most important in the work place. Emphasis was
placed on ‘transferable skills’ : those skills that the
employee might have learnt at home or in another
context and which could then be transferred to
work. In the UK, employer focus groups were
consulted and employers agreed that enthusiasm
and commitment were more important than
vocational specific skills. Employers felt that a
new recruit with motivation would be able to
learn more and work harder and that this was
the strongest quality in a new employee. It was
also considered that enthusiasm and motivation
were key for the employee to be able to obtain
satisfaction from their job.
This training has been developed following
consultation from experts in the field of psychology
and behaviour, from quality experts in education,
careers guidance experts and with employers and
adult learners.
The outcomes of these meetings led to the
following conclusion: enthusiasm, commitment
and motivation can be encouraged in learners
if they are self-aware and have confidence in
themselves. (self-esteem).
It is for this reason that we have broken down the
‘Enthusiasm and Commitment’ module in to two
sections:
1. Developing self-awareness and
2. Improving self-esteem.
This is a new approach for a training module as we
realise that it is important that the learner discovers
for themselves what motivates them and that they
themselves are in charge of their own learning and
self-development.
“Telling someone they should be motivated is as
unhelpful as telling someone they need to be happy
and is unlikely to work. The role of the teacher
is to help their Learners find out what motivates
them and to pursue this whether it be through
developing a sense of purpose or self-confidence or
competence or a sense of belonging or control over
their own destiny”.
Education Psychologist (Advalue Strategic Partner,
UK).
1. What is self-awareness?
Self-awareness is understanding your personality,
what it is that motivates you, what it is that you like
and enjoy and being aware of how these things
affect your decisions and dealings with other people.
Through self-awareness people become aware of
the reality of situations and surroundings. We learn
to understand how our experiences influence our
lives at work and also with friends and family.
Current research into emotional intelligence and its
importance for success in all areas of work shows how
vital self-awareness is for effectiveness (see, Daniel
Goleman’s, ‘Working with Emotional Intelligence’
1998). The psychologist, Schutz, writes in his book
‘The Human Element, 1994; ‘The new consciousness
that is needed to solve many personal, professional,
international, and organisational problems is, I
believe, self-consciousness or self-awareness, which
is directly related to self-esteem’. He goes on to say
that when a person knows and accepts themselves,
they are able to be fully productive and to build
productive relationships with others. (from ‘The
Coach’s Coach, Personal development for personal
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
developers by Alison Hardingham 2004).
This introduction to the Developing Self Awareness
module offers some guidelines for the use of
the material, which should be consulted before
individual activities are selected for training
sessions.
2. Learning objectives
By the end of the module, the learner should:
1. identify his /her core values
2. identify his/her own qualities and strengths,
particularly in the workplace.
3. identify areas where he/she would like to
change
4. have drawn up a plan to begin to make these
changes.
3. Learning outcomes:
At the end of this module the learner should feel
more aware of what it is they want from their life
and their job. It is hoped they will feel positive and
keen to continue to build on this knowledge. This
should be a positive and encouraging module that
leads directly on to the ‘Improving Self-Esteem’
module.
4. The ‘added value’ for these training modules
The approach, method and resources of these
modules is different from other vocational or inservice ‘soft skill’ training in that it does not tell
the learner what they should behave like in order
to succeed. Rather, it encourages the learner
themselves to think how they might be happier
and more satisfied in their role.
The training should be delivered in a positive way
and assume that the learners have many skills in
different areas.
It is important that the trainer knows that there is
no ‘right or wrong’ for the learner. It is of the utmost
importance that the learner should have ‘ownership’
of their self-development.
The resources are not grouped in terms of learner
level, and are intended to be used flexibly and
adapted as required. We have consulted experts in
the fields of education psychology, careers guidance,
quality in vocational training and with adult
learners and employers and we have developed
resources which are based on several therapeutic
theories (including person centred counselling,
personal construct theory and cognitive behaviour
therapy.)
5. The framework of the module:
Target group:
Most learners could benefit from this module, but it
is particularly useful for learners who:
•
are enrolled on a vocational course and are
deciding what career pathway to choose
•
are seeking employment
•
are already in work and recognise that they
would like to improve their motivation and their
enjoyment of their job
Number of participants
Groups should be between 9-15
Environment
The classroom environment should be ‘adult’ rather
than school-like (in rows). At discussion points the
group should be able to sit in a circle and have
enough room to move to different points in the
room for more personal discussion.
Duration of the whole training module
This module should last approximately 8-10 hours.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
There are worksheets available for use with this
module. These should be adapted by the trainer
Each learner will need a portfolio/journal to reflect depending on the needs of the specific group.
on their learning and to record evidence of ‘distance
travelled’ or observation of good important points
for themselves.
Equipment/materials needed
Module breakdown
Subtopic
Approaches, methods, tools
Approximate
Duration
Introduction to the module by the trainer
1. Introduction to the module and
exploring your own values
Introduction to reflective journal and scaling tools/
assessment
1 hour
Group Discussion, Work in pairs – ‘exploring my values’
2. How I you see you, how others
see you.
3. Personality and learning styles
Introduction, individual work and work in groups
completing the The Johari window
1 hour
Journal reflection
Myers Briggs personality Questionnaire
Learning styles questionnaire
1 hour
journal reflection
Group discussion and work in pairs.
4. Examine relationships in a work
environment
5. Working in a group: exploring
your group working style (and that
of others)
6. Other people’s perceptions of
you and how they affect your own.
7. Awareness of your
communication styles at work
Examine work relationships sheet.
Case study – Sara Morgan
1 hour
Assessment/scaling/Journal reflection
Introduction by trainer and individual then group
exercise :
Lost at sea exercise
1 hour
Journal reflection
Introduction by trainer and
‘The social mirror’ exercise
30 mins
Journal reflection
Introduction to communication styles and
communication activity.
30 mins
Journal reflection
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
8. Expanding self-awareness and
action plan
Introduction by trainer. Use the action planning to plan
a different behaviour at work. Agree this with trainer
1 hour
and self-assess and be observed – over the coming week
Summary of module by trainer and learners
9. Review and assessment
Review of journals and increased self-awareness. Final
scaling.
II. Training process
Session 1
1.1 Subject: Introduction to the module and
exploring your own values
1.2 Learning Objectives
By the end of this session, the learner will:
1. be aware of the purpose of this module and
how it relates to his/her work preparation
programme
2. understand the importance of keeping a
personal journal in order to reflect upon his/her
learning
3. have undertaken the first scaling/assessment
activity to assess how self-aware they are now
1.3 Training materials
Worksheet: Exploring my values
Worksheet: Writing a Journal
1.4. Training methods
The methods used in this session as throughout the
module are based upon the principles of person
centred learning and upon cognitive behaviour
learning theories. This session sets the ground plan
of the module for giving the learner ‘ownership’ of
his/her self-development. The trainer’s role is to
1-2 hours
allow the learner to explore and examine his/her
own values by talking through them to his/her
peers and by giving them clarity by setting them
down in a journal
The sequence of activities depends upon a range
of factors - how well do the learners know each
other and /or the trainer, how long have they been
together as a group etc.
i. We suggest that the trainer begins by explaining
the module objectives and then takes the learners
through the learning journal format. (10 mins)
ii. Learners work in pairs to share what is important
to them. (5-10 mins)
ii. Group session. Learners asked to share with group
part of the pair discussion. It should be stressed that
learners share their own views rather than those of
their partner. (5-10 mins)
Trainer emphasises that there are no ‘right’ or
‘wrong’ answers.
iv. The trainer explains the assessment to the group.
The rest of the session should be used to carry out
the initial assessment of the skill descriptors for this
module. The trainer needs to allow time to scale
each individual in the group and the learner will
need to scale themselves (and give reasons for X3).
The learner will also need to decide who will be their
3rd assessor (their line manager, mentor or a peer
from the class) and make sure that they complete
this before the next session. ( 20-25 mins)
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Self awareness
Session 2
2.1. Subject: How I you see you, how others see
you
2.2. Learning objectives
confidence and willingness of the learners 20/30
mins
iv. Individual work: Complete Johari window . Write
up journal.
By the end of this session, the learner will:
1. be aware of differences between his/her selfperception and how he/she is seen by others
2. identify his/her own qualities and strengths
3. identify areas where he/she would like to
improve
2.3 Training materials
Worksheet: Johari window
Journal
2.4. Training methods
Underpinning theory: As for Session 1. The trainer
must be alert to all pair and group dynamics. The
purpose of the Johari exercise is to increase positive
self-awareness and should never be used as tool
to undermine or criticise. The trainer must feel
confident that the group will be positive during this
activity and should be very careful when explaining
the task to the group to make sure that they spell
out that this activity is only about recognizing
positive attributes and skills. Learners must not say
anything remotely negative about each other!
Sequence
i. Trainer input – briefly to explain the purpose
of the activity and to make sure the material is
understood. 10 mins
ii. Johari window- Individual work.
15 mins.
iii. Pair work. Learners work with a partner for 3-5
mins to share their perception of each other. Swap
partners (number of swaps depends upon the
Session 3
3.1. Subject: Personality and learning styles
3.2. Learning Objectives
By the end of this session, the learner will:
1. be able to talk about some of his /her own
personality traits
2. gain greater understanding of his/her learning
style
3.3. Training materials
Worksheet: Myers-Briggs Personality Questionnaire
and Learning Styles
Journal
3.4. Training methods
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Self awareness
The Myers-Briggs Type Indicator (MBTI) assessment
is a psychometric questionnaire designed to
measure psychological preferences in how people
perceive the world and make decisions. It is often
used to help people decide what career might suit
them best.
i. Teacher reads through the introduction
ii. Learners fill in the worksheet individually 15/20
mins
iii. Discuss – any surprises? Is this true of you?
iv. Learning styles sheet
v. Discuss – share. How can you put this into
practice?
vi. Learners write up their journal focussing upon
the learning objectives of the session, including
reflections on how they will incorporate learning
styles into their life. 15 mins.
Session 4
4.1 Subject: Relationships at work
4.2 Learning Objectives
By the end of this session, the learner will:
1. be aware of his/her own verbal and non-verbal
responses to difficult work situations
2. have considered possible alternative ways of
responding
4.3 Training materials
Worksheet: Sarah Morgan Case Study
Worksheet: Relationships at work
Journal
4.4 Training methods
This session asks the learners to consider objectively
a complicated situation involving a whole group
of people. After considering the case study, the
learners will then focus upon their own behaviour
in work situations. Again the trainer’s role is to
create a learning environment where learners feel
able to express their ideas without being judged.
In an objective case study, it is possible to more
easily separate the views from the person so that
it is not a member of the group who feels under
attack. Trainers should use this session or for the
second scaling/assessment if it is felt that this is too
early in the module then exchange this session for
session 5 and complete this session in its place the
following week.
i. Learners read the case study, Sarah Morgan (or
the trainer can read it to/with them). (5-10 mins)
ii. Each learner attempts to answer the questions
which follow the case study. (10 mins)
iii. Learners share and expand on their answers in
groups. (5-10 mins)
iv. One person from each group reports back. (5-20
mins)
v. Scaling/assessment. (20-25 mins)
vi. Learners consider the‘Relationships at Work’sheet
and write up their responses in their journals.
Session 5
5.1. Subject: Working in a group: exploring your
group working style (and that of others)
5.2. Learning Objectives
By the end of this session, the learner will:
1. have had the experience of solving a problem
with others in a group
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
2. have had the opportunity to examine a range
of contributions
3. consider what worked and what did not
5.3 Training materials
Worksheet: Lost at Sea
Journal
iii. Whole class discussion of how individual groups
operated and which contributions and methods of
contribution were most and least effective.
(20
mins)
iv. Journal writing- what learner learnt from exercise
about groups in general and own contribution.
Using the supporting question sheet for this.
Session 6
6.1 Subject: Other people’s perceptions of you and
how they affect your own
6.2. Learning Objectives
By the end of this session, the learner will:
1. be aware of the range of events and people that
have contributed to his/her self-image
2. be aware that the opinions of others about him/
her may be distorted or incomplete.
5.4. Training methods
This is a ‘fun’ exercise with a serious intent. The
learners work as a team to solve a problem. With
young learners, it requires skill on the part of the
trainer to move them from the ‘fun’, competitive
element to the real purpose of the exercise which
is to think about effective group behaviour and
reflect upon their individual contribution.
i. Trainer introduction to the problem and read out
the problem (5-10 mins)
ii. Individuals to first work alone to rate each item
(5 mins)
i. Small groups (three or more groups if there are
sufficient numbers) Each group to produce its own
rating (and present to class if time) (10 mins)
ii. Trainer reads out ‘correct’ ratings
3. learn to value his/her own opinions and view of
self
6.3. Training materials
Worksheet: The Social Mirror
Journal
6.4. Training methods
This exercise needs to be handled with great care
by the trainer because for some learners, it may
bring up all sorts of attacks upon their self-image
- from parents and teachers telling them or acting
as though they are worthless, through to bullying,
abuse etc.
The classroom is not the place for in depth individual
counselling. The main aim of the trainer is to plant
the idea that it is possible to maintain your own
view of yourself against hostile or negative forces.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
http://advalue-project.eu
Self awareness
By analysing the many sources of our self-image, the
exercise shows that it not fixed but that change is
possible.
i. Group discussion. Where do we get our view
of who we are and what we’re like? Make a list of
answers on whiteboard/flipchart List will include
parents, family, teachers etc. Encourage personal
anecdotes about how people have shaped the
learners’ views of themselves (e.g., people who
‘believed’ in them etc.)
ii. Learners complete the worksheet.
iii. Learners share with a partner as much as they
are willing to do of their answers
iv. Plenary. If possible, the learners to come to
conclusion that self–image can be changed and
rebuilt if necessary, that we are more than the sum
of other people’s views of us.
Session 7
7.1. Subject: Awareness of your communication
styles at work
7.2. Learning Objectives
By the end of this session, the learner will:
1. be aware of the characteristics of good
communication in the workplace
2. identify areas for their own self development
7.3. Training materials
Worksheet: Communication scales
Worksheet: Assertive communication
Journal
7.4. Training methods
This is just a very short introduction to a very
important and complicated subject. There are other
modules that go into much more depth about
communication skills. The aim is to give the learner
some guidelines for judging and developing his/
her own communication skills. It is a very important
part of self-awareness and that is why it is included
here.
i. Trainer introduction.
ii. The learners give feedback to each other on
their communications skills as described in the
worksheet.
iii. Learners write relevant journal entries.
Session 8
8.1. Subject: Expanding self-awareness and Action
Plan
8.2. Learning Objectives
By the end of this session, the learner will:
1. have identified a small area that he or she would
like to improve
2. drawn up a plan for making that improvement
over the following week
8.3 Training materials
Journal
Action plan
8.4. Training methods.
Individual/ trainerial work – using the above
materials and work from all previous sessions (using
portfolio and journal)
Session 9
9.1 Subject: Review and assessment
i. Open-ended and learner led. How the trainer
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
runs this session will depend upon how the learners
have responded in the previous sessions. The
emphasis will be on drawing out from them those
areas where they feel they have increased their selfawareness.
ii. There may be areas that the learners would like
to have covered and the trainer can use part of
the session to do this. It is important that positive
aspects of the module and of what learners have
learnt are emphasised in this last session.
iii. Individual work. Learners should review their
journals in order to understand how far they have
come.
iv. Final scaling/assessment should be carried out
in this session. The trainer needs to spend enough
time with each of the learners to carry out this with
them.
v. Certificates can either be filled in and handed out
during this session or at a later date – depending
on time and capacity.
Values
Here is a list of values that different people have,
things that are very important to them:
•
Love
•
Friendship
•
Family
•
Religion
•
Possessions- having nice things
•
Beauty- in art and music etc
•
Knowledge-learning new things, improving
your mind
•
Being helpful to others
•
Pleasure –having a good time/fun
•
Career –having a good job and getting on
•
Making things- being practical
•
Outdoors- being in touch with nature
•
Independence- standing on your own feet
•
Respect – keeping to the values of your
family and/or religion
Tasks
1. Read through the list of Values. Have you got
any values that are not on this list? Add them
here:
..................................................................................................................................................................
.................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
2. Go through the list and mark each value as
follows:
Johari window
Scale 0 to 10 (0= no importance to me 10=very
important to me)
The Johari window is a way of thinking about
yourself in the world. It is a way of examining how
you see yourself and how you believe others see
you.
3. Put your top 5 values in order of importance
here
1 ...............................................................................
....................................................................................
2 ...............................................................................
....................................................................................
See example below:
I know this
about myself
Other people
OPEN
know this about (the public me)
me
I do not know
this about myself
BLIND
(how you see me)
3 ...............................................................................
....................................................................................
4 ...............................................................................
....................................................................................
5 ...............................................................................
....................................................................................
4. Share your top 5 with a partner and explain
them
5. Write up in your journal how your values
affect your life
Other people do HIDDEN
UNKNOWN
not know this
(what I do not tell (what would I
about me
you about me)
be like in a new
situation?)
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
•
•
OPEN: All the things you know about yourself
which you do not mind other people knowing.
You might even want people to know these
things about you.
BLIND: Things which other people know about
you that you don’t know.
Sheet 2 – Johari window
I know this
about myself
Other people
OPEN
know this about (the public me)
me
I do not know
this about myself
BLIND
(how you see me)
(Often good things because most people are very
hard on themselves.)
•
HIDDEN: Things that you know about yourself
but are hidden from the world. I know these
things about myself but I don’t want other
people to know them
•
UNKNOWN: This is what might be possible
for you to be (but you don’t know it because it
hasn’t happened yet).
The aim is to get to know yourself better. This
means the ‘open’ window gets bigger (you gain
self-awareness).
Tasks
Other people do HIDDEN
UNKNOWN
not know this
(what I do not tell (what would I
about me
you about me)
be like in a new
situation?)
1. Complete the Johari window on sheet 2
•
complete the ‘open’ section yourself
•
ask a fellow learner/colleague to read the ‘open’
section and add things to the ‘blind’ section
•
think about the hidden section (write down
only if you want to)
2. Use the ‘Knowing yourself’ scale on sheet 3 to
rate yourself in the listed headings
3. Use sheet 4 to write a page concerning: “How I feel
about myself and what I would like to improve”
4. Check out the ‘blind’ by asking a fellow student or
colleague to score the scale on sheet 5.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
Sheet 3 – ‘Knowing yourself’ Scale
Rate yourself from 1-10 on the following scale by placing an ‘X’ in the appropriate box.
(1=lowest 10=highest)
1
2
3
4
5
6
7
8
9
10
Confidence
Social skills
Ability to communicate
Creativity
Caring for people
Assertiveness
Being open
Listening
Spontaneity
Genuineness
Sheet 4
Fill in the page below, answering the question:
“How I feel about myself and what I would like to improve.”
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
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Self awareness
Sheet 5 – Fellow student/colleague rating scale
Check out the blind by asking a fellow learner/colleague to rate you from 1-10 on the following scale by
placing an ‘X’ in the appropriate box.
(1=lowest 10=highest)
1
2
3
4
5
6
7
8
9
10
Confidence
Social skills
Ability to communicate
Creativity
Caring for people
Assertiveness
Being open
Listening
Spontaneity
Genuineness
How do you learn best?
We all learn in many different ways – we see things,
we hear things and we do things. However, most
people have a preference – sometimes a very strong
preference – for a particular way of learning.
People who prefer to see information are often
referred to as visual learners, people who would
rather hear information are known as auditory
learners and people who prefer to learn by doing
are called kinaesthetic learners.
It helps to know what kind of learner you are, as
people will generally learn best when they work
in their preferred learning style. This questionnaire
will give you a clue as to your learning preference.
Remember, it is only a preference; we all learn in
many different ways.
Answer each statement as honestly as you can.
Award a mark between 3 and 0 for each statement.
3 – That’s definitely me! Absolutely agree.
All the time.
2 – That describes me quite well. Largely
agree. Some of the time.
1 – That doesn’t really describe me. Generally
disagree. Very rarely.
0 – That’s not me. Totally disagree. Never
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Self awareness
Visual
If I have to spell a tricky word, I write it
out to see if it looks right
…............…..
When spelling a tricky word, I say it over
and over again to see if it sounds right
…............…..
I say things like, ‘I hear what you say’ or
‘that rings a bell’
…............…..
I often tilt my head to the side and/
or rest my head in my hand when
listening
…............…..
I often talk to myself – say things aloud
– when working
…............…..
I often repeat instructions to myself
under my breath
…............…..
…............…..
I remember things best when I write
them down
…............…..
I take a lot of notes of what I read/
hear
…............…..
I always look at the person who is talking
to me – it helps me concentrate
…............…..
I find it easy to understand maps,
graphs and diagrams
…............…..
When I have done a test I have often
pictured my notes/textbook
…............…..
I find/would find it helpful to speak my
notes on to audio-cassette and play
them back
…............…..
I would prefer people to tell me
directions rather than show me a map
…............…..
I talk quickly – I tend to talk more than
I listen
…............…..
I find it easy to listen to a speaker even
when I’m not looking at them
…............…..
I prefer to see a map than be given
spoken directions
…............…..
I say things like, ‘I see what you mean’
or ‘I get the picture’
…............…..
I am able to visualise pictures in my
mind
TOTAL
TOTAL
…............/
30
Auditory
I prefer to listen to someone explaining
rather than read about it in a book
When I recall information, I can hear
the person I heard it from in my head
…............…..
…............…..
…............/
30
Kinaesthetic
I don’t like reading or listening to
instructions – I prefer to just get on
with it
…............…..
I need to take regular breaks when I’m
working
…............…..
If I have to spell a tricky word, I write it
in the air to see if it feels right
…............…..
I wave my hands around a lot when I’m
explaining something
…............…..
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Self awareness
I say things like, ‘that feels right to me’
or ‘I’ve got the hang of it’
…............…..
I like to learn in real life situations
…............…..
I find it hard to sit still – I’m a fidgeter
…............…..
I like to explore things – taking them
apart and tinkering with them
…............…..
I like to walk around when I am
reading/talking
…............…..
If I had to assemble a piece of furniture, I
would just work it out by trial and error,
rather than follow the instructions
…............…..
TOTAL
…............/
•
Use a tape recorder for notes and thoughts
•
Use active listening skills such as questioning
and summarising
If you are a Kinaesthetic Learner you could:
•
Write things out in step-by-step order
•
Convert notes into a picture/diagram
•
Use touch and do (e.g. simulation/role play)
•
Type rather than write
•
Help somebody else to do the task
30
Below are some helpful tips for effective learning
depending on your learning style….
If you are a Visual Learner you could:
•
Look at something in print to help you remember
it
•
Use colour, illustrations and diagrams to help
you learn
•
Highlight key words
•
Make a mind map or spider diagram
•
Use pictures to explain text
If you are an Auditory Leaner you could:
•
Talk about a new idea and explain it in your own
words
•
Discuss ideas and problems with people
•
Read things aloud and listen to yourself talking
aloud
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
How to understand your personality type,
increase self awareness and choose the best career for you
Your personality type
Look at the statements below. For each line there are two statements, choose one statement which
describes you best, by ticking the box. Then from each section choose the letter most like yourself. Make a
note of each letter as indicated by the arrow and enter in the spaces given on the next page.
There is no right or wrong answer. Do not choose how you would like to behave, but how you do behave.
I
e
Your preference
I think before I speak
I think out loud
I prefer variety and action I prefer quiet
I like to be careful
I like to act quickly
I’m a good listener
I’m a good talker
I prefer to join in I prefer to wait and see first
s
Your preference
I look for the facts
I look for possibilities
I look for details
I like to work out what it means
I focus on what works now
I focus on how to make it different
I like applying what
I’ve already learned
I like learning new skills
I prefer to be realistic
I prefer to be imaginative
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
t
Your preference
I follow my head
I follow my heart
I ask is it the right decision
I ask “how will it affect people”
I’m objective
I like pleasing people
I offer constructive criticism
I offer compliments and support
I tend to tell the truth
I tend to avoid upsetting people
j
Your preference
I like to plan and organise
I like to wonder how things will turn
out
I like writing lists
I don’t like writing lists
I like things tidy
I don’t mind things untidy
I prefer finishing tasks
I prefer starting tasks
I prefer a steady pace
I don’t mind things last minute
f
p
Now find your personality preference profile
You should have one of the 16 combinations below
Now look up your personality type below:
1. ENFP - catalyst, imaginative, spontaneous
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Jobs
Natural supporters of people!
An infectious enthusiasm
• Getting people together
Co-operative
• Dislike procedure, routine, rules
Perceptive
• Advice, counselling, advocacy, medical
therapies, psychology
Enjoy creating and taking part in new • Organiser of conferences, meetings, sales, media
experiences – otherwise boredom sets in!
advertising, politics, journalism, teaching, basic
skills tutor
Optimistic
• Arts/crafts/creative
•
Can solve last minute problems
•
Warm and fun to be with
•
Provide and seek support
Strengths:
•
•
•
•
2. INFP – curious, flexible, idealistic
Strengths:
•
Calm
•
Adaptable
•
Original ideas
•
Idealistic
•
•
Patient with complicated situations but not
routine details
Devoted to people and causes they care for
•
Strong internal beliefs
•
Introspective
Jobs
Natural Helpers of People!
•
Generating possibilities for people – counselling,
advice, psychology, advocacy, medical therapies,
basic skills tutor, welfare rights adviser
•
More people than business focussed Info,
journalism, research, languages
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
3. ENFJ – catalyst, sociable, responsible
•
Good leaders
Jobs
Natural Advisers of people.
• Like procedure, routine, structure
•
Charismatic
•
Natural teachers
•
Concern for people without being critical
•
Leading people
•
Initiative
•
•
Good communicators
•
Supporting people, advice, counselling,
advocacy, medical therapies
Organiser of conferences, meetings, sales,
marketing, PR advertising, politics, journalism,
teaching, training, law, tourism, media
•
Organised
•
Popular
•
Innovative
•
Trustworthy
•
Compassionate
•
Congenial and gracious
Strengths:
4. INFJ – conscientious, insightful, organised
•
Visionary
Jobs
Natural Organisers of Events or People
• Individual therapy, speech therapy, occupational
•
Intense
•
•
Focussed on possibilities and the welfare of •
others
Advocacy, basic skills tutor
•
Enjoy helping others
Writing, journalism, library or information
work, languages, archaeology, market or social
research, personnel/HR
•
Can deal with complex issues
Strengths:
•
Counselling, advice work, psychology, tutor
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Good students
•
Creative
•
Good with words
•
Sensitive
•
Idealistic
5. ENTJ – leader, decisive, analytical
Strengths:
Jobs
Natural Leaders
• Like to work on imagination projects on their
own initiative
•
Innovative
•
Good planners
•
Don’t like routine
•
Clear and assertive
•
technical areas – catering, hospitality, retail,
travel, HR, Public Sector, radiographer
•
Like to work on imagination projects on their •
own initiative
Organising or leading in manufacturing,
engineering and construction industries
•
Don’t like routine
Self employment
•
Direct and challenging
•
Objective, fair and stimulating
•
6. INTJ – original, driven, achiever
Strengths:
•
Rational and objective
•
Private and independent
Jobs
Natural Managers of People or Resources
• Organising and managing ideas and information
eg computing, IT, library/information work
•
Engineering, science, surveying, design, lab
technician, photographer
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Enjoy developing their own ideas
•
Creative
•
Clear and concise
•
Enjoy understanding complex theories and
ideas
•
Accounts clerk,
financial services
accountancy,
technician,
7. INTP – theoretical, curious, analytical
•
Autonomous
Jobs
Natural Inventors.
• Computing, web design, IT, research
•
Quiet calm observers
•
Engineering, electronics
•
Ingenious
•
Science, lab technician
•
Enjoy working on their own ideas with little •
routine
Town planning, surveying, architect
•
Curious about what makes things work
•
Accounts, technician/clerk
•
Can adapt and change plans
•
Photography, crafts
Strengths:
8. ENTP – ingenious, outspoken, strategic
•
Assertive
Jobs
Natural Inventors.
• IT (Systems analyst, software designer)
•
Autonomous
•
Marketing, PR, management
•
Creative
•
Science, engineering, radiographer
Strengths:
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Lively and energetic
•
Architect, estate agent
•
Analytical
•
Law, advocacy, politics/campaigner
•
Like to work on imaginative projects using their •
own initiative
•
Don’t like routine
•
Usually fun to be with
•
Enterprising and curious
Creative jobs, journalism, design, photographer,
stand up comedian
9. ISFJ – thorough, considerate, loyal
•
Co-operative
Jobs
Natural Caretakers.
• Administration,
•
Can work at a steady pace until job is done
•
public sector,
•
Work toward practical outcomes
•
health service,
•
Dependable and quiet practical and realistic
•
library/information work,
•
Friendly, but usually won’t express their views
until asked
•
caring,
•
Loyalty to family, employer and friends
•
advising individuals,
•
financial services,
•
nursing,
•
therapist
•
Customer services
•
Business communication accountancy,
•
personnel/HR
•
Primary school teacher
Strengths:
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
10. ISTJ – responsible, loyal, organised
Strengths:
Jobs
Natural Task Finishers.
• Thrive on following procedures, routines and
systems
•
Trustworthy
•
Sensible and realistic
•
Administration,
finance,
insurance), uniformed services
•
Calm and serious
•
Environmental services, trading standards,
surveying, RSPCA inspectors
•
Can work at a steady pace until the work is •
completed
•
Work towards practical solutions
•
Loyal to family, employer and friends
•
Able to work alone
•
Logical and analytical
•
Consistent and orderly
(accountancy,
Law
11. ESTJ – decisive, organiser, logical
•
Outspoken, assertive and self-confident
Jobs
Natural Leaders.
• Will take charge and get things done
•
Analytical and objective
•
Business
management,
administration,
accountancy, finance, call centre (supervisor),
law
•
Good at achieving goals
•
Engineering, dentist, emergency services
•
Work towards useful products and results
•
Mechanic, construction, lab technician
•
Get things done
•
Armed services, uniformed services
•
Not prone to sentimentality
•
Self employment
Strengths:
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Practical
•
More “managers” are this type than any other
12. ESFJ – co-operative, warm-hearted, determined
•
Warm and friendly
Jobs
Natural Organisers of Services for People.
• Like to organise services for people
•
Practical and realistic
•
Health Service (nurse, occupational health,
therapy), administration, hospitality, tourism
•
Decisive and consistent
•
Caring and advice work, teaching
•
Enthusiastic
•
Library/information, PR, marketing
•
Helpful
•
Hospitality services (hairdressing, pub manager),
conference organisation
•
Thrive on socialising and keeping others •
involved and happy whilst staying focussed on
clear practical outcomes
•
Want to be appreciated by others
•
Loyal and respect tradition
Strengths:
Catering
13. ESFP – exuberant, friendly, flexible
Strengths:
Jobs
Natural Providers of Practical Services to People.
• Focus on meeting immediate human needs in
a practical way
•
Gregarious
•
Good at predicting how others will react to •
situations
Social care,
therapies
•
Thrive on variety and socialising, keeping •
everyone involved and happy
Retail, estate agent, hospitality, administration,
tourism
advice
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medical
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Self awareness
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•
Generous with time and money
•
Armed forces, environmental services
•
Persuasive, tactful and sympathetic
•
Focus on meeting immediate human needs in
a practical way
•
Resourceful and supportive
•
Social care,
therapies
•
Like to “live the moment” (party animals!)
•
Retail, estate agent, hospitality, administration,
tourism
•
Armed forces, environmental services
advice
counselling,
medical
14. ESTP – spontaneous, flexible, pragmatic
Strengths:
Jobs
Natural Troubleshooters
• Engineering, science, protecting people and
property, IT, surveying
•
Energetic
•
Observant
•
Hospitality
•
Assertive
•
Law
•
Analytical problem solvers
•
Armed services, driving, paramedic
•
Think out loud
•
Environmental careers, construction, repair and
servicing
•
Work towards useful products and results
•
Adaptable, inventive and resourceful
•
Enjoy “activities” because they “live the
moment”
15. ISTP – flexible, logical, tolerant
Strengths:
•
Detached and objective
Jobs
Natural Organisers of Information and Resources
• Objective organisers of information and
resources
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
•
Realistic
•
Enjoy outdoor work, eg agriculture, horticulture,
forestry, environmental work, construction,
engineering, surveying and crafts
•
Thrive on variety and solving a new problem
•
IT, administration, secretary
•
Work toward practical outcomes
•
Armed services, driving, transport
•
Adaptable, action orientated, risk takers
•
Machine operative
•
Confident, independent and self-determined
•
Chef
•
Pragmatic
•
Can make decisions without being sentimental
16. ISFP – loyal, friendly, practical
•
Observant
Jobs
Natural Providers of Practical Services to People.
• Hospitality, retail, caring work, advice
•
Trusting, kind and considerate
•
Probation officer
•
Work in a step by step approach
•
Administration (secretary, receptionist)
•
Work toward practical solutions
•
Electrician, industry
•
Sensitive and gentle
•
Driving/transport
•
Spontaneous and tolerant
•
Many ISFPs love animals and many careers can
be rewarding, ie RSPCA Inspector, farming, vet
•
Quite private – can be hard to get to know
•
Agriculture, horticulture
•
Realistic
•
Tourism, leisure
•
Like to follow their own course
•
Fun to be with
Strengths:
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
Type preferences and identity
Learn best
Which words are you attracted to?
When you know you are learning
When you know how you can use the new learning
Long term job satisfaction and happiness usually
happens when we find work that matches our skills,
beliefs, values and identity.
Is your preferred work role in these lists? Does your
role match your preference?
SP
Crafter
Performer
Promoter
Operator
Improviser
Firefighter
SJ
Protector
Inspector
Superviser
Organiser
Provider
Leader
NF
Helper
Counsellor
Healer
Advocate
Mentor
Adviser
NT
Engineer
Co-ordinator
Architect
Inventor
Strategist
Creator
If none of the roles described here appeal to you,
don’t worry.
Other than being with friends and loved ones, think
about when you’re happy.
F
Learn best
With support and encouragement
When praised for good work
J
Learn best
When there is a clear structure and routine
With an accurate start time and finish
I
Learn best
Somewhere quiet where you can concentrate
without being interrupted
N
What tasks are you doing?
Learn best
These can form the basis of ideal job ideas.
When you know the theory behind the idea
Learning Styles
When you can apply your learning in new ways
We all learn best in different ways.
T
Your preference letters can help you choose learning
places and styles that best suit you.
Learn best
When there is a logical order to follow
Put a cross next to the letters which match your type When you can demonstrate that you do or use the
preferences to discover your ideal ways to learn.
learning
E
P
Learn best
Learn best
Working in groups
When talking about the subject
When there is a variety in the place and style of
study
S
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
Employability Skills
These skills are required by all employers
Which do you have?
Which do you need to develop?
Communicates Effectively in Writing
and Face to Face
Both are important parts of the problem solving.
It is best to start with N behaviour thinking about
the longer term goals and destination. Then use
S thinking to identify the steps required to get
there and any potential obstacles. S allow N’s
to “daydream”. Consider their ideas fully before
dismissing them. N allow S’s to point out the
real obstacles and work on solutions together.
E/I Behaviour
E/I behaviour is how we interact with the world,
our direction of attention outward (to people or
things) or inward (our own thoughts, feelings).
To communicate effectively we need to use the
best of both.
‘E’s learn to listen. Do not dominate a
conversation. Encourage others to speak and
describe their ideas. Don’t interrupt or finish
people’s sentences! Learn to put your ideas
down in writing – this will help clarify your ideas
and appeal to I’s.
‘I’ your written thoughts are usually well thought
out and clear. When talking don’t stop when
you’re interrupted, politely ask if you can finish
your point and then you’ll listen to the other
person (usually an E who often interrupts!)
Can think Creatively and Solve
Problems
Respect the Views and Contribution of
Others
T/F Behaviour
F behaviour means making decisions based
on a person’s feelings, thoughts and concerns.
Picking up on their body language and putting
yourself in their shoes. This is useful as you
are unlikely to upset someone or ignore their
contributions whilst discussing something with
them.
T behaviour focuses on the task or required
outcome rather than the person involved.
Sometimes this means the person may feel
ignored or steamrolled. T behaviour is good to
keep everyone focused on the task or purpose
of the discussion. It removes any thoughts of
favouritism or sentimentality. But do also use
F behaviour to observe each person and check
out they understand and can agree with what
needs to be done.
S/N Behaviour
S/N Behaviour is used whenever we take in new
information about something and try to make
sense of it. S behaviour focuses on the facts,
and using a step by step approach until we find
a solution. N behaviour focuses on the future,
looking forward to how something could be
different.
Punctual and Manage Own Time
J/P Behaviour
A J behaviour person is a naturally good
timekeeper, managing their own time, sticking
to a plan or schedule is their preferred method
of work. Employers like this because the work
gets done.
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How to understand your personality type,
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A P preference person generally finds it more
difficult to work at a steady pace. They tend
to enjoy starting tasks but often get bored or
easily distracted and move onto something else.
They often complete work at the last minute.
Employers tend not to like this approach.
P preference tip – at the start of a task e.g.
revision, write down what you have to achieve
(goals) by the end of the allocated time. Allow
yourself flexibility within the achievement of
the goals.
Sometimes unexpected things happen at work
and home. This is when a P preference is useful.
Changing a routine or schedule is easier for a P
than a J. Sometimes J’s need to go with the flow.
Just because things have always been done a
certain way does not mean a new approach is
the wrong way.
Type preferences can help us recognise
our strengths when faced with
problems…
ISTJ, ISFJ, ESTP, ESFP –
Handle problems with realism
Recognise and use relevant facts and experience
INTJ, INFJ, ENTP, ENFP –
Approach problems with enthusiasm
See new possibilities
ISTP, INTP, ESTJ, ENTJ –
Good at analysis
Stand firm against opposition
ISFP, INFP, ESFJ, ENFJ –
Good at describing the impact on people
Good at helping other people feel valued
But when we’re stressed…
ISTJ, ISFJ, ESTP, ESFP –
Get stuck (can’t see way ahead)
See the future negatively
INTJ, INFJ, ENTP, ENFP –
Get bogged down in unimportant details
Over-eat, drink or exercise
ISTP, INTP, ESTJ, ENTJ –
Have emotional outbursts
Take criticism very personally
ISFP, INFP, ESFJ, ENFJ –
Criticise everything
Take over without listening
Our type preferences can help us
understand our relationship with
friends and family.
In an argument…
E
Talk louder and faster
Want to get things sorted out now!
S
Argue specific facts
Focus on details
F
Personalise everything
Sometimes just give in to keep the peace
J
Consider all the options before deciding
Over simplify issues
I
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Self awareness
How to understand your personality type,
increase self awareness and choose the best career for you
Would rather go away and think things through
Keep quiet (until things build up so much that they
explode!)
they’re thinking out loud
N
Don’t ignore practical details
Consider how to get there – not just the final
destination
Imagine huge consequences from small incidents
Make sweeping generalisations
T
N
T
Tell people not to “get emotional”
Say “it’s not personal”
Consider peoples’ emotions not just the task and
the goals
Say what’s in it for people
P
P
Throw in extra issues – “and another thing”
Argue both sides
Focus on making decisions
Stick to the point
Here are some tips on how to avoid/get
out of an argument…
Job ideas that don’t require loads of
qualifications
E
Text or e mail ideas before springing them on
people
Listen! Only talk when the other person has
finished
S
Don’t dismiss new ideas straight away
Let others dream and fantasise
F
Don’t take everything personally
Don’t be afraid of disagreement – sometimes it’s
healthy
J
Consider all of the options before deciding
Doing things the same way is not always the best
I
Allow people to talk through their ideas
Don’t assume their ideas are rubbish because
ISTJ
Post deliverer
Shoe/key repair
Traffic warden
Bricklayer
Car mechanic/fitter
Tiler
Toolmaker
Watch/clock repairer
Welder
Painter/decorator
Windscreen fitter
ISFJ
Airport baggage handler
Care worker
Call centre
Stage hand
Thatcher
Cleaner
Office worker
Sports massage
Waiter/waitress
Signwriter/maker
Retail assistant
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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INFJ
Hotel porter
Youth worker
Hairdresser
Picture framer
Care worker
Display designer
Sports massage
Waiter/waitress
Tattooist
INTJ
Dental hygienist
Taxidermist
Technician
Car mechanic
IT/website work
Tattooist
Welder
Engraver
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Self awareness
ISTP
Bus driver
Roofer
Taxi driver
Refuse collector
Toolmaker
Garden centre worker
Car mechanic/fitter
Tiler
Far worker
Roadie
Warehouse worker
Windscreen repairer/
fitter
Stunt performer
Driver
ISFP
Bus driver
Sports massage
Road worker
Ranger/warden
Roofer
Driver
Taxi driver
Care worker
Tree surgeon
Roadie
Van driver
Milk deliverer
Working with animals
Kennels
Pet shops
Farm worker
INFP
Picture framer
Care worker
Sports massage
Retail assistant
Waiter/waitress
Youth worker
Display designer
INTP
Technician
Signwriter/maker
Car mechanic
Video recording operator
Tiler
Website/IT work
Welder
Props maker
Stone mason
ESTP
Scaffolder
Stunt performer
Van driver
Car mechanic/fitter
Tiler
Toolmaker
Bricklayer
Warehouse worker
Window cleaner
Roofer
Windscreen
repairer/
fitter
Bingo caller
Youth worker
Roadie
Taxi driver
ESFP
Circus performer
Scaffolder
Refuse collector
Stunt performer
Taxi driver
Chef/cook
Bar person
Theme park worker
Van driver
Stage hand
Youth worker
Roadie
Hotel porter
Holiday centre worker
ENFP
Display designer
Holiday centre worker
Retail assistant
Sports massage
Props maker
Teaching assistant
Coach/trainer
Theme park worker
Tour guide
Youth worker
Paramedic
Care worker
Chef/cook
ENTP
Stone mason/engraver
Signwriter/maker
Props maker
Technician
Picture framer
Toy maker/designer
Tiler
Bingo caller
Comedian
IT/website work
Circus performer
ESTJ
Floor layer
Ranger/warden
Stunt performer
Painter/decorator
Van driver
Car mechanic/fitter
Window cleaner
Post deliverer
Windscreen
repairer/
fitter
Removals
Market
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ESFJ
Care worker
Stage hand
Call centre worker
Theme park worker
Hairdresser
Train guard
Carpet fitter
Office worker
Chef/cook
Waiter/waitress
Hotel porter
Retail assistant
ENFJ
Coach/trainer
Retail assistant
Bingo caller
Hotel porter
Teaching assistant
Theme park worker
Holiday centre worker
Tour guide
Paramedic
Youth worker
Care worker
Chef/cook
ESFP
Scrap dealer
Market trader
Ranger/warden
Technician
Bee keeper
Van driver
Painter/decorator
Tiler
IT/website work
Carpet fitter
Window cleaner
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Self awareness
Examine Relationships
at Work: Openness and
Genuineness
Think about and then share your responses.
How do you usually show your feelings in the
situations described below:
Tasks
1. Share your responses with a partner ( only share
what you feel ok about saying to someone
else)
2. 2Discuss how you would like to respond in the
above situations
- your actions ( perhaps without words?)
3. If different from the above, discuss how you
feel you would be the best way to express your
feelings in these situations
•
4. Record in your journal:
- the words you use
When you feel bored with what is going on
- what you say
- what you do (perhaps without words?):
•
When you feel annoyed with another person
but you want to stay friends with them
- what you say
- what you have learnt about the way you express
your feelings
Journey into Self-awareness
– case study and exercises
- what you do (perhaps without words?):
•
When another person says or does something
that hurts your feelings
- what you say
- what you do (perhaps without words?):
•
When you are asked to do something that you
are afraid you cannot do well but you don’t
want to admit it
Learning aims
This case study looks a situation that a woman finds
herself in at work. The aim is to think about her
feelings and actions and perhaps to work out what
she could do to understand or even improve the
situation. By thinking about Sarah, and discussing
what she can do, you can:
•
Work out your own strengths
•
- what you say
Gain understanding and insight into your own
attitudes and behaviours
- what you do (perhaps without words?):
Case study
•
When you feel angry at what someone has said
in a group situation
- what you say
- what you do (perhaps without words?):
Sarah Morgan, age 22, was excited about her first
‘proper’ job which was in a local bank. Eager to
show that she deserved the job, she worked hard
in the first six months. She liked her colleagues,
got along well with her manager, and was and was
asked to be involved in a project through which she
was able to meet other people in the bank.
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Self awareness
The project aim was to develop a new system to deal
with customer complaints. Over a period of several
weeks, Sarah and her project team colleagues
worked hard to develop a solution.
The team consisted of Sarah plus five colleagues:
two people were about her age and the other three
were a lot older.
Things ran smoothly for several weeks, until the time
came for decisions to be made. As soon as there
was a deadline, Sarah became aware that people
began behaving differently. Two members, who
had always arrived late to meetings, began working
very slowly and putting off work for the project.
Two others who had attended the meetings and
usually worked quite hard began to spend more
time chatting and joking rather than working. One
person who had never before given his opinions
about the ideas put forward to solve the problem
now said that the group needed more time before
it would be ready to make a decision.
Sarah had worked hard all along and wanted to
finish this project so that she could move on to
other projects. She was very frustrated with the lack
of progress being made by the group and she was
also worried that her manager might think that she
had not been up to the job. Yet she did not want
to speak up. She felt she was too young and had
not been at the bank long enough to give ‘orders’
to the older members of the team. And she did not
think she could go to her boss to complain about
her older colleagues. She did not know why the
group was experiencing so many problems. Sarah
thought to herself “why can’t they get along? Why
can’t everyone on the team be more like me? I work
hard and have pride in how this project is going
to turn out. Why don’t the others?” She began to
wonder if this was the right place for her.
Questions
1. Why is Sarah upset?
2. In what ways are the work styles of Sarah’s
teammates different from hers? What causes
those differences?
3. Can these differences be sorted? Why or why
not?
4. How would you handle the situation if you were
Sarah?
5. Have you had an experience similar to Sarah’s?
Do you feel you dealt with it well? If you could live
it over again, what would you do differently?
Lost at Sea
Scenario
You are adrift on a boat in the South Pacific. A fire
has destroyed most of the boat and its contents .
The boat is now slowly sinking. You don’t know
where you are because all the compasses etc have
been destroyed. Your best guess is that you are
approximately one thousand kilometres from the
nearest land.
Sheet 2 gives a list of 14 items which are undamaged
after the fire. In addition to these articles, you have a
rubber life raft with oars. It is large enough to carry
yourselves and all the items on the list. The total
content of all the survivors’ pockets are a packet of
cigarettes, several boxes of matches and a £5 note.
Tasks
1. Rank the 14 items in terms of their importance
to your survival on sheet 2. Place the number 1
by the most important item, the number 2 by
the second most important item and so on…
2. Discuss the same as a group (of 4) on sheet 3
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Self awareness
3. Hear expert rankings and compare answers.
- did you feel free to express your ideas?
4. Complete the checklist.
- did you listen to others?
5. Use your journal to reflect on the following
questions:
- what did you bring to the group?
- how do you feel you contributed in the group ?
- would you liked to have done/said anything
differently? If so, can you learn
Sheet 2
Item
Individual Ranking
Expert Ranking
Difference
Cosmetic mirror
5 gallons of water
Mosquito Netting
One case of army rations
Map of Pacific Ocean
Seat cushion (flotation device
approved by coastguard)
Two gallon can of oil-gas mixture
Small radio
Shark repellent
A sheet (twenty square feet) of opaque
plastic
One bottle of 160-proof rum
6 metres of nylon rope
2 boxes of chocolate bars
Fishing kit
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
Sheet 3
Item
Group Ranking
Expert Ranking
Difference
Cosmetic mirror
5 gallons of water
Mosquito Netting
One case of army rations
Map of Pacific Ocean
Seat cushion (flotation device approved by
coastguard)
Two gallon can of oil-gas mixture
Small radio
Shark repellent
A sheet (twenty square feet) of opaque plastic
One bottle of 160-proof rum
6 metres of nylon rope
2 boxes of chocolate bars
Fishing kit
Expert Ranking and Reasoning
Rank
Item
Reasoning
1
Cosmetic mirror
Critical for signalling air-sea rescue
2
Two gallon can of Oil-Gas mixture
Critical for signalling – the mixture will float on
water and could be ignited with a £5 note and
match
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Self awareness
3
5 gallon can of water
Necessary to replenish loss-perspiration etc.
4
One case of army rations
Basic food
5
Plastic sheeting
Collect rainwater/provide shelter
6
Chocolate bars
Reserve good supply
7
Fishing kit
8
Nylon rope
9
Floating seat cushion
10
Shark repellent
11
Rum
12
Radio
13
Map of Pacific Ocean
14
Mosquito netting
Questions to help reflect on how you
worked in a group situation
Lower than chocolate bar because you might
not catch any fish
For tying equipment together to prevent it
falling overboard
If someone fell overboard it could be used as a
life belt
To repel sharks
Antiseptic qualities (to drink it would be
madness)
Little value without transmitter – out of range
of stations
As you can’t do anything about it, it may be
better to not know
There aren’t any mosquitos
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3. How clear was the purpose of the discussion?
1. Who contributed most?
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2. Who contributed least?
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4. How well did people listen to each other?
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..................................................................................................................................................................
..................................................................................................................................................................
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
..................................................................................................................................................................
5.
Were creative ideas suggested?
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6.
What were the most helpful actions?
You need to do two things:
1. Look at other people’s views about you and see
how their views have affected you
Look back on all parts of your life
For each of these areas, think:
•
What would others say about you that is good ?
•
What helpful suggestions would others offer
to help you improve or change?
..................................................................................................................................................................
.................................................................................................................................................................
..................................................................................................................................................................
- personal (dealing with family and friends,
neighbours, partners, boy/girl friends),
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7.
Were difficult issues dealt with thoroughly?
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- education (teachers, coaches, classmates)
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The Social Mirror
The ‘Social Mirror’ refers to all those people in your
life who have opinions about you as a person and
who have ‘mirrored back’ these opinions to you by
their words or by their actions. Whether you like it
or not, all these opinions and attitudes about you
have a very strong effect upon your own view of
who you are and what you are like.
But this does not mean that this ‘social mirror’
should be taken as the truth about you. It can be
like a mirror at a fairground- the wrong shape or
with bits missing.
- workplace (bosses, workmates, mentors)
.................................................................................................................................................................
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- other areas important to you ( religion,
sports groups etc.)
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..................................................................................................................................................................
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Self awareness
2. Now you need to think:
•
What do you most like about yourself?
.................................................................................................................................................................
..................................................................................................................................................................
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..................................................................................................................................................................
Source – this exercise is adapted from Stephen Covey’s
Seven Habits of Highly Efficient People, Leadership
Training Manual.
..................................................................................................................................................................
..................................................................................................................................................................
•
What do you most dislike in yourself and would
like to change?
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•
What beliefs do you have about yourself
that stop you from doing things?
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•
How might these beliefs have been created or
influenced by your ‘social mirror’ ?
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•
Since it is possible – perhaps even likely – that
your weaknesses are ‘in your head’ and not
real, what could you do to turn them into
strengths?
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..................................................................................................................................................................
..................................................................................................................................................................
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
Self assessment of Communication Skills
Rate from 1-10 (where 1= never and 10 = always) yourself in each of the following areas
1
2
3
4
5
6
7
8
9
10
I look people straight in the eye when I am talking to them
I make clear arrangement when I am meeting someone
People do not need to ask me to speak up
They can hear me clearly
People do not ask me to speak more quietly. I do not
shout.
People do not keep asking me to repeat what I’ve said I do
not talk too quickly
I keep calm when I am telling someone that I think they
are wrong.
I can give clear directions
I can explain clearly how something works
(e.g. a computer game or machinery)
I can explain the plot of a film or television programme
I do not swear when I am talking to colleagues or in front
of people I do not know.
Areas for improvement
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.........................................................................................................................................................................................................................................................................................................................................................
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
Assertive Communication
Assertive communication means standing up
for yourself but also respecting other people.
Aggressive communication is usually not
helpful in the long run
It is:
Assertive Communication is usually the best
communication style. It’s a good idea to learn
to be firm about what you want or need.
• Fair
•
Do you always end up going where your
friends want to go rather than where you
want to go?
•
Have you ever had a flat mate who ate your
food or wore your clothes without asking?
•
Have you ever worked with someone who
left you with all the worst jobs to do?
• Direct
• Tactful
• Honest
The purpose of assertive communication is to
give your own views while staying polite with
someone who thinks differently from you.
Sometimes we can feel nervous about being
assertive and even think it is aggressive.
So we become passive instead.
You need to learn to be assertive –to be clear
about your views and be able to tell them to
other people clearly without making them feel
“put down”.
Passive Communication
This is when we do not say what we mean
because we want to please other people too
much We avoid disagreeing and are easily
persuaded or bullied. We keep our thoughts
to ourselves and meekly agree with the other
person. Sometimes this can be a sensible way
to behave. If a person with a knife demands
your purse then it is better to say ‘please take
it’ than say, ‘no, I’d rather keep my purse, thank
you’ But usually being passive just makes you
feel bad and a loser.
Aggressive Communication
This is being pushy and even bullying, always
needing to be right and blaming others. We are
aggressive when we want to be in control, are
afraid, don’t value the opinions of others, or are
generally angry. We want to win or dominate
– to prove we are right and others are wrong.
How to communicate assertively
There are 3 parts to developing an assertive
statement:
•
Your view of the situation
- in your own words, what is the issue or situation
as you see it?
•
Your feelings about the situation
- describe how the situation makes you feel
without placing blame on others
•
Your wants regarding the situation or
outcome
- own your request for a resolution by using “I”
instead of “you”.
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Self awareness
Communication Styles
For the following situations describe a passive,
aggressive and assertive statement or response.
Discuss the potential consequences for each.
1. You’ve been standing in the queue at the
shop for a long time and someone pushes in
front of you.
..............................................................................................................................................................
She or he is telling you all about their new
magazine
..............................................................................................................................................................
Passive response
..............................................................................................................................................................
Aggressive response
Passive response
..............................................................................................................................................................
..............................................................................................................................................................
Assertive response
Aggressive response
..............................................................................................................................................................
Assertive response
4. You go to an expensive steakhouse and order
your steak medium rare and it is served to you
well done.
..............................................................................................................................................................
Passive response
2. You live in a flat with three other people. One
person is very messy and sloppy, leaving dishes
on the table and in the sink, eating your food,
leaving a mess in all rooms of the flat.
..............................................................................................................................................................
Aggressive response
..............................................................................................................................................................
Passive response
..............................................................................................................................................................
Assertive response
..............................................................................................................................................................
Aggressive response
..............................................................................................................................................................
Assertive response
3. A salesperson calls you on the phone when
you are in the middle of doing something.
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Self awareness
Communication Styles
For the following situations describe a passive,
aggressive and assertive statement or response.
Discuss the potential consequences for each.
1. You’ve been standing in the queue at the
shop for a long time and someone pushes in
front of you.
..............................................................................................................................................................
She or he is telling you all about their new
magazine
..............................................................................................................................................................
Passive response
..............................................................................................................................................................
Aggressive response
Passive response
..............................................................................................................................................................
..............................................................................................................................................................
Assertive response
Aggressive response
..............................................................................................................................................................
Assertive response
4. You go to an expensive steakhouse and order
your steak medium rare and it is served to you
well done.
..............................................................................................................................................................
Passive response
2. You live in a flat with three other people. One
person is very messy and sloppy, leaving dishes
on the table and in the sink, eating your food,
leaving a mess in all rooms of the flat.
..............................................................................................................................................................
Aggressive response
..............................................................................................................................................................
Passive response
..............................................................................................................................................................
Assertive response
..............................................................................................................................................................
Aggressive response
..............................................................................................................................................................
Assertive response
3. A salesperson calls you on the phone when
you are in the middle of doing something.
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and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Self awareness
Questions
1. In the above situations, which responses
would you most likely give? And why?
2. Is there a pattern for your behaviour?
Describe it
3. If your approach to these situations is
primarily passive, why is this ?
4. If your approach to these situations is
primarily aggressive, why is this ?
5. Which responses are the most effective
and why?
6. What are some other responses that
would work well in these situations?
7. Think of situations in your own life
where you would like to have been
assertive instead of being passive or
aggressive. Work out how you could have
acted assertively
Action Plan
1. The one or two areas in which I am most
strong:
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2. The one or two areas in which I need more
improvement:
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3. One thing I can do to improve:
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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
45
http://advalue-project.eu
Self awareness
4. How I will do this: (Be very detailed about what
you will actually do- when and where and how
often etc)
3. Ask someone you like and trust to give you
feedback about your qualities.
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4. If you feel strong enough and you trust the
person enough, you may ask them to give
you some ideas about areas where you could
change.
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Action planning support:
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Self Assessment and Self Improvement Tasks
Here are some suggestions of things you can do
to make changes in the way you act.
Do not ask anyone that you think might say
something hurtful to you.
1. Pick out something you do that you would
like to change. Think of something you could do
instead. Practise this different way of behaving
for a week. Keep a record of every time you
change your behaviour. Did it work? Will you
continue?
Criticism will do you no good and just knock
your confidence further.
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2. Observe a person you admire. How would you
describe their attitude to life? Is there anything
you can learn from them to bring into your
attitude and behaviour?
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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
46
http://advalue-project.eu
Self awareness
Journal Writing
Following each class, you will have time to write
up your journal entry. This is a record of what you
personally have gained from the session and what
you still want to achieve or learn in this area. You
can also write in your journal about things that
have happened at work or with friends that are
connected to the topics covered in the classes.
Assessment
Multicultural communication is a very important
part of this course. Your tutor will want to check
that you are keeping your journal regularly and you
may be asked to talk in general about some of the
things you have written, just to make sure you are
on the right track. But your tutor will not read your
journal. It is personal - a place for you to write down
what’s happening to you and what progress you
feel you are making on the course and in your life
in general.
Each entry should include:
•
The date of the lesson.
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The topic being covered.
•
Anything you learnt from other people in the
class.
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What you learnt about yourself in the lesson.
•
Feelings/thoughts about yourself from what
you learnt
•
A re-think of your own strengths and
weaknesses.
•
Goals and action steps for the future.
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP
47
http://advalue-project.eu