UNIT: BSBLDR801 LEAD

PERSONAL AND
STRATEGIC
TRANSFORMATION

Chapter 1 Reflect on personal efficacy

Topic 1: What is Self-efficacy?

Self-efficacy is, according to psychologist

Albert Bandura who originally proposed the concept, a
personal judgment of "how well one can execute
courses of action required to deal with prospective
situations".
What is Self-efficacy?

Expectations of self-efficacy determine whether an

individual will be able to exhibit coping behavior and
how long effort will be sustained in the face of
obstacles. Individuals who have high self-efficacy will
exert sufficient effort that, if well executed, leads to
successful outcomes, whereas those with low self-
efficacy are likely to cease effort early and fail.
What is Self-efficacy?

 Educator Kathy Kolbe adds, "Belief in innate abilities

means valuing one's particular set of cognitive
strengths. It also involves determination and
perseverance to overcome obstacles that would
interfere with utilizing those innate abilities to
achieve goals."
How it affects human function
 Movitation

 High self-efficacy can affect motivation in both positive and

negative ways. In general, people with high self-efficacy are
more likely to make efforts to complete a task, and to persist
longer in those efforts, than those with low self-efficacy. The
stronger the self-efficacy or mastery expectations, the more
active the efforts. However, those with low self-efficacy
sometimes experience incentive to learn more about an
unfamiliar subject, where someone with a high self-efficacy may
not prepare as well for a task. A negative effect of low self-
efficacy is that it can lead to a state of learned helplessness.
How it affects human function
 Motivation

 People generally avoid tasks where self-efficacy is

low, but undertake tasks where self-efficacy is
high.
How it affects human function
 Work performance

 Overall, self-efficacy is positively and strongly

related to work-related performance. This
relationship, though, depends on task complexity.
How it affects human function
 Thought patterns and responses

 Low self-efficacy can lead people to believe tasks to be harder than they actually are.
This often results in poor task planning, as well as increased stress.
 People become erratic and unpredictable when engaging in a task in which they have
low self-efficacy.
 People with high self-efficacy tend to take a wider view of a task in order to determine
the best plan.
 Obstacles often stimulate people with high self-efficacy to greater efforts, where
someone with low self-efficacy will tend toward discouragement and giving up.
 A person with high self-efficacy will attribute failure to external factors, where a
person with low self-efficacy will blame low ability. For example, someone with high
self-efficacy in regards to mathematics may attribute a poor test grade to a harder-
than-usual test, illness, lack of effort, or insufficient preparation. A person with a low
self-efficacy will attribute the result to poor mathematical ability.
How it affects human function
 Health Behaviours

 Self-efficacy beliefs are cognitions that determine

whether health behavior change will be initiated,
how much effort will be expended, and how long it
will be sustained in the face of obstacles and
failures.
How it affects human function
 Health Behaviours

 With increased self-efficacy, individuals have

greater confidence in their ability and thus are more
likely to engage in healthy behaviors. Greater
engagement in healthy behaviors, result in positive
patient health outcomes such as improved quality
of life.
How it affects human function
 Relationship to loss of control

 People with high self-efficacy generally believe

that they are in control of their own lives, that their
own actions and decisions shape their lives, while
people with low self-efficacy may see their lives as
outside their control.
Factors affecting self-efficacy
 Bandura identifies four factors affecting self-
efficacy.

Experience, or "enactive attainment"

 The experience of mastery is the most important

factor determining a person's self-efficacy. Success
raises self-efficacy, while failure lowers it.
Modeling, or "vicarious
experience"
 Modeling is experienced as, "If they can do it, I can
do it as well". When we see someone succeeding,
our own self-efficacy increases; where we see
people failing, our self-efficacy decreases. This
process is most effectual when we see ourselves as
similar to the model.
Social persuasion
 Social persuasion generally manifests as direct
encouragement or discouragement from another
person. Discouragement is generally more effective
at decreasing a person's self-efficacy than
encouragement is at increasing it.
Physiological factors
 In stressful situations, people commonly exhibit
signs of distress: shakes, aches and pains, fatigue,
fear, nausea, etc. Perceptions of these responses in
oneself can markedly alter self-efficacy.
 Getting 'butterflies in the stomach' before public
speaking will be interpreted by someone with low
self-efficacy as a sign of inability, thus decreasing
self-efficacy further, where high self-efficacy would
lead to interpreting such physiological signs as
normal and unrelated to ability.
Perception of Ability
 Whether your perception of ability is fixed or
acquirable. If your perception of ability is fixed,
you are less likely to increase self-efficacy whereas
if you think ability is acquired and can change over
your life, you are more likely to increase your level
of self-efficacy.
Topic 2:
 Receiving and giving of constructive feedback
The Importance of Feedback
 Feedback that is constructive is vital to employees’
ongoing development.  Feedback clarifies
expectations, helps people learn from their
mistakes and builds confidence. Positive feedback
is easy – it’s not hard to find the right words to tell
someone they’ve done a good job, or congratulate
them on meeting a sales target.
The Importance of Feedback
 However, giving negative feedback is not so easy.
It’s human nature to put off difficult conversations
or to try and soften the blow however the problem
with doing this is that the issue is not addressed,
the problem compounds and eventually you find
yourself dealing with a much bigger problem.
How to provide constructive
feedback?

 Act immediately
 Pick the right time and place to provide the
feedback
 Be specific and use examples
 Avoid negative language
 Use positive language
How to provide constructive
feedback?

 1. Get to the Point

 2. Don’t Waste Time
 3. Focus on the Facts
 4. Offer Suggestions
 5. Be Positive
 6. Do it in Person
Receiving Feedback
 1. Pause for a Moment
 2. Don’t Take it Personally
 3. Analyze the Feedback
 4. Then Learn from the Feedback
 5. Keep in Touch