Who are you; who are

others?

Self awareness;
diversity and ethical
decision making

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Self awareness
“No one can make you feel inferior
without your consent.”
- Eleonor Roosevelt

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Why Increase Your Self-
awareness?
 Establish an Understanding of Your
Existing Aptitude to Manage
 To Be Able to Continually Improve Your
Skills
 Learn How to Self-direct Your
Managerial Career
 Guide ethical decision making
 Understand and appreciate diversity

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This module is an
introduction to Personal
Leadership and Competence
It discusses self-awareness and
self-regulation as foundations for
leadership realization.

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By the end of this session, student should be
able to:
 Explain the importance of self-
awareness and regulation and discuss
how their practices helps
demonstrate a capacity for
leadership.
 Analyze situations in which self-
awareness and regulation play a
significant role in leadership.

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 In the Modern Workplace
Technical skills NOW take second place
to an employee’s ability to learn on the
job.

Communication skills, adaptability,

creativity, responsiveness, personal
management, motivation,
“contributorship”, social skills, and
leadership potentials are NOW
specifically identified as desirable traits
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Self-Awareness and Regulation

As a foundation skill for the development of

management or leadership, self-awareness plays a
significant role in emotional competence, an attribute
now considered among the most desired traits for
managers.

What is awareness? Self-awareness?

Awareness is generally defined as having
a realization, perception or knowledge of
a concept, situation, circumstance, or
person.
Interpretations aside, this is a very
clear example of how individuals
tend to have different ways of
perceiving objects and interpreting
these based on their personal
frames of preference. Self-
awareness allows an individual to
recognize their place and role in the
world and to express thought and
behavior on this construct..
Activity:
Self-Awareness questions
This is a quick test to find out if you
are self-aware. We have set of five
(5) paired questions – each number
will have two questions. Answer
each question as Yes if you agree
that the question mostly refers to
how you would most likely respond
or act. Answer ‘No’ if the question
refers to actions you would most
likely not do.
Are you Self-Aware?
1. (A) Do you listen to others
during a conversation?
(B) Or do you tend to do a lot of
talking?
2. (A) Do you ask others how they
feel about situations?
(B) Or do you make assumptions
based on your own feelings?
3. (A) Do you think about how your
actions affect others?
 (B) Or are you confident that others
are “fine with how you handle
situations.
4. (A)Are you aware of other people
social cues?
(B) Or do you mostly focus on your
own?
5. (A) Can you admit when you are
wrong, and have apologized when you
are?
(B) Or do you tend to think that
things are wrong or go bad because of
others.
Self-awareness requires us to
understand requires us to understand
ourselves in many areas.
Areas of Self-Awareness:
• Personality
• Values
• Habit
• Needs
• Emotions
Values
Personal values are what we refer to as
convictions about what we feel are
important and attractive,
advantageous, or beneficial and we all
possess a unique and complex
combination of them. There are two
types of personal values:
• Terminal- desired end-states we strongly want to
achieve, such as comfortable life, freedom, or
salvation.
• Instrumental – convictions about desired
characteristics or certain modes of behavior such as
being ambitious, forgiving, thoughtfulness.
Habits
These are behavior we repeat routinely
and often enough, even automatically
that they tend to be unconscious. Being
self-aware will help us examine and re-
examine habits that get in the way of
being more effective when we
undertake tasks or complete projects.
Needs
Contrasted with wants, needs drive us
to do the things we do, act the way we
act, or think the way we think.
Emotions
Our combined feelings or emotions is
one of five facets of emotional
intelligence (EQ); understanding them
requires us to analyze and know the
underlying factors and processes
associated with rooted emotional
experiences.
According to Goleman, emotionally
aware people know which feelings they
are feeling and why, and they cam link
what they feel with what they do, say,
and think.
The Johari Window
 The Johari Window
The Johari Window is a very helpful internal and external
communication grid (intra-psychic and interpersonal). You may find
it quite useful as you journey forward into the discovery of who you
are.

Quadrant Self Persona Characteristic

1 Public Open Personal
attributes that are
readily seen or
observed by the
person and others
in himself/herself

2 Private Secretive Attributes that a

person knows
about him/herself
but is not known
to others
3 Blind Naive Attributes that a
person does not
know about
him/herself but is
known by others

4 Undiscovered Mysterious Attributes that

both a person and
others do not yet
know of the
person and which
are left for future
discovery
Self-Regulation

It is a stage where awareness of certain behavior leads to

self-policing action or the capacity to alter behavior.
It determines how we can choose to respond, and the way
we do respond, to particular situations, circumstances
events, and people.
Theorist and behaviorists have also studied the function of
self-regulation and at least two related theories are
discussed here:
Social Learning Theory
Self-Determination Theory(SDT)
Social Learning Theory – assumes that people learn from
one another such concepts as observation, imitation, and
even modeling. Although we learn by our own trial and
error, we also perform much learning by watching other
people. It is, after all, safer to let others make the
mistakes. When the behavior makes sense, we go through
it in our minds then try it for ourselves.
It assumes that people learn from one another such
concepts as observation, imitation and even modelling:
1. People can learn by observing the behaviors of others as
well as the outcomes of those behaviors.
2. Learning can occur without a change in behavior.
3. Cognition plays a role in learning.
Albert Bandura suggests that the environment has an
influence by modeling:
1. The observer is reinforced by the model.
2. The observer is reinforced by a third person.
3. The imitated behavior itself leads to reinforcing
consequences.
4. Consequences of the model’s behavior affect the
observer’s behavior vicariously.
According to Bandura, there are four (4) conditions for
effective modeling to occur:
1. Attention – observer should pay attention to the model
2. Retention – Observer must be able to remember
observable behavior, reinforcement may be in the form
of rehearsals
3. Motor reproduction – Observer’s ability to replicate the
behavior should be demonstrated.
4. Motivation – Observer should be motivated to replicate
the behavior, to demonstrate the behavior.
When we succeed, we become more confident (self-
efficacy). As we interact with our environment, it
becomes a two-way process: as we change it, it
changes us (reciprocal determinism).
Learning is thus a combination of watching, thinking
and trying.
We learn most from people with whom we identify.
When younger this is parents. Later it is peers.
Attractive and famous people also are effective, as do
those in authority.
Learning has a an 'thrill' or 'aha' aspect, which
reduces as we become competent. Thus, when we
succeed, we raise the bar of targeted performance.
Also, when we fail, we set our sights lower.
Self-Determination Theory (Edward Deci & Richard
Ryan)
People have an external 'perceived locus of
causality' (PLOC) to the extent they sees forces
outside the self as initiating, pressuring, or
coercing one’s action. In an internal PLOC a
person feels they are the initiator and sustainer of
their own actions.
People with a higher internal PLOC thus feel self-
determined in that they see their behavior as
stemming from their own choices, values, and
interests, whereas those with an external PLOC
experience their behavior as controlled by some
external event, person, or force.
The internal locus is connected with intrinsic
motivation, whilst the external locus is connected
with extrinsic motivation.
The distinction between intrinsic and extrinsic is a core part
of SDT, which was developed in the wake of Behavioralism
and Conditioning, where behavior management is based
around reward and punishment. SDT extends this extrinsic
view to consider intrinsic effects.
There are three needs that SDT identifies as requiring
satisfaction:
Competence: succeeding in what you do.
Relatedness: connecting with others.
Autonomy: being in control of your life.
Example
I feel in control of my own life. I feel responsible for my
actions. I have a high internal locus and motivate myself. My
friend is always complaining that they are being 'forced' to do
things and that life is not fair. They have a high external locus
and are more affected by reward and punishment.
Phases of Self-regulation
1. Forethought/Pre-action or Setting Standards and Goals
sets the stage for action and maps tasks
2. Performance Control
Involve processes and the utilization of strategies to reach
success
3. Self-reflection
Reflection after performance; outcomes are compared to
goals set in the forethought phase
For our purposes we will list three:
1. Forethought/pre-action or setting standards and goals-
Preceding actual performance, it sets the stage for action
and maps tasks and provides parameters for realistic
expectations
• When will they start?
• Where will they do work?
• How will they get started ?
• What conditions might help or hinder them from attaining
success?
3. Performance control – involves processes and the active
attempt to utilize specific strategies to reach success
• Are they accomplishing what they hoped to do?
• Are they being distracted?
• Is this taking more time than they thought?
• Under what conditions do they accomplish the most?
• What questions can they ask themselves to keep working?
4. Self-reflection – involves reflection – involves reflections
after the performance, a self-evaluation of outcomes
compared to goals set in the forethought phase
• Did they accomplish what they planned to do?
• Were they distracted and how did they get back to work?
• Did they plan enough time or did they need more time
than they thought?
• Under what conditions did they accomplish the most work?