ILM Self Awareness L5

5
ILM Level 5
Diploma for Leaders and Managers
Workbook:
Self-Awareness
1 Self-Awareness
Workbook:
Self-Awareness
In this workbook, we are going to look at self-awareness and emotional intelligence,
as part of the process of developing the behaviours required to improve performance.
We will consider:
Section 1: Understanding own impact on others 3

The importance of being aware of own behaviour 3
Methods for gathering feedback 4
Self-reflection tools 25
The link between self-awareness and improved performance 26
Section 2: Understanding emotional intelligence 27

What is emotional intelligence? 27
Models and theories of emotional intelligence 28
Section 3: Understanding different learning and behaviour styles 36

Learning styles and learning style theories 36
Behaviour styles and behaviour style theories 48
Section 4: Putting knowledge into practice 59
Section 5: References, bibliography and further reading 67
This workbook maps to the Self-Awareness knowledge element of the Apprenticeship Standard
for Team Leader/Supervisor and the Self-Awareness combined knowledge and skills unit of the
ILM Level 5 Diploma for Leaders and Managers. It also supports the skills section of the same
Apprenticeship Standard.
2 Self-Awareness
Section 1: Understanding own impact
on others
Introduction
Being a manager requires a good level of self-awareness. Developing self-awareness and

possessing an understanding of our emotions and reactions helps managers to deal with the
challenges faced in the workplace.
In this section, we are going to examine:

• the concept of self-awareness
• gathering feedback on our behaviour at work
• different methods for gathering feedback
• the link between self-awareness and improved performance as a manager
The importance of being aware of own behaviour
Self-awareness is the conscious knowledge of ourselves – our character, desires, beliefs, qualities,
motives and feelings. Having a good sense of these aspects of ourselves can help us in the
workplace, and in our private lives.
Developing self-awareness, is a skill that is part of our personal and professional development.
Self-awareness can be applied in our working lives to help us:
• understand emotions more clearly – ours and other people’s
• improve our communication skills – and interact with others in the workplace to resolve conflict
more effectively
• improve leadership skills – and our general operational performance
• improve job satisfaction – by focusing on job roles and tasks that truly motivate us
• maximise career development opportunities
There are many test and techniques that examine our character, qualities, motivation and feelings,
helping us to access previously unknown information about ourselves.
Self-Awareness 3
Section 1: Understanding own impact on others
Methods for gathering feedback
There are a number of techniques and tools that help us to reveal, recognise, evaluate and
understand the different attributes and qualities that make us unique, for example:
• feedback from others
• coaching tools
• psychometric tests
• management tools
• self-reflection tools
Feedback from others
An important element of developing self-awareness is receiving feedback. When feedback is

good, it gives us positive reinforcement and the confidence to develop our strengths further.
The negative aspects of feedback are useful too, because they show us where we may need to
consider making changes.
When working to improve performance, feedback needs to be collected over sufficient time to
allow objectives to be achieved or to take effect. If the time period is too short, there may not
be enough data available to be able to measure progress. If too long, energy and motivation to
achieve objectives may decrease, and opportunities to improve may be missed.
If we do not give and receive feedback, we have no way of knowing how we are doing from an
objective point of view. Our efforts need to be measured against others’ standards and opinions
to reflect a realistic, three-dimensional picture of our performance in the workplace.
Different feedback mechanisms – many organisations will have policies and procedures in place for
giving and receiving feedback. As managers going through a process of developing self-awareness,
we can actively seek out feedback from useful sources that will help us review our progress.
Understanding different feedback mechanisms will give insight into:
• how to maximise the effectiveness of feedback we receive
• how to give effective feedback to others – particularly team members
When giving feedback it is important to consider the person receiving the feedback. If the feedback
is positive, it is a good opportunity to give praise and encouragement. This empowers and motivates
the team member to continue doing well and not to lose their focus. They feel valued and respected
and will benefit from feeling appreciated and recognised. This works both ways and we also want to
receive feedback that allows us to be valued and recognised for what we do and supports our future
development and improvement.
4 Self-Awareness
Formal reviews – these provide valuable and focused opportunities for detailed conversations.
They usually begin with a performance appraisal defining objectives, often using a rating system.
The appraisal is then discussed with our line manager where we:
• give and receive feedback
• review progress so far
• discuss current strengths and issues
• set goals and targets for the next stage
Informal feedback – informal feedback can be given at any time – e.g. on completion of a project,
at the end of a shift, or when something good or bad happens at work. It may be that we have
been observed doing a work activity and we receive verbal feedback about that activity soon after
or even during the event. Opportunities to receive informal feedback are usually unplanned and
can be as simple as a quick chat, a passing comment, or a spontaneous note or email.
Feedback from peers – we can ask our peers to give us feedback. It is useful to have feedback
from people we work with who:
• understand the work environment and requirements
• understand how to do the tasks being discussed
• give valuable and appropriate information that can be used to make future improvements
Formal feedback from customers, suppliers or other stakeholders – this occurs when an
organisation asks customers, suppliers or other people outside the organisation to give feedback
about our work. The information is usually collected in questionnaires or surveys.
Informal feedback from customers, suppliers or other stakeholders – customers, suppliers

and other people outside the organisation may decide to give spontaneous, informal feedback,
verbally or in writing. This could be praise from a customer after a meal, or complaints from a
supplier about late payments.
Just ask! – people will usually be quite happy to offer us feedback about how we work. Choosing
different times and situations to solicit feedback will ensure we have sufficient information when
assessing any performance improvements.
Self-Awareness 5
Self-appraisal – self-appraisal is part of the 360-degree appraisal process (which will be covered
later) and is a useful way of evaluating strengths and weaknesses. Keeping a reflective diary is one
way to monitor activities and can be part of appraisal and review sessions.
Self-appraisal is particularly useful when evaluating skills, experience and knowledge that are
connected with self-awareness. To maximise its effectiveness, it is beneficial to compare self-
appraisal with feedback from others.
Knowledge Activity 1: Consider the different ways of receiving feedback that

are common in your workplace – then consider how else you might be able to get
feedback and from whom. Use the space below:
6 Self-Awareness
Feedback from different sources – there are many sources of feedback including:
• line managers – e.g. in formal appraisals or informal chats
• customers – e.g. in surveys, questionnaires or complaints
• team members and other colleagues – e.g. during appraisals or informal discussions
• training providers – e.g. in reports and debriefing sessions after completing a training course
or following an observation session
• coaches and mentors – e.g. as part of a ‘question and answer’ session after a learning activity
or discussion
It is important to look at feedback in detail and be objective about the comments. Some feedback
will be reliable, useful and easily interpreted. For example, structured and informed feedback from
a line manager, coach or training provider will be valuable as they have the skills to give useful and
constructive criticism.
Good-quality feedback will be based on sound knowledge about:
• the individual
• the workplace environment
• the situation and task being reviewed
• the organisation’s standards and requirements
This means that the results can be interpreted as being valid and truthful. This gives the individual
an honest view of themselves so they can:
• learn from the issues that need to be improved – and appreciate the opportunity to learn
something about their performance they might not have known before
• enjoy and accept praise
• take confidence from positive comments – they indicate that things are going well and need to
continue to the same high standard
Some feedback is not reliable due to the inexperience of those providing it. For example,
customers sometimes leave feedback that is biased and subjective. It is important to interpret
feedback in context.
By gathering feedback from different sources we:

• have access to a three-dimensional picture of ourselves from other people’s perspectives
• have access to reliable feedback – so that we can gain useful and valid insight and information
• accept that some feedback is unreliable – and should not be taken too seriously or personally
Self-Awareness 7
Coaching tools
There are a number of simple but effective tools that professional coaches employ to help their
coachees increase their self-awareness. In this section we are going to explore:
• The Johari Window
• Wheel of Life
• Personal SWOT analysis
The Johari Window – this is designed for working on self-awareness, personal development and
understanding relationships at work.
Information about ourselves is entered into the relevant ‘pane’ of the window. The size of the
panes can be changed providing a focus for analysis and personal development planning.
A simple version of a Johari Window is as follows:
1 2
Open/free area Blind area
Known by the person Not known by the person
Known by others Known by others
Information about the person – e.g. skills, knowledge, Things that others know about the person that they do not
experience, behaviour, attitude, feelings know or realise themselves
3 4
Hidden area Unknown area
Known by the person Not known to the person
Not known by others Not known by others
Information that is withheld from others – e.g. feelings, Information that has not been recognised or revealed –
fears, worries, manipulative intentions, secrets e.g. a young person’s undiscovered talents and attributes
that need to be revealed
The aim is to enlarge the open area by:

• reducing the blind area – usually achieved through giving and receiving feedback
• reducing the hidden area – through the process of disclosure
8 Self-Awareness
The wheel of life – is used to help us focus on key areas or tasks that are important to our
performance at work. By scoring these areas we can see those that we might need to address
or improve.
Areas that we score in a work setting include:

• ability to solve problems
• goal and objective setting
• building trust in the team
• customer relationships
• line manager relationships
• time management skills
• organisational skills
• decision-making ability
• technical knowledge
• leadership
• remuneration
• motivation
• job satisfaction
• growth
• achievement
Self-Awareness 9
It is important when completing a wheel of life that we focus on key areas and activities in our
work lives. The steps to create a wheel of life are:
Step 1 – select the areas to be covered, ensuring difficult or challenging ones are included.
(A typical wheel of life exercise covers 8-10 areas).
Step 2 – use a template (like the example below). Label each of the segments with the chosen areas.
Step 3 – score each of the areas on a scale of 1 to 10, with 1 being nowhere near where we want it
to be and 10 being as good as it could ever be. For example, we might rate our work relationships
as an 8 or 9 as they are great and work very well but our ability to solve problems scores a 5 and is
potentially an area to work on.
Step 4 – draw lines around the wheel linking the scores. Which scores are near the edge and which
ones are nearer the centre of the wheel? These are perhaps areas that require focus and attention.
Step 5 – scores of 8 or above are either areas of strength or areas where development and
learning may already have been focused. Where a score is lower, decide what would be a realistic
score to move up to and what needs to be done to achieve this.
10 Self-Awareness
Knowledge Activity 2: Using steps 1-5 above, complete your own wheel of life:
Area covered Score

1.
2.
3.
4.
5.
6.
7.
8.
Self-Awareness 11
Once you have plotted your areas of focus and scored them ask yourself the following questions:
• How am I doing in each area at the moment?
• What are my strengths?
• What are the areas that I have developed?
• What areas need focus and development and why?
• What scores and outcomes do I want for these areas in the future?
• What options do I have to develop these areas and what could I do?
Use the space below to write your answers:
12 Self-Awareness
Personal SWOT analysis – can be applied to self-awareness and used to identify:

• strengths
• weaknesses and challenges
• opportunities
• threats
SWOT analysis appears simple. It is easy to enter initial ideas under each of the four categories.
However, the strength of the tool comes from examining the detail of the lists and using that
information to raise self-awareness and take action.
Strengths – the following questions can be used to help identify strengths:

• What am I particularly strong or outstanding at doing?
• What do my peers, managers and colleagues tell me I am strong or outstanding at doing?
• What knowledge, skills, behaviours or competencies do I have that others in my team do not?
• In which situations at work am I most likely to be successful?
Weaknesses and challenges – it is important to maintain a level of objectivity when considering

our weaknesses. The following questions can be used to help identify weaknesses:
• What do I believe stops me from achieving the success I want at work?
• What work or situations do I delegate or avoid?
• What feedback have I had from others about areas of challenge or weakness?
• What are the reoccurring events at work that I avoid or don’t look forward to?
• What knowledge, skills, behaviours or competencies do I lack which are putting me at a
disadvantage?
Self-Awareness 13
Opportunities – maybe we have access to a training course, or a new position has opened up in
another part of the organisation. Maybe there is a key project coming up and we would like to
lead it. To explore this further we could ask the following questions:
• What projects are in the pipeline that I may be able to work on?
• What challenges are there in the organisation, which are not being addressed?
• What training courses and training budget is available to me?
• Which colleagues might be able to support and help me?
• Are there any presentations, seminars or networking events I could attend?
• Are there any working groups or committees I can offer to be a part of?
Threats – these could include changes within the economy or sector we work in, or changes in
technology that, while offering an opportunity, may also be a threat. Our own weaknesses, if they
are not addressed, could also pose a threat. Can we use our strengths to help us overcome our
threats? To understand what threats we face we could ask:
• What key changes does the company, organisation or sector I work in face?
• What key changes to work or operational practices are on the horizon?
• What threats am I either not seeing or avoiding?
• What changes are going on in the economy?
14 Self-Awareness
Knowledge Activity 3: Create your own personal SWOT analysis to raise

self-awareness.
Strengths Weaknesses and challenges
Opportunities Threats
Psychometric tools and tests
Psychometric tests are often used by employers, or prospective employers, to see how
an individual’s own mix of natural skills and attributes will fit into an organisation and the
requirements of the job role. The key areas they are designed to assess are:
• personality
• mental ability
• opinions
• strengths
• weaknesses
• leadership styles
• preferences
• ability to respond to pressure
Self-Awareness 15
As well as being used as recruitment selection tools by employers they are also useful when
developing self-awareness skills. Psychometric tests unmask hidden qualities and habits and focus
on natural abilities and preferences.
Completing a psychometric test helps us to appreciate that there are many different personality
types within a successful team. We see that a balance of attributes is needed and that no one
personality type can thrive on its own in an effective organisation.
There are many different tools and tests available, we are going to focus on:
• Myers-Briggs Type Indicator – MBTI
• Integrated Leadership Measure – ILM72
• Mental Toughness Questionnaire – MTQ48
• Values in Action Institute Strengths Questionnaire – VIA
• Occupational Personality Questionnaire – OPQ32
Myers-Briggs Type Indicator MBTI – this tool identifies different personalities and provides an
in-depth description of our strengths, weaknesses and preferences for work and learning. There are
four pairs of preferences. Our dominant personality type in each pairing is the one we tend to adopt.
Preferences are expressed in the order of the pairings e.g. ISFJ or ENTJ. There are 16 overall types;
however the preferences represent our patterns of behaviour as opposed to being a judgment on
our personality. Knowing our types raises self-awareness and contributes to our development.
Here is an overview of the preferences:

Extroversion and Introversion E/I – extroverts prefer to work and solve problems by looking
outwards and collaborating with people. Introverts prefer to look inwards and work on their own
before involving others.
Sensing and Intuition S/N – sensing means using our five senses to process information based on
facts and reality. By contrast intuition is about ideas, the bigger picture beyond the senses.
Thinking and Feeling T/F – taking an analytical, impersonal and objective view when making
decisions is the way of thinking. If we use feeling, we make decisions by applying our values and
beliefs to the situation.
Judging and Perceiving J/P – judging is working in an organised way, wanting stability and
completion. Perceiving is about working in a more flexible, open way and reacting positively to
events.
16 Self-Awareness
In many work situations, we will use both sides of each pairing most of the time. However our
preference is the one we naturally tend towards, where we feel more comfortable and have
more energy. Consider a person with an introverted preference that has to deliver training or
presentations regularly. They may well be good at it but they will find it tougher to do for long
periods, and may find it tiring. This is because it is not their natural state and not where their energy
naturally lays. In contrast, those with a preference for extroversion will find outward activities like
this energising but working on their own more tiring.
The official MBTI questionnaire, has 88 questions and can be completed in 30 minutes. This will
provide enough information to clearly establish our preferences. To avoid it just being a ‘test’ the
MBTI process includes working with a coach to increase self-awareness and development and
understanding of the preferences. Other versions are available that just provide a report.
The Integrated Leadership Measure (ILM72) – is a psychometric test that establishes the
adopted leadership styles of an individual. The styles are identified by the individual answering
a 72-item questionnaire. The scales describe the person’s adopted styles of leadership based on
their current situation and approaches to leading at work.
Developing the awareness of our leadership styles can improve our ability to motivate people,
create collaborate work environments and increase a team’s ability to solve its problems. This is
done through an increased awareness of the leadership styles we use and understanding whether
they are appropriate to the situations faced or not.
The measure indicates an individual’s adopted leadership styles in six specific scales of leadership
as well as three global factors. The six specific scales of leadership are as follows:
1. Task vs. person
2. Flexible vs. dogmatic
3. Decentralised vs. centralised
4. Reward vs. punishment
5. The means vs. the end
6. Structured vs. organic
The three global factors are:

1. Determination to deliver
2. Focus on the individual
3. Focus on the team
Self-Awareness 17
Scale 1 – Task vs. person – this scale establishes the primary motivation of the leader and
identifies when they are able to balance the two styles. This will raise the leader’s self-awareness by
being able to apply the appropriate style regardless of their preference.
Scale 2 – Flexible vs. dogmatic – raises self-awareness by identifying how much the leader
involves other team members in participation, analysis and decision-making processes. At the
flexible end of the scale the leader gains input from colleagues when making decisions; at the
dogmatic end the leader thinks they know best and uses a ‘my way or the highway’ approach.
Scale 3 – Decentralised vs. centralised – raises self-awareness by determining to what extent the
leader believes they are absolutely central to the operation, needing everything to ‘go through
them first’. High levels of control with decisions routinely being made by the leader suggests a
centralised style. In contrast, a decentralised style is where a leader is more willing to delegate
authority to others to make decisions.
Scale 4 – Reward vs. punishment – raises self-awareness by establishing the leader’s view on
whether people are motivated more by reward or punishment. At the punishment end of this
scale the leader believes that people will respond to being treated firmly. The leader has high
expectations and only offers reward in the most extreme of circumstances. The reward end of the
scale indicates a leader who believes recognition of good work is motivational and if people are
engaged and encouraged, they will respond positively.
Scale 5 – The means vs. the end – considers what the leader is prepared to sacrifice to achieve
the goal or objective. At ‘the end’ side of the scale, leaders focus on the result first. They see the
end as justifying the means and for them only the result matters. ‘The means’ by contrast is about
the process of achieving the result where values play a key role.
Scale 6 – Structured vs. organic – this raises self-awareness by determining how important
planning, personal organisation and structure are to the leader, as opposed to relying on intuition
and ‘gut’ instincts. Leaders at the organic end of this scale are more intuitive with their approach,
more flexible and instinctive. The leader at the structured end of the scale uses processes, plans
and other tools to lead.
The three global factors – the scores from the six scales then contribute to three global factors.
These factors increase the leader’s self-awareness through highlighting the effectiveness of their
leadership abilities.
Global Factor 1 – Determination to deliver – organisations have to deliver what they say they
will and therefore need leaders that can make that happen. Good leaders are determined to
deliver and achieve both in the short and long term.
Global Factor 2 – Focus on the individual – the willingness of the leader to support employees
through improving their skills, competencies and confidence. Having a determination to deliver as
well as a focus on individuals means better leadership.
18 Self-Awareness
Global Factor 3 – Focus on team working – taking advantage of the collective knowledge and
skills in the team and the organisation and recognising that people need to work together in order
to be truly effective. All three Global Factors combined represent ‘best’ leadership.
Further information is available from AQR Limited.
The Mental Toughness Questionnaire (MTQ48) – is a 48-question psychometric test that

establishes an individual’s level of mental toughness across four scales:
1. Control
2. Challenge
3. Commitment
4. Confidence
Understanding an individual’s level of mental toughness raises self-awareness as to why they

succeed in some situations and struggle in others.
The four scales are:
Control – the extent to which the individual believes they have control over their own destiny, work
and environment and their ability to manage or control emotions. This scale has two sub-scales:
• life control
• emotion control
Individuals who score high on life control feel they have control over their life and that when
problems come up they can be dealt with. Those who score high on emotion control tend to be
able to manage their own and others’ emotions effectively and are difficult to provoke.
Challenge – individuals who score high on this scale like solving problems and may invoke change
to create a challenge. People with high scores can be prone to overloading themselves and may
be too happy to take risks!
Commitment – scoring high on this scale indicates an individual who is able to overcome
challenges in order to honour commitments. They are also motivated and energised by goals,
objectives and targets. They may over commit themselves and find it difficult to understand when
others are not committed to the same level.
Self-Awareness 19
Confidence – someone who scores high on this scale has a level of confidence over and above
others with the same skills facing the same challenge. This scale is also split into two subscales:
• confidence in own ability
• interpersonal confidence
The person scoring high in confidence in own ability is intrinsically motived to overcome
challenges. They tend not to require external praise or confirmation of their skills. Someone with
high interpersonal confidence tends to be assertive in social situations and is happy to give their
opinions and views in group situations.
The Mental Toughness report not only provides development actions for each scale but also an
overall score of mental toughness. This measure provides an increased level of self-awareness and
identifies areas of strength as well as areas requiring development.
Further information is available from AQR Limited.
Values in Action Institute Strengths Questionnaire (VIA) – this test is based on the work of
the Positive Psychology movement that started in the late 1990s. It increases self-awareness by
identifying our psychological strengths. The three pillars of positive psychology are:
• Positive experiences – understanding of and contentment with the past, learning to be happy
in the present and hopeful about the future.
• Positive individual traits – understanding of our strengths including our ability to be resilient,
employ self-control and increase our knowledge.
• Positive institutions – development of strengths in our communities through responsibility, work
ethic, leadership and tolerance.
The Values in Action Institute Inventory of Strengths (Peterson and Seligman, 2004) established six
‘virtues’ or classifications of strengths. Behind these classifications are 24 character strengths. We
have all 24 of the character strengths, which then contribute to our own profile. The six virtues and
their character strengths are:
• Wisdom – creativity – curiosity – judgment – love of learning – perspective
• Courage – bravery – perseverance – honesty – zest
• Humanity – love – kindness –social intelligence
• Justice – teamwork – fairness – leadership
• Temperance – forgiveness – humility – prudence – self-regulation
• Transcendence – appreciation of beauty and excellence – gratitude – hope – humour – spirituality
20 Self-Awareness
Understanding our character strengths and our areas of development will allow us to further focus
on where we are strong but will also provide with areas to develop. We may be strong in areas of
creativity and perseverance but need to develop our leadership and teamwork skills.
The questionnaire has 240 questions and the level of detail varies depending on the version used.
Further information is available from:
www.authentichappiness.sas.upenn.edu
www.viacharacter.org
Occupational Personality Questionnaire (OPQ32) – this is a popular measure of individual

behaviour specifically for the context of work, the OPQ32 provides organisations and businesses
with information about an individual’s styles of behaviour. These styles affect their ability,
performance and competence in the workplace.
It helps develop self-awareness by providing an individual with an understanding of how their
personality traits impact on their performance at work. The OPQ32 report offers in-depth
information about its 32 scales or personality traits that can be used to:
• understand how traits might affect development of the individual and their learning
• identify how the individual’s traits might play out in a particular role
• support the creation of effective teams
• spot future leadership talent
• create succession plans
• form a basis of supporting the mentoring and/or coaching of individuals
Self-Awareness 21
The 32 scales are split into three key domains:

• relationships with people
• thinking style
• feelings and emotions
Relationships with people Scales:

Influence Persuasive, Controlling, Outspoken, Independent Minded
Sociability Outgoing, Affiliative, Socially Confident
Empathy Modest, Democratic, Caring
Thinking style Scales:
Analysis Data Rational, Evaluative, Behavioural
Creativity & change Conventional, Conceptual, Innovative, Variety Seeking
Structure Forward Thinking, Detail Conscious, Conscientious, Rule Following
Feelings and emotions Scales:
Emotions Relaxed, Worrying, Tough Minded, Optimistic, Trusting, Emotionally Controlled
Dynamism Vigorous, Competitive, Achieving, Decisive
The report generated from the questionnaire contains detailed information about the 32 scales. It
also links to the Universal Competency Framework™ (UCF). This framework’s competencies are:
• leading and deciding
• supporting and cooperating
• interacting and presenting
• analysing and interpreting
• creating and conceptualising
• organising and executing
• adapting and coping
• enterprising and performing
22 Self-Awareness
There are different report options that can focus the content based on the need of the
organisation or individual:
• manager report
• candidate report
• universal competency report
• leadership report
• sales report
• development planner
Further information is available from: http://www.theopg.co.uk
Management tools
Many of the tools that we use in management are useful when developing self-awareness. For
example, we can learn from:
• formal feedback from others – e.g. reviews with a line manager
• informal feedback – e.g. passing comments from colleagues or customers
• 360-degree appraisals – e.g. a formal review that takes comments from senior managers,
customers and colleagues
• learning activities – e.g. courses on management or career development
• development activities – e.g. working in a different department or role; taking on voluntary work
• attending counselling or mentoring sessions – e.g. to focus on personal development
• engagement surveys – e.g. beyond simple satisfaction, finding out how passionately people
feel about their work and the organisation
By finding out how others view us, in a professional and controlled way, we can learn more
about ourselves and the impact we have on other people. We are going to focus on 360-degree
feedback and engagement surveys.
Self-Awareness 23
360-degree feedback appraisal – some organisations use a 360-degree model for formal
appraisal, where performance feedback is given from a range of people at work. These would
include senior managers, line managers, colleagues, team members, customers and the person
being appraised.
Senior
management
Immediate
Subordinates
superiors
360°
appraisal
Peers Customers
Self
A 360-degree appraisal is designed to give a rounded view of performance providing feedback

from more than just the line manager. Care needs to be taken when selecting people to provide
feedback to ensure there is an even balance of views.
The market has grown considerably since the tool was introduced in the 1950s. Many 360-degree
tools are available online and offer customisable packages allowing organisations to administer
the tests themselves. Organisations can also tailor the assessments to include particular behaviours
and competencies.
To help ‘buy in’ to the process and to create the right environment for success, participation
should be required by managers at all levels in the organisation. This creates a culture of feedback
and senior managers leading by example – ’if we can receive this feedback and use it for
development then so can you’.
24 Self-Awareness
Employee engagement surveys – employee engagement is much more than just having a
satisfied employee – it is about the level of passion and commitment they have towards the
organisation.
The online business dictionary defines employee engagement as the:
‘Emotional connection an employee feels toward his or her employment organisation which
tends to influence his or her behaviours and level of effort in work related activities. The
more engagement an employee has with his or her company, the more effort they put forth.
Employee engagement also involves the nature of the job itself – if the employee feels
mentally stimulated; the trust and communication between employees and management;
ability of an employee to see how their own work contributes to the overall company
performance; the opportunity of growth within the organisation; and the level of pride an
employee has about working or being associated with the company.’
This definition clearly highlights the value of knowing levels of engagement among the workforce
and whether there needs to be anything done to improve them. Three benefits of employee
engagement surveys are:
• Retention of people – the more engaged the longer people will stay, this reduces costs and
increases stability and consistency.
• Employee satisfaction – whilst people might be satisfied, are they engaged? If they are
engaged it is more likely that their satisfaction will increase.
• Effectiveness and productivity – where employees are engaged and give more of themselves
to the organisation, they will want to know that they are being effective and efficient and that
the organisation is working as well as it can.

https://www.cipd.co.uk/knowledge/fundamentals/relations/engagement/factsheet
Self-reflection tools
Self-reflection is often used as a management or coaching tool and the process focuses on self-
awareness – e.g. keeping a journal, listening to our inner voice or practising mindfulness.
Keeping a journal – going through the process of writing down our thoughts, experiences and
feelings on a regular basis can help us to understand more about ourselves.
Listening to our inner voice – can reveal things that we may not have realised previously. Taking
notice of and reflecting on thoughts as they pass through our mind can increase our self-awareness.
Practising mindfulness – helps us to be aware of our mind’s activity and concentrate on the
moment. There are many resources available, that help us to understand and train the mind,
improve concentration and aid stress management.
Self-Awareness 25
The link between self-awareness and improved performance
Two key pillars of performance coaching are awareness and responsibility (Whitmore, 2009). If we
raise a person’s awareness of themselves, the impact they have on those around them, they can
take responsibility for whatever they discover.
Many organisations employ self-awareness tools to support recruitment, succession planning, talent
management, appraisals or role development. Relevance and application are key to the use of
these tools in raising self-awareness. Choosing the right tools for the organisation, the context of
the work and the needs of the individual are important considerations, for example:
• ILM72/OPQ32 – using diagnostics to raise awareness and support someone who has just taken
on their first role leading and managing a team.
• MBTI/Belbin – there are personality clashes within a team and personality tests could help the
team understand why they are having challenges.
• 360-degree feedback – established managers gaining feedback from a wider range of sources
about how they communicate and interact with key stakeholders could highlight blind spots that
the manager is unaware of or relationships that are being taken for granted.
• MTQ48 – a manager may have concerns about an individual’s ability to cope with the challenges
of the job and so tests to raise awareness of this would benefit them.
Organisations that focus on their particular needs by having an in-depth knowledge of the different
tools available will lead to a more targeted approach to using these tools.
Deciding when to use the tools is an important factor in ensuring their value is maintained. If they
are only used at appraisal time, the organisation’s culture and processes need to support their
value in developing self-awareness on a day-to-day basis.
Ultimately managers who are more self-aware and know their strengths, their blind spots, where
they need support and what development they need to help them and their organisation to
move forward are going to be able to contribute fully and be more effective. This is vital in key
management and leadership roles and tasks such as communicating, organising, motivating,
dealing with conflict, solving challenges and decision-making.
Summary
In this section we have looked at:

• the importance of being aware of own behaviour
• methods for gathering feedback on own behaviour
• the link between self-awareness and improved performance
26 Self-Awareness
Section 2: Understanding emotional
intelligence
Introduction
In this section we are going to explore emotional intelligence, often shortened to EI or EQ

(emotional quotient). We will cover what is meant by emotional intelligence, the theories that
support emotional intelligence and its application to raising self-awareness.
What is emotional intelligence?
Emotional intelligence is the capacity to be aware of, control and express our emotions, and use
them effectively in interpersonal relationships. It is also the ability to ‘step into someone else’s
shoes’ and see things from their point of view.
It was developed as a psychological theory by Peter Salovey and John Mayer, who in 1990 provided
us with this definition:
‘A set of skills hypothesised to contribute to the accurate appraisal and expression of
emotion in oneself and in others, the effective regulation of emotion in self and others, and
the use of feelings to motivate, plan and achieve in one’s life.’
In the mid 1990s Daniel Goleman played a key role in popularising the concept through his
book Emotional Intelligence Why It Can Matter More Than IQ. In it he made a number of claims
about EI and its value as a predictor of success in life, some of which, it has been argued, were
unsubstantiated (see Salovey et al. 2004 pp.i).
The ability to understand how we and other people feel and react is extremely useful when
managing and leading others, and can be applied on two levels:
• personal – understanding our own feelings or reactions
• interpersonal – understanding other people’s feelings and reactions
Self-Awareness 27
Section 2: Understanding emotional intelligence
Managers and leaders working in a team, developing relationships with colleagues, customers and
other stakeholders require a reasonable degree of emotional intelligence. This helps managers be:
• empathetic – e.g. able to put themselves in other people’s shoes
• sensitive to others – e.g. able to sense and respond to their needs, problems and feelings
• understanding and sympathetic – e.g. able to understand the complexities of life and make
allowances when things go wrong
• good at reading other people’s emotions correctly – e.g. able to identify the less obvious
causes for emotional outbursts
These skills give leaders a great advantage, especially when they are involved with functions that
rely on relationship management. Leaders with good emotional intelligence skills instinctively know
how to manage challenging situations, inspire and motivate people, and get the best out of them.
Models and theories of emotional intelligence
In this section we are going to explore the emotional intelligence theories and models offered by,
Salovey and Mayer, Daniel Goleman and Reuven Bar-on.
Salovey and Mayer’s model is based on a person’s ability to focus on and use their emotions. This
model is therefore termed an ‘ability model’. Goleman and Bar-on’s models incorporate other
characteristics such as motivation and personality traits. These are termed ‘mixed models’.
Salovey and Mayer’s ability model of emotional intelligence
Salovey and Mayer’s model is split into four areas of ability:

• perception, appraisal and expression of emotion
• emotional facilitation of thinking
• understanding and analysing emotions; employing functional knowledge
• reflective regulation of emotion to promote emotional and intellectual growth
28 Self-Awareness
Salovey and Mayer provide clarification on the detail of each of these areas with four
competencies behind each one:
4
What emotions
mean and the
relationships between
different emotions Regulation
Understanding The ability to be and
The ability to apply words work with emotions whether
to emotions and understand they are positive or not
where emotions are
3
blended such as
anger and sadness
Being able to
manage emotions in
EMOTIONAL oneself and others
Emotions are
induced to solve
INTELLIGENCE
problems and
1
develop creativity
Facilitation Perception
Emotions are identified
Emotions are used to
in self and others
identify and prioritise
important information
The ability to express
needs based around
own emotions
The four key areas are arranged so that Perception is the first and basic level of emotional
processing. Then as we move through levels 2 to 3 and eventually to Level 4 Regulation, the
difficulty of emotional processing increases requiring a higher level of emotional ability.
In Caruso and Salovey’s book, The Emotionally Intelligent Manager, they summarise these 4 areas
and 16 skills as follows:
• identifying emotions – becoming aware of and expressing emotions
• using emotions – allowing emotions to influence thought and aligning emotions to support
work tasks
• understanding emotions through analysis
• managing emotions – emotions and thinking are integrated
Self-Awareness 29
Knowledge Activity 4: Using Salovey and Mayer’s model consider the following
statements. Score yourself on a scale of 1-10, with 1 being poor and 10 being
excellent, and then describe your own experience of that ability:
Statement: Score out My experience:

of 10:
My ability to identify and
understand my own emotions
My ability in expressing my
emotions accurately
My ability to accurately
identify emotions in others
My ability in self-regulating
my emotions
My ability to help others

manage their emotions
30 Self-Awareness
Goleman’s Theory of Emotional Intelligence
A popular model that explains emotional intelligence was developed by Daniel Goleman, a
psychologist and science journalist. Goleman posited that in order to be successful, technical
ability and IQ is not enough. Emotional intelligence is also required in determining success at work
and in life. The theory identifies four components:
• Self-awareness – the conscious knowledge of our character, beliefs, emotions, qualities and
desires
• Self-management and motivation – the ability to stay calm under pressure and stay motivated
to achieve goals
• Social awareness – the ability to have empathy and understand other people’s emotions and
feelings
• Relationship skills – the ability to influence, negotiate, communicate, build rapport and develop
networks
Self-
awareness
Self- Emotional Social

management awareness
intelligence
Relationship
skills
Self-Awareness 31
This model highlights the need to focus both on our own emotional development as well as
the emotions of others. Understanding the emotions of the people we work with will improve
our relationship skills including our ability to influence and communicate. We can develop our
emotional intelligence through:
• team-building exercises
• coaching
• training in negotiation and networking skills
As the diagram above suggests, the starting point for developing emotional intelligence is self-
awareness.
In leadership roles, emotional intelligence provides insight into which approach will be most effective
when guiding and inspiring the team to follow. By using emotional intelligence, leaders can:
• read other people’s feelings and reactions more accurately
• adapt their approach
• employ appropriate skills
According to Goleman, the higher someone goes in an organisation, the more emotional skills
matter. Senior managers and directors need to be competent in emotional intelligence. Good
relationship capabilities become more critical as careers progress.
Reuven Bar-on’s emotional intelligence model
Also considered a ‘mixed’ model, Reuven Bar-on’s EI Model blends emotional and social
competencies that indicate:
• how effective we are at understanding our emotions
• how competent we are in accurately expressing ourselves
• the skills and behaviours we have to effectively understand and relate to others
• our skills in coping with everyday stresses, demands and challenges
Bar-on’s model is made up of 5 meta-factorial components:

1. The ability to understand emotions as well as to express our feelings.
2. The ability to understand others’ feelings and relate to people.
3. The ability to manage and control our emotions so they work for us and not against us.
4. The ability to manage change and solve problems of an intrapersonal and interpersonal nature.
5. The ability to generate positive mood and be self-motivated.
32 Self-Awareness
Similar in structure to the Salovey and Mayer model the five meta-factorial components are
supported by a further 15 competencies. The difference however is that where Salovey and
Mayer’s four abilities and the sixteen skills behind them are specifically about the abilities of
emotional intelligence, Bar-on’s model incorporates additional themes into his 15 competencies.
These include happiness, setting goals and being optimistic which are not explicitly built into
Salovey and Mayer’s model.
These three models are often considered the main competing models of emotional intelligence
although there are others. All three models are valuable to self-awareness and understanding and
have individual merits; as with other theoretical fields each theory often contains key important
aspects of the whole. All three include the ability to identify and understand our own emotions
and those of others and use this awareness to help ourselves and others.
Measuring emotional intelligence
There are a number of questionnaires, tests and assessments available, that will provide anything
from very simple subjective explorations into levels of emotional intelligence to full psychometric
tests providing highly detailed reports. Some are based on the ability model such as Salovey and
Mayer’s and others on the mixed models such as Goleman and Bar-on. Some are free and others
have to be purchased. It is worth checking with the HR and L&D department in the organisation to
find out whether there is already a test or measure available before considering any purchase.
Here is a selection of websites offering emotional intelligence tests and assessments:

www.reuvenbaron.org
http://emotionalintelligenceworldwide.com/work/msceit/
http://www.danielgoleman.info/topics/emotional-intelligence/
http://cl1.psychtests.com/take_test.php?idRegTest=3124
http://www.emotionalintelligence.net/
http://www.ihhp.com/free-eq-quiz/
Self-Awareness 33
Knowledge Activity 5: Why might it be important that a leader uses EI in the

workplace? Use the heading in the left column to prompt your thoughts about why
an increased awareness of our emotional intelligence may support or help:
Work situation/ Why might EI help the leader/manager?

activity
Problem-solving and
decision-making
Dealing with team &

inter-team conflicts
Implementing and
managing change
Delivering effective
meetings and
briefings
Communicating
vision, mission and
goals
Supporting and
working with
individuals
Leading through
difficult & challenging
times
34 Self-Awareness
Work situation/ Why might EI help the leader/manager?

activity
Encouraging
innovation and
creativity
Building trust and

collaboration
Managing and
supporting busy
workloads
Mentoring or
coaching an
individual
Summary

• understanding emotional intelligence
• models and theories of emotional intelligence
Self-Awareness 35
Section 3: Understanding different
learning and behaviour styles
Introduction
This section covers two key topics in self-awareness. The first, learning styles and theory, explores
how we learn and take information in. The second is about styles of behaviour and how we behave
at work.
Learning styles and learning style theories
As part of self-awareness, it helps to understand our different learning styles. We all have our own
preferences, and it is useful to understand which learning styles apply to us so that we use them
during our career development.
There is high value in frequently checking:

• where we are – examining the current role in detail and identifying any skills gaps
• where we need to be – working out where we need or want to be, deciding and defining
ambitions in a clear way
• how we plan to get there – identifying the learning and development activities and resources
that we need to achieve our goals
In this section, we will look at:

• a range of learning styles
• addressing learning styles in training and development
• identifying learning styles
36 Self-Awareness
Section 3: Understanding different learning and behaviour styles
A range of learning styles
People often have preferred styles when developing skills, experience and knowledge – e.g. some
people like to learn by reading, some need to see a demonstration and others may need to try the
activity themselves.
There are many theories about learning styles. The following is an overview of five of the most
commonly used theories:
Visual, Auditory, Read/write and Kinaesthetic – (VARK)
According to this theory, although people can learn in different ways, they tend to have a
dominant or preferred learning style. These 4 styles are:
• Visual – seeing and reading – e.g. seeing pictures of how to make the product, and reading the
accompanying instructions
• Auditory – listening and speaking – e.g. being told how to make the product
• Read/write – reading and writing – e.g. reading a book or using written instructions
• Kinaesthetic – touching and doing – e.g. touching the components and actually making the
product under supervision
A combination of all four styles needs to be delivered when training so that everyone’s learning
style needs are met.
A visual learner will take in information by looking at pictures, graphs, diagrams and videos. Just
being told what to do will not register.
An auditory learner will absorb the information by listening to their tutor or colleague, asking
questions, then listening carefully to the answers.
A read/write learner learns through reading texts and written instructions. They will benefit from
writing up their ideas and making their own notes.
A kinaesthetic learner needs to touch and do the activity. They may absorb a reasonable amount
of information from listening to the tutor or watching a demonstration, but they will not truly
understand the subject or activity until they do it for themselves.
Self-Awareness 37
Howard Gardner’s Multiple Intelligences Theory
Having discussed emotional intelligence we start to appreciate that intelligence can be split into
multiple categories. Gardner’s book Frames Of Mind established his multiple intelligences theory
for which he offered seven different intelligences.
This model not only highlights different types of intelligence, it raises the question of how
we use them. This in turn affects and influences how we learn. Gardner’s seven intelligences are:
• Linguistic – ability to effectively use both spoken and written language and recall information.
• Logical-mathematical – ability for logical thinking and working with numbers and mathematical
concepts.
• Musical intelligence – ability to appreciate the patterns and forms in music, sound and rhythm;
to be able to perform and compose music.
• Bodily-kinesthetic intelligence – ability to control our body movement such as motor skills,
balance and hand-eye coordination.
• Spatial-visual – ability to recognise differences in sizes of spaces (spatial awareness) and
understanding of visual images.
• Interpersonal – ability to understand other people and their motivations and feelings and to
develop effective relationships.
• Intrapersonal – ability to know ourselves and our own motivations and feelings, a link with
emotional intelligence.
Gardner is highlighting that intelligence is broader than simply IQ. These intelligences reflect
people’s strengths and also how they interact with the world.
People with high levels of linguistic intelligence may prefer to write reports and work with texts.
Those with higher levels of interpersonal intelligence may prefer to work in sales, or as coaches.
http://www.businessballs.com/howardgardnermultipleintelligences.htm
https://mypersonality.info/test-mi/
38 Self-Awareness
Felder-Silverman Learning Style Model
In this model there are four dimensions of learning styles. Each dimension has two opposite poles,
or two different ways of learning, on each end of a continuum.
The four dimensions are as follows:
Sensing – Intuitive – individuals with a preference for sensing take information in through the
five senses looking for facts. A person with an intuitive preference prefers to be innovative or
imaginative and work through new ideas.
Visual – Verbal – it has been said ‘that a picture is worth a thousand words’ and whilst this
may be true for broad understanding, words and text are still very much the most common way
information is presented. Verbal learners love speaking and listening and hearing and reading
words. Even though the opposite of a visual learner, the verbal learner may be able to learn to use
diagrams and graphs to aid their learning.
Active – Reflective – the active person, in order to process learned information, wants to get on
and try it. The reflective person wants to observe and process what they have observed before
taking action.
Sequential – Global – when organising information a person with a sequential preference has
a high capacity for logic and doing things in a specific order. The global learner, as the name
suggests, takes a broader and wider view.
The implications of these dimensions are not that any preference is good or bad – all eight of the
learning styles are valuable. Knowing how we prefer to learn means we can take advantage of our
preferred style. However if we also discover how we least like to learn we raise awareness of the
potential limitations to our learning.
Kolb’s Experiential Learning Cycle
David Kolb developed this theory in 1979. It looks at four activities that identify the way people learn:
• experiencing – learning and what was felt during the period of learning – e.g. having a first
driving lesson and assessing it afterwards
• reflecting – thinking about how useful the session was – e.g. learned to stop and start safely,
learned to change gear smoothly
• thinking – looking at ideas and theories that relate to the learning experience – e.g. the
functions of the car and the Highway Code
• acting – testing the learning – e.g. practising using the gears smoothly when out with an
experienced driver
Part of Kolb’s theory was that this process represents a circle or a spiral where people touch all of
the bases – i.e. a cycle of experiencing, reflecting, thinking and acting.
Self-Awareness 39
Honey and Mumford’s Learning Cycle
Peter Honey and Alan Mumford created a learning cycle as a variation of Kolb’s theory in 1986.
It is based on four approaches to learning:
• activists do something – these people actively enjoy challenges and learning new things
• reflectors think about it – these people like to review learning experiences in a thoughtful
manner
• theorists make sense of it – these people like to think things through in logical steps
• pragmatists test it out – these people like to try new ideas and enjoy solving problems and
making decisions as part of the learning process
These are not seen as fixed personality characteristics. They can be changed at will or through
changed circumstances, so each person can go through all four stages:
Activist
Having an
experience
Pragmatist Reflector
Planning the Reviewing the
next steps experience
Theorist
Concluding
from the
experience
40 Self-Awareness
Knowledge Activity 6: Make a few notes about which learning style or characteristic
from these theories is the most important and dominant one for you, and why.
1) VARK
2) Gardner
3) Felder-Silverman
4) Kolb
5) Honey and Mumford
Self-Awareness 41
Addressing learning styles in training and development
An awareness of our preferred learning styles enhance any opportunities we have for working
towards achieving our goals. For example we can:
• get the most out of learning and development activities
• enjoy the learning process more
• increase the chances of successful completion of training courses and programmes
To support our preferred learning styles in training and development, we need to:
• find out about the development activities available for our particular learning objectives
• select the best ones for our preferences
A combination of activities can be put together to suit the individual’s needs, in developing self-
awareness. Activities may include:
• delegation – e.g. taking on tasks for a challenge and the opportunity to develop our skills and
experience
• demonstrations – e.g. watching demonstrations about how a new piece of equipment is used,
then trying it out
• role play – e.g. to practise how to deal with angry customers’ complaints
• job rotation – e.g. receiving training on all the tasks performed by the team so that we can
develop our skills, keep our interest and motivation levels up – and be able to cover for colleagues
• shadowing – e.g. arrange to follow an experienced member of staff
• coaching and mentoring – e.g. receiving intensive one-to-one support and guidance; having a
senior member of staff as a role model
• project work – e.g. expanding knowledge and experience by following through all aspects of a
project, and not just isolated tasks
• classroom-based training courses – e.g. a first-aid course at the local college
• computer-based/online training – e.g. induction courses to give an overview of the organisation
and its policies and procedures
• blended learning – a mixture of different methods – e.g. a computer-based course in Spanish as
well as conversation lessons at the local college
• distance learning – e.g. a course done at work or at home, with the assistance of an assessor or
a tutor who may be based in a different location
• workplace training – e.g. internal training sessions on equality and diversity given by colleagues
or external trainers
42 Self-Awareness
Selecting the most appropriate activities
We take into account our preferred learning styles to help us select the most effective learning
and development activities. The following table gives some examples of which activities may suit
learners from different categories of the learning style theories covered:
VARK Very likely to appeal Quite likely to appeal
Visual Demonstrations Delegation
– benefit from seeing materials and Shadowing Role play
watching others Computer-based/online training Classroom-based training courses
Blended learning
Distance learning
Workplace training
Auditory Demonstrations Classroom-based training courses
– benefit from being able to listen Shadowing Blended learning
and discuss training Workplace training
Reading/writing Training manuals Classroom-based training courses
– benefit from reading training Reference books and journals Blended learning
materials and making notes Taking notes Distance learning
Computer-based/online training Workplace training
Kinaesthetic Demonstrations Job rotation
– benefit from being able to touch Role play Blended learning
and handle items Computer-based/online training Workplace learning
Gardner’s Multiple Intelligences Very likely to appeal Quite likely to appeal

Linguistic Delegation Classroom-based training
– like to use words, sounds Demonstrations Computer-based/online training
and rhythms Role play Blended learning
Shadowing Distance learning
Coaching and mentoring Workplace training
Job rotation
Project work
Logical-mathematical Training manuals Classroom-based training courses
– like to use reasoning, numbers Reference books and journals Blended learning
and abstract patterns Taking notes Distance learning
Computer-based/online training Workplace training
Spatial Role play Classroom-based training

– use spatial awareness and Demonstrations Blended learning
mental visualisation Project work Workplace training
Delegation Job rotation
Bodily-kinaesthetic Delegation Classroom-based training courses
– benefit from being able to touch Role play Job rotation
and handle items Demonstrations Blended learning
Taking notes Workplace learning
Musical Role play Classroom-based training courses
– benefit from responding to beats, Demonstrations Blended learning
rhythms, tones and music Shadowing Workplace training
Interpersonal Role play Demonstrations

– benefit from being able to Coaching and mentoring Shadowing
communicate with other people Delegation Classroom-based training courses
and develop relationships Job rotation Blended learning
Project work
Self-Awareness 43
Gardner’s Multiple Intelligences Very likely to appeal Quite likely to appeal

Intrapersonal Computer-based/online training Computer-based/online training
– benefit from self-reflection and Coaching and mentoring Distance learning
understanding their own emotions
Naturalistic Demonstrations Blended learning

– able to make distinctions in the Shadowing Delegation
world of nature Project work
Felder-Silverman Very likely to appeal Quite likely to appeal

Active Delegation Classroom-based training
– like to work things out and work Demonstrations Computer-based/online training
with others in a group Role play Blended learning
Job rotation Distance learning
Project work Workplace training
Reflective Computer-based/online training Computer-based/online training
– like to think things through and Coaching and mentoring Distance learning
work alone or with a familiar partner Workplace training
Visual Demonstrations Delegation
– benefit from seeing materials and Shadowing Role play
watching others Computer-based/online training Classroom-based training courses
Blended learning
Distance learning
Workplace training
Verbal Delegation Computer-based/online training
– benefit from written and spoken Demonstrations Blended learning
explanations Role play Distance learning
Shadowing
Coaching and mentoring
Classroom-based training
Workplace training
Job rotation
Project work
Sensing Demonstrations Computer-based/online training
– prefer practical thinking, facts and Classroom-based training Blended learning
procedures Workplace training Distance learning
Job rotation
Project work
Delegation
Intuitive Classroom-based training courses Blended learning
– prefer conceptual thinking, Role play Workplace learning
theories and meanings Computer-based/online training Distance learning
Sequential Computer-based/online training Workplace training
– prefer linear thinking and small, Blended learning Shadowing
incremental steps Distance learning Demonstrations
Coaching and mentoring
Global Shadowing Computer-based/online training
– prefer holistic thinking, systems Demonstrations Blended learning
and learning in big steps Workplace training Distance learning
Delegation
Role play
44 Self-Awareness
Kolb’s learning cycle Very likely to appeal Quite likely to appeal

Experiencing Delegation Shadowing
– having a go and assessing the Demonstrations Blended learning
experience Role play Workplace learning
Job rotation
Project work
Reflecting Coaching and mentoring Job rotation
– thinking about how useful the new Shadowing
subject or skill will be Project work
Classroom-based training
Blended learning
Distance learning
Workplace learning
Thinking Job rotation Demonstrations
– looking for related ideas, theories Shadowing Role play
and different approaches Coaching and mentoring Classroom-based training
Project work Blended learning
Distance learning
Workplace learning
Acting Delegation Project work
– testing the learning and practising Demonstrations Classroom-based learning
Role play Blended learning
Job rotation Workplace learning
Honey and Mumford Very likely to appeal Quite likely to appeal

Activists Delegation Classroom-based training
– like to do something Demonstrations Computer-based/online training
Role play Blended learning
Job rotation Distance learning
Project work Workplace training
Reflectors Delegation Project work
– review progress, analyse and Shadowing Classroom-based training
consider options Coaching and mentoring Computer-based/online training
Blended learning
Distance learning
Workplace training
Theorists Shadowing Demonstrations
– make sense of the options Coaching and monitoring Computer-based/online training
Classroom-based training Distance learning
Blended learning
Workplace training
Pragmatists Delegation Classroom-based training
– try out the options, evaluate the Demonstrations Workplace training
experience and progress, then Role play
decide how to proceed Job rotation
Project work
Blended learning
Self-Awareness 45
Knowledge Activity 7: Discover your own learning style

Evaluate two learning styles. Completing learning style questionnaires and
reflecting on the results will support you in doing this. You can use a learning style
questionnaire from:
• your organisation
• a training provider
• online resources
If questionnaires are not available from training providers or employers, there are plenty of free
tests available online. Further information about tests is available from: www.businessballs.com
Once completed, it will be useful to reflect on the outcome of the questionnaires as an additional
exercise. Make a few notes about the results and the effects on your approach to learning
activities – for yourself and your team members.
My learning style results:
Learning styles results for team members:

1)
2)
46 Self-Awareness
What I think about the results:
How I like to learn:
How the results affect how I choose learning activities:

a) For myself
b) For my team members
Self-Awareness 47
Behaviour styles and behaviour style theories
Behaviour is the actions, reactions or responses of a person to their environment, another person
or persons or situation. We can expand this to the behaviour of groups and how they respond to
different stimuli. Behaviour is the ‘what’ we do in response to what happens to us.
Behaviour has a societal dimension – what society deems to be acceptable or ‘good’ behaviour in
certain social situations. This is also true of the workplace. How people behave at work is another
way of talking about what people are like at work. We assess how people behave when they, for
example:
• are under pressure
• work with certain people
• are outside work
• undertake tasks they enjoy or don’t enjoy
• find themselves in different situations
We are going to look at three approaches to understanding behaviour – Merrill and Reid’s Four
Social Styles, Berne’s Transactional Analysis and Meredith Belbin’s Team Roles.
David Merrill and Roger Reid’s Four Social Styles
Merrill and Reid’s work uses two scales to measure behaviour; these are assertiveness and
responsiveness. A person’s different levels of assertiveness and responsiveness determine which of
the four social styles is adopted.
When talking about assertiveness we are referring to how we ask for things that we want or need
from other people. On this scale our levels of assertiveness are either high or low, termed high
assertive and low assertive. We are high assertive when we:
• are being demanding and direct about what we want or need
• face our challenges head on
• see the need to be competitive and push for what we want
• adopt the style of tell over asking
48 Self-Awareness
We are low assertive when we:

• ask for what we want or need
• prefer to keep away from conflict and risk
• seek to work with people collaboratively, rather than compete with them
• adopt the style of ask over telling
If our levels of assertiveness are about how we communicate what we want or need, then
responsiveness is how we respond to what others say or want from us. Again this is split into high
and low, termed high responsive and low responsive. We are high responsive when we:
• respond emotionally (termed ‘emote’ in this model) to the needs and demand of others
• respond to the other person with empathy
• tend to focus on people and their needs
• emote in our response
We are low responsive when we:

• respond to others with more objectivity
• think before reacting
• keep control of our emotions
For high assertive we use the label ‘tell’ and for low assertive the label ‘ask’. When we talk about
high responsive we use the label ‘emotes’ and for low responsive the label ‘controls’. It is the
combination of these scales that provides us with the four social styles:
• analyticals
• drivers
• expressives
• amiables
Analyticals – low on both assertiveness (asks) and responsiveness (controls). They like to focus on
the task at hand in an analytical way ensuring they have all the information to make rational, logical
decisions. They like to follow procedure, will take their time to consider their response and can be
cautious in their approach.
Self-Awareness 49
Drivers – high on assertiveness (tell) and low on responsiveness (controls). They work quickly when
achieving objectives and goals. They are task focused in a competitive, dynamic and more direct
way. Their low responsiveness may make them seem distant and lacking sensitivity; they are not
interested in ‘chit-chat’ perceiving it as a waste of time.
Expressives – high on both assertiveness (tell) and responsiveness (emotes). This makes them
friendly, enthusiastic, excitable, motivated and keen to interact with others. They work quickly but
are more interested in creativity, concepts and ideas rather than facts. They may avoid anything
routine or process driven, preferring a more creative and open approach to work. However, they
have a fear of not being noticed and when stressed may react unreasonably towards others.
Amiables – low on assertiveness (asks) and high on responsiveness (emotes). They are more likely
to be people driven as they will ask in terms of their needs and will respond through emotion.
They make great team-workers, striving to create harmony, but have a tendency toward needing
to be liked. They want to help and support others when needed.
Placing this information onto a grid we can see how the scales and the styles work together:
High responsive – Emotes
Expressive Amiable
High assertive – Tells Low assertive – Asks
Driver Analytic
Low responsive – Controls
This model helps us better understand what drives different people’s behaviours. It will also help
in anticipating people’s reactions to different situations and understanding behaviour preferences
in relation to team members.
Self-awareness of how we behave or respond to events and others is clearly advantageous.
Understanding the impact we have on ourselves and those around us is invaluable.
50 Self-Awareness
Eric Berne’s Transactional Analysis
According to Berne the personality is constructed of three states, the parent, the child and the
adult. He observed that people change states from one to the other, which causes them to behave
differently.
The reason we have these states is due to the impact of what our parents said and did when we
were children. In his book I’m OK You’re OK, about Transactional Analysis, Thomas A. Harris refers to
these events, and how we remember them as ‘recordings’. When we are children, we have no other
references and are very impressionable. We therefore ‘record’ or store these events, both the actual
events and how we feel about them. This ‘recording’ forms the basis of the adult and child states.
Parent – this state involves the adult replaying recordings from their early childhood. The
impressionable nature of a child up to the age of five is such that we record the events without
any editing. This is why we can automatically say what our parents said in the same way, in the
same situation.
These recordings will be a mixture of both positive and negative situations – the positive being the
nurturing parent, the negative being the critical parent.
Child – as we are recording what our parents did and said we are also, simultaneously, recording
what our internal responses are to these situations. These will evoke feelings of some kind.
Harris explains that even when children are brought up in a ‘good’ situation, they will still not avoid
negative recordings in the child state. This highlights the burden faced by those who do not have
a good childhood. Children do, however, have the positive qualities of curiosity and a desire to
explore the world and this is a beneficial part of the child recordings. This is the free or natural
child. However the child that responds to the negative aspects is the adapted child.
Adult – as we make our way through childhood we gain enough experience to begin to rationalise
and compare what happens and decide how we respond to different events and situations. As
they arise, we compare them against our recordings of what our parents said or did and how we
feel. Based on this analysis we might accept or reject the recording.
When two adults have an ‘adult’ conversation they are talking as equals, and perhaps even
agreeing on a solution. This can go wrong when an adult ‘contaminates’ the adult state with
unhelpful aspects of either the parent or child.
Perhaps as a response to something that has gone wrong at work, under pressure one of the
adults enters their parent state and criticises the other using words that sound like a parent talking
to a child. If the other person feels that they are being spoken to as a child, this may trigger
recordings of how they felt when they were young and spoken to in this way.
Self-Awareness 51
This provokes a different response than if they had been able to remain in their adult state. We
now have two adults, neither of whom is in their adult state, who are no longer communicating
and behaving based on reality but instead are communicating and behaving as parent and child.
Awareness of these transactions means we can choose to remain in the adult state regardless of
what state the other person moves into. The adult state is one where we:
• learn to become aware of our own parent and child responses
• keep focused on the reality of the situation
• analyse the transaction – what is happening?
• focus on the rational
• remain calm
• think about how to respond based on the reality of the situation
Understanding these states and when they are triggered in us raises our self-awareness about how
we behave at work. If we can become more aware of when our parent or child state responds, we
can catch ourselves and resist it. We can therefore maintain our adult state and in so doing remain
calm and focus on a correct response based on the situation as it is.
Belbin’s Team Roles
According to Meredith Belbin, an effective team is one where the Team Roles needed for success
are delivered by those most suited to deliver them. Belbin makes the distinction between team
functional roles and Team Roles. Team functional roles are the operational and technical skills a
person has to deliver in their job. Team Roles on the other hand are behaviours through which the
individual contributes to the team.
For example, two members of a finance team might have shared responsibility for credit control
(functional role). One of these people may be excellent at solving challenging problems with
creative ideas (Team Role: Plant) and the other might be better at building cooperation within the
team and fostering collaboration (Team Role: Teamworker). This clearly has an implication for the
types of task that could be delegated to these people.
52 Self-Awareness
The Belbin assessment provides graphical information about team role preferences and their
meaning and impacts. Here is an overview of the nine Team Roles:
• Completer Finisher – will work to a very high level of detail on a task to its completion although
can get bogged down in the detail.
• Coordinator – calm and mature, clarifies objectives and tasks and can effectively delegate work
to individuals although at times can be prone to being manipulative.
• Plant – able to solve problems through innovation and creativity, able to generate ideas
although can struggle to communicate.
• Shaper – driving and dynamic, often extrovert and can influence although can at times offend
others’ feelings.
• Monitor Evaluator – provides cool-headed realistic views often from the wider perspective,
although good at analysis, can be prone to being overly critical.
• Teamworker – will work hard to maintain team harmony and cohesion however may avoid
difficult situations.
• Implementer – takes an idea and turns it into hard action, takes the practical approach to
getting things done although can be resistant to change.
• Resource Investigators – high ability to network and build contacts/find resources, has the
tendency to lose energy once initial excitement for a task passes.
• Specialist – will have strong knowledge in important areas for the team, which of course is highly
useful but can mean they get bogged down in the technicalities.
The implication of Belbin for behaviour is that if we can understand what Team Role we contribute
to the teams we are part of, we can play to those strengths and preferences.
Further information can be found at: www.belbin.com
Self-Awareness 53
Knowledge Activity 8: Consider the following based on the three states – what are
the attitudes, intentions, words and behaviours that describe the recordings in your
parent, adult and child states at work? Put a circle around the ones that apply to you.
State Attitude Intention Words Physical behaviour

Critical parent Authority Criticism Never, should, must, Closed, finger
Moralistic Talking down bad, always, don’t pointing, frown,
Judging Disgust irritation
Nurturing parent Understanding Loving Be careful, nice, Smile, console,
Giving Comfort good, don’t worry, let accepting, with open
Caring Encourage me help arms
Adult Open Confidence What, where, how, Interested, open,
On the level Inquiring correct, accurate, straight talking,
Evaluating Calm practical alertness, thinking
Free/natural child Curious Freedom Fun, great, secret, Let loose, wide-eyed,
Fun-loving Excitement want, mine, scared spontaneous, no limits
Spontaneous Energy
Adapted child Compliance Moan Can’t, hope, ought, Sad, sullen, sulk, stuck
Agreement Apologetic sorry, excuse me to the spot
Ashamed Defy
Can you identify the situations at work that might pull you out of your adult state?
What will you do next time any of these situations arise to remain in your adult
state?
54 Self-Awareness
Potential impact of behaviour on others
Managers need to behave professionally at all times and not let personal beliefs or opinions
interfere with their judgment and actions. They need to lead by example and be aware of their
own strengths, weaknesses and needs and those of the people around them.
In all activities, managers need to think about how their behaviour:

• is perceived by others
• impacts their own performance
• affects working relationships
Any individual’s performance and behaviour can affect other people, and a manager’s leadership
role puts them in a responsible and influential position. Leaders are nearly always a focus for
attention, which makes sense as being visible and vocal are important elements of the role.
However, people can judge leaders harshly, and transfer their loyalty and support elsewhere very
quickly. We only have to look at how often sports team managers and coaches are criticised or
sacked to know how fragile a leader’s position can be. This highlights how important developing
self-awareness is to effective leadership.
In the workplace, it is essential for managers to make sure that their behaviour and leadership skills
are of the highest standard so that they can provide effective leadership. As part of the leadership
role, managers need to be able to:
• use good communication skills consistently
• lead and manage a stable, well-motivated and engaged team
• help their teams to meet organisational needs and objectives
• offer effective and imaginative solutions to problems
• bring energy, enthusiasm and a clear focus
• bring a balanced and positive attitude to change
Self-Awareness 55
On a day-to-day level, examples of positive and inspirational leadership behaviour could include:
• using excellent communication skills – able to engage and inspire team members and make
them feel valued
• being fair and consistent – when making decisions or solving problems
• good time-keeping and attendance – to show commitment to and respect for the team and
its objectives
• performing at consistently high levels – leading the way to achieve deadlines, targets and
quality standards
• displaying good conduct and behaviour – that minimise discomfort, stress, resentment and
embarrassment for other team members
• following good working practices – that avoid unnecessary harm or injury, lost work time or
disciplinary procedures
A manager whose behaviour is positive, inspirational and professional will have the respect of
team members, colleagues and other stakeholders. They will be able to deal with plans, strategy,
decisions and problems with the positive support of those around them.
On the other hand, a manager whose behaviour is negative for any length of time will soon lose
the support of their team and colleagues. They will find it impossible to inspire and lead their
team if they do not have their respect and cooperation. For example, a manager who is always
late, loses their temper, acts unfairly and inconsistently, will quickly come up against complaints
from customers, colleagues and others, and find it very difficult to carry out their operational
duties effectively.
From time to time, there will be unexpected circumstances that will adversely affect a good
manager’s behaviour, such as sudden illness or bereavement. When this happens, because they
have a good and loyal working relationship, team members will usually join together to support
the manager and help them through difficult times.
56 Self-Awareness
Adopting behaviour to improve the impact on others
Using self-awareness, it is possible to understand the impact of our own behaviour on others and
take steps to adapt when necessary. As the psychotherapist Carl Jung said: “There is no cure and
no improving of the world that does not begin with the individual himself”.
Self-awareness helps us to consciously think about how we influence and interact with others. If
things are going well, reflection enables us to recognise what we need to keep doing in order to
maintain good working relationships. If there are problems, however, we need to reflect to see if
any of our behaviours are causing issues.
With the help of self-reflection, we can:

• identify how our behaviours impact others – in positive or negative ways
• consider alternative ways of behaving – research behavioural styles
• try new approaches
• collect feedback about effectiveness – with more reflection or discussion
• implement further improvements
• review regularly
If team members and colleagues are having problems, the causes may be nothing to do with the
manager or the organisation. However, the manager still needs to investigate the situation so that
they can approach team members in an appropriate manner, to see if they can help or support
them with external problems.
Self-Awareness 57
Knowledge Activity 9: In the following scenarios, make some suggestions about

how the manager’s behaviour might have caused or affected the problems, and
what solutions the manager could try.
Scenario/problem How the manager’s behaviour might Possible solutions

have caused/affected the problem
Following a staff appraisal
meeting with the manager,
a team member is very
upset and goes off in tears
An experienced team
member, who is usually
reliable, on time and very
accurate in their work, has
started coming in late or
calling in sick during the
last month
After a team briefing about
progress and deadlines,
team members are very
angry and quiet
The team’s quality is still

below standard despite the
manager telling them off
every day for the last three
weeks
Customers keep
complaining about service
from two team members,
and the manager has told
them and left them to sort
things out themselves
Team members have been
trained in a new process
but people seem unsure
about what they should be
doing, and productivity is
dropping
Summary

• learning styles and learning style theories
• behaviour styles and behaviour style theories
58 Self-Awareness
Section 4: Putting knowledge into
practice
Introduction
In this section, we are going to put into practice some of the techniques and tools covered in the
workbook. You will:
• identify and use relevant self-awareness tools
• identify any risks caused by own management style
• reflect on and review your own performance
• create a development plan
You can do this and demonstrate understanding by completing the following tasks. You need to
base your answers on skills you use in the workplace, to show that you put your knowledge into
practice.
As some of the information you use and describe may be sensitive, do make sure that you have full
permission from your line managers before using real organisational data. You also need to make
sure that information is used, stored and disposed of correctly, in line with your organisation’s
policies and procedures.
You can use the tables as a guide for your answers, or create your own.
Self-Awareness 59
Section 4: Putting knowledge into practice
Task 1 – Identify suitable self-awareness tools for own

development
Identify which self-awareness tools and techniques will help you gain a greater awareness of your
own working style. You will need to complete at least one questionnaire based tool.
Here is a list of potential tools and techniques. Use this form to consider which might be best for
you and why:
Tool or technique Why is this relevant to your work and performance?

Feedback from others’
observation/relationships
Johari Window
Wheel of Life
Personal SWOT Analysis
MBTI – Myers Briggs Type

Indicator
ILM72 Integrated Leadership

Measure
MTQ48 Mental Toughness

Questionnaire
VIA Strength Questionnaire
Occupational Personality
OPQ32 Questionnaire
Self reflection e.g. using a

journal
360-degree appraisal
Emotional Intelligence
measure/questionnaire
VARK learning styles

questionnaire
Honey and Mumford learning

styles questionnaire
Gardner’s Multiple
Intelligences
Felder & Silverman Learning

Styles
Merrill and Reids Four Social

Styles
Berne’s Transactional Analysis
60 Self-Awareness
Task 2 – Identify and manage risks posed by own working

style
Once you have the results of the different self-awareness tools, identify potential negative impacts
and associated risks posed by those results and take practical steps to manage them whilst you
work on development activities. Use this form to record the steps taken:
Self-awareness tests and activities

undertaken:
Identified risk: Description of risk: Steps taken to manage risk:
Self-Awareness 61
Task 3 – Reflect on and review own performance
Self-assess and review your own performance using relevant criteria. This will involve both
identifying criteria to assess yourself against, and collecting feedback from your line manager,
peers, own team and other relevant stakeholders.
Give the people providing you with feedback the criteria they are judging you against. These
criteria can come from your job description and/or behaviour or competency frameworks relevant
to your role.
Existing organisational forms and documents such as those that capture job-chats, one-to-ones and
appraisals can be used. However part 2 provides a form that can be copied and used if needed.
Part 1 – Use the space below to identify the criteria to self-assess your own
performance:
62 Self-Awareness
Part 2 – Collect feedback about own performance
You can use this form to collect written feedback about your performance.
Your name: Date:
Person providing feedback: Position of person giving feedback:
Criteria against which feedback is being provided:
Feedback:
Self-Awareness 63
Part 3 – Complete your review
Use the information collected to write a review and self-assessment. Include:

• your judgments about each area of performance you have received feedback against
• your reflections on the feedback and the outcomes
• your personal strengths and areas for development
• conclusions and recommendations to move your development forward
64 Self-Awareness
Task 4
Part 1 – Create a personal development plan
Please note you can add the development activities from this workbook to any personal development plan already started in any other workbook.
Identified area of What specific actions are What performance What resources or How will I know this Long, Date Review
development required criteria are they support is needed has been achieved – medium or started and date(s)
linked to how will I judge my short term projected
success finish date
Self-Awareness 65
Task 4
Part 2 – Seek feedback on your development plan
Please note you can use this form to seek feedback about your development plan in this workbook
or use the one in workbook Management of Self.
Your name: Date:
Person providing feedback’s name: Person providing feedback’s position:
Summary of discussion about your development plan so far:
Person providing feedback’s comments and feedback about the plan:
66 Self-Awareness
Section 5: References, bibliography
and further reading
Belbin, Meredith, R. (2010). Team Roles at Work (2nd Ed.). Oxon: Routledge
Caruso, David R & Salovey, Peter (2004). The Emotionally Intelligent Manager. San Francisco:
Jossey-Bass
Cotton, D (2015). Key Management Development Models 70+ tools for developing yourself and
managing others. Harlow: Pearson
Information about Felder & Silverman can be found at:
http://thepeakperformancecenter.com/educational-learning/learning/preferences/learning-styles/
felder-silverman/
http://www.shmoop.com/teachers/teaching-learning-styles/learning-styles/felder-silverman.html
https://www.mindtools.com/community/pages/article/mnemlsty.php
all accessed 27th and 28th May 2017
Information about Gardner’s Multiple Intelligences can be found at:
http://www.businessballs.com/howardgardnermultipleintelligences.htm
accessed 27th 28th May 2017
Goleman D (1999). Working with Emotional Intelligence. London: Bloomsbury Publishing
Goleman D (1995). Emotional Intelligence Why it can matter more that IQ. London: Bloomsbury
Publishing
Harris, Thomas, A (2012). I’m OK – you’re OK: Climb out of the cellar of your mind. London:
Arrow Books
McGrath J, & Bates B. (2013). The Little Book of Big Management Theories And How To Use
Them. Harlow: Pearson
Merrill, David W., Reid, Roger H (1981) Personal Styles and Effective Performance. Florida: CRC Press
Further information about Merrill and Reid can be found at:
http://changingminds.org/explanations/preferences/social_styles.htm
http://www.thinkadvisor.com/2013/05/13/the-4-social-styles?page=5
all accessed on 28th May 2017
http://www.businessdictionary.com/definition/employee-engagement.html
accessed on 31st July 2017
Self-Awareness 67
Section 5: References, bibliography and further reading
Passmore J (Ed.) et al (2010). Leadership Coaching: Working with leaders to develop elite
performance. London: Kogan Page
Passmore J (Ed.) et al (2012). Psychometrics in Coaching: Using psychological and psychometric
tools for development. (2nd Ed.). London: Kogan Page
Salovey P, and Mayer JD (1990) Emotional Intelligence. Imagination, Cognition and Personality,
9, 185-211
Salovey P, Brackett, M, A & Mayer J D (Ed.). (2004). Emotional Intelligence Key Readings on the
Mayer and Salovey Model. New York: Dude Publishing:
Strycharczyk D & Clough P (2015). Developing Mental Toughness Coaching Strategies to improve
performance, resilience and wellbeing (2nd Ed.). London: Kogan Page
Whitmore, J, (2009). Coaching for Performance: Growing human potential and purpose: The
principles and practice of coaching and leadership (4th Ed.). London: Nicholas Brealey Publishing.
68 Self-Awareness
Please use this page for additional notes
Self-Awareness 69
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of expertise in professional training, qualifications,
learning content, technology and assessment.
Together we set the standards for corporate learning,

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5

Section 1: Understanding own impact on others 3

Section 2: Understanding emotional intelligence 27

Section 3: Understanding different learning and behaviour styles 36

Section 4: Putting knowledge into practice 59

Section 5: References, bibliography and further reading 67

Being a manager requires a good level of self-awareness. Developing self-awareness and

In this section, we are going to examine:

The importance of being aware of own behaviour

Methods for gathering feedback

Feedback from others

An important element of developing self-awareness is receiving feedback. When feedback is

Informal feedback from customers, suppliers or other stakeholders – customers, suppliers

Knowledge Activity 1: Consider the different ways of receiving feedback that

By gathering feedback from different sources we:

A simple version of a Johari Window is as follows:

Open/free area Blind area

Known by the person Not known by the person

Known by others Known by others

Hidden area Unknown area

Known by the person Not known to the person

Not known by others Not known by others

The aim is to enlarge the open area by:

Areas that we score in a work setting include:

Area covered Score

Use the space below to write your answers:

Personal SWOT analysis – can be applied to self-awareness and used to identify:

Strengths – the following questions can be used to help identify strengths:

Weaknesses and challenges – it is important to maintain a level of objectivity when considering

Knowledge Activity 3: Create your own personal SWOT analysis to raise

Strengths Weaknesses and challenges

Psychometric tools and tests

Here is an overview of the preferences:

The three global factors are:

The Mental Toughness Questionnaire (MTQ48) – is a 48-question psychometric test that

Understanding an individual’s level of mental toughness raises self-awareness as to why they

Occupational Personality Questionnaire (OPQ32) – this is a popular measure of individual

The 32 scales are split into three key domains:

Relationships with people Scales:

Further information is available from: http://www.theopg.co.uk

A 360-degree appraisal is designed to give a rounded view of performance providing feedback

Further information is available from:

The link between self-awareness and improved performance

In this section we have looked at:

In this section we are going to explore emotional intelligence, often shortened to EI or EQ

What is emotional intelligence?

Models and theories of emotional intelligence

Salovey and Mayer’s ability model of emotional intelligence

Salovey and Mayer’s model is split into four areas of ability:

EMOTIONAL oneself and others

Statement: Score out My experience:

My ability to help others

Goleman’s Theory of Emotional Intelligence

Self- Emotional Social

Reuven Bar-on’s emotional intelligence model

Bar-on’s model is made up of 5 meta-factorial components:

Measuring emotional intelligence

Here is a selection of websites offering emotional intelligence tests and assessments:

Knowledge Activity 5: Why might it be important that a leader uses EI in the

Work situation/ Why might EI help the leader/manager?

Dealing with team &

Work situation/ Why might EI help the leader/manager?

Building trust and