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Confidence and

Assertiveness in the
Workplace
Jared Hansen

Confidence
Definition:
A trust or belief in ones own powers or abilities
Belief that one will act in the right, proper, or effective
way

(Hecimovich & Volet, 2009)

Assertiveness
Form of communication

Ability to express feelings, thoughts, beliefs, and


opinions in an open manner without violating
the rights of others
Alternative to passive or aggressive
communication styles

(Michel, 2008)

Assertiveness cont.

(Michel, 2008)

Importance of Confidence and


Assertiveness
Improved outcomes for patients
More likely to engage in successful assessment and
intervention
Eliminate over or under-reliance on outside resources

Trust of patients and colleagues in clinical


decisions
Improved communication

Improved work relationships

(Hecimovich & Volet, 2009)

Reasons for Lack of Confidence


and Assertiveness
New or unfamiliar environment

Lack of knowledge or competence


Stress or anxiety
Feelings of timidity

Perfectionism
Worry or fear of failure
(Yang, Kim, Park, & Yang, 2014)

When Confidence is Lacking


Know the reasons
Internal or external

Align goals for increasing confidence and


assertiveness with identified reasons and
readiness for learning

(Holland, Middleton & UYS, 2012)

Confidence and Competence


Cyclical
Feelings of competence can influence confidence
and changes in confidence will influence feelings of
competence

(Holland, Middleton & UYS, 2012)

Increasing Confidence and


Assertiveness

Student Approach
Internal
CBT
Thought awareness
Rational thinking

Self-compassion
Mindfulness-based attention training
Mundane task focusing
Meditation
(Centre for Clinical Interventions, n.d.)

Student Approach cont.


External
Utilize resources
Manage stress
Positive self-talk
Journal exercises

Assertive communication
I statements
Ask question
(Holland, Middleton & UYS, 2012; Michel, 2008)

Supervisor Approach
Provide positive experiences and small successes

Provide encouragement and support


Offer respect and acceptance
Be Approachable

Provide feedback that is appropriate and


accurate
Take time to explain
Offer affirmation and appreciation
(Holland, Middleton & UYS, 2012)

A Supervisory Model

(The Ken Blanchard Companies, 2005)

A Supervisory Model cont.

(Christ, 2007)

A Supervisory Model cont.

Delegate

Accepts self-direction
Asks for input

Support

Engages in more two-way communication


Encourages and facilitates self-reliant problem solving
Involves other person in decision making
Listens and provides support and encouragement

Coach

Assists with task organization and delivery


Encourages during task performance
Supports what student knows, teaches parts unknown

Direct

Sets goals and clarifies expectations


Tells and shows an individual what to do, when, and how to
do it
Closely supervises, monitors and evaluates performance
(Christ, 2007)

Conclusion
People also fail to apply what they have
learned, or do so only half-heartedly, if they
distrust their ability to do it successfully.
(Bandura, 2000, p. 126)

When they [students] believe they can, they will,


and they do succeed.
(Greer-Day, Medland, Watson & Bojak, 2015, p. 41)

References
Bandura, A. (2000). Cultivate self-efficacy for personal and organizational
effectiveness. In E. A. Locke (Ed.), Handbook of Principles of Organizational
Behavior (p. 129). Oxford, UK: Blackwell

Centre for Clinical Interventions (CCI) - Psychotherapy, Research, Training.


(n.d.). Retrieved from
http://www.cci.health.wa.gov.au/resources/consumers.cfm
Christ, P. (2007, September 25). Match Supervision to the Student: Part
II. ADVANCE for Occupational Therapy. Retrieved from
http://occupational-therapy.advanceweb.com/Article/Match-Supervisionto-the-Student-Part-II.aspx
Greer-Day, S., Medland, J., Watson, L., & Bojak, S. (2015). Outdoor
Adventure Program Builds Confidence and Competence to Help New
Graduate RNs Become Everyday Leaders at the Point of Care. Journal for
Nurses in Professional Development, 33(1), 40-46.

References
Hecimovich, M. D., & Volet, S. E. (2009). Importance of building confidence
in patient communication and clinical skills among chiropractic
students. The Journal of Chiropractic Education, 23(2), 151.

Holland, K., Middleton, L., & Uys, L. (2012). The sources of professional
confidence in occupational therapy students. South African Journal of
Occupational Therapy, 42(3), 19-25.
Michel, F. (2008). Assert Yourself. Perth, Western Australia: Centre for Clinical
Interventions.
Yang, Y. O., Kim, M., Park, K. Y., & Yang, J. H. (2014). Factors influencing the
confidence in core clinical skills among hospital nurses. International Journal
of Nursing Practice, 21(6), 831-838.