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Stufe 1: Verbesserung der Selbstwahrnehmung: Was sollten wir über uns selbst herausfinden, um Ziele für die persönliche und Führungskräfteentwicklung zu setzen?
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People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities.
Individual differences in the construct of managerial self-awareness (MSA)—operationalized as congruence between self and direct reports’ behavioral ratings—were examined in 134 high-performing (HP) and 470 average-performing (AV) managers obtained from 4 independent datasets. Results based on several different approaches to measuring ratings agreement indicated that HPs were significantly more managerially self-aware compared with AVs. This relationship was consistent regardless of data source, organization, or method of assessing managerial performance. No overall relationships were found between congruence and level of item importance, gender, management level, age, or tenure. When compared with other measures for assessing self-focus, the construct of self-monitoring was found to be convergent with managerial self-awareness, whereas the construct of self-consciousness appeared to reflect primarily rating leniency effects. The article concludes with a comparison of the measurement approaches used, limitations, and suggestions for further study.
A growing body of empirical research suggests that self-awareness is associated with successful leadership. Although self-awareness research has generated a number of scales to measure self-awareness, none have done so with the explicit focus of leadership. The present research is a summary of three studies designed to develop and begin validation for a scale to measure self-awareness in the context of leadership and leader development. The result of Study 1 and 2 was a 54-item self-awareness scale. A confirmatory factor analysis provided evidence for a marginal fit. Predictive validity was assessed in Study 3 by looking for associations between self-awareness and outcomes from an MBA capstone course designed in part to improve communication, foster teamwork, and increase self-awareness. Self-awareness was the independent variable. The dependent variables were the graded, videotaped outcomes of two types of structured role-playing exercises designed to meet course objectives and involved students working in dyads or in small groups. Positive associations were found between the new scale and some group context measures of performance, but not for the dyad measures. Implications and suggestions for future research are provided.
Trauma is an inescapable part of being human, whether caused by external events or internal struggles. Self-reflection and self-awareness aid in the recovery from external trauma and heal psychosomatic wounds. We first explain different understandings of the nature of the self and mechanisms of self-reflection and self-awareness. Then we describe the role of self-reflection and awareness in ontogenetic, sociogenic, liberative, transpersonal, and spiritual models of adult development. Finally, we discuss the practice of Buddhist mindfulness, Westernized forms of mindfulness, and McMindfulness and their potential for raising the level of self-awareness, increase resilience during hard times, and heal from trauma.
Two studies used the self-concordance model of healthy goal striving (K. M. Sheldon & A. J. Elliot, 1999) to examine the motivational processes by which people can increase their level of well-being during a period of time and then maintain the gain or perhaps increase it even further during the next period of time. In Study I, entering freshmen with self-concordant motivation better attained their 1st-semester goals, which in turn predicted increased adjustment and greater self-concordance for the next semester's goals. Increased self-concordance in turn predicted even better goal attainment during the 2nd semester, which led to further increases in adjustment and to higher levels of ego development by the end of the year. Study 2 replicated the basic model in a 2-week study of short-term goals set in the laboratory. Limits of the model and implications for the question of how (and whether) happiness may be increased are discussed.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Before you tie a 360-degree feedback system into your formal appraisal process, you need to resolve issues of confidentiality, validity, usefulness and effectiveness. Here's how.
An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals’ well-being, is presented. The self-concordance of goals (i.e., their consistency with the person’s developing interests and core values) plays a dual role in the model. First, those pursuing self-concordant goals put more sustained effort into achieving those goals and thus are more likely to attain them. Second, those who attain self-concordant goals reap greater well-being benefits from their attainment. Attainment-to-well-being effects are mediated by need satisfaction, i.e., daily activity-based experiences of autonomy, competence, and relatedness that accumulate during the period of striving. The model is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.
Purpose
– The purpose of this study is to investigate whether self-awareness, which is associated with general well-being and positive life outcomes, is also of specific benefit in the workplace. The authors tested the relationship between self-awareness and job-related well-being, and evaluated two different interventions designed to improve dispositional self-awareness at work.
Design/methodology/approach
– Full-time employees took part in these training interventions and completed questionnaires using a switching-replications design. Questionnaires measured dispositional self-attentiveness (reflection and rumination) and job well-being (satisfaction, enthusiasm and contentment) at three time points over a period of six weeks. Statistical analyses were complemented with qualitative analysis of reported impacts.
Findings
– Self-awareness was positively associated with job-related well-being and was improved by training. Employees reported gaining a greater appreciation of diversity, improved communication with colleagues and increased confidence.
Research limitations/implications
– Sample size limited the extent to which the relatively weak relationships between the concepts could be identified.
Practical implications
– Self-awareness is demonstrated to be of value at work, associated with higher well-being and improvements in several positive occupational outcomes. The self-awareness training is more likely to result in active work-based improvements than in reflective changes.
Originality/value
– Dispositional self-awareness is shown to be subject to change through training. The study demonstrates the value of self-awareness at work and identifies a range of related work outcomes.
A growing body of empirical research suggests that self-awareness is associated with successful leadership. Although self-awareness research has generated a number of scales to measure self-awareness, none have done so with the explicit focus of leadership. The present research is a summary of three studies designed to develop and begin validation for a scale to measure self-awareness in the context of leadership and leader development. The result of Study 1 and 2 was a 54-item self-awareness scale. A confirmatory factor analysis provided evidence for a marginal fit. Predictive validity was assessed in Study 3 by looking for associations between self-awareness and outcomes from an MBA capstone course designed in part to improve communication, foster teamwork, and increase self-awareness. Self-awareness was the independent variable. The dependent variables were the graded, videotaped outcomes of two types of structured role-playing exercises designed to meet course objectives and involved students working in dyads or in small groups. Positive associations were found between the new scale and some group context measures of performance, but not for the dyad measures. Implications and suggestions for future research are provided.
Self-awareness—the capacity to focus attention on oneself, and thus to self-evalu- ate—has a bad reputation in social-clinical psychology because of its ties to nega- tive affect, depression, suicide, and dysfunction. Using Rollo May's (1967) analysis of "the human dilemma," we outline self-awareness's beneficial contributions to psychological functioning. Without self-awareness, people could not take the per- spectives of others, exercise self-control, produce creative accomplishments, or experience pride and high self-esteem. Research suggests that the positive and neg- ative facets of self-awareness are reconciled when people have reasonable self-standards and when they are optimistic about meeting their standards.
The ability of personality traits to predict important life outcomes has traditionally been questioned because of the putative small effects of personality. In this article, we compare the predictive validity of personality traits with that of socioeconomic status (SES) and cognitive ability to test the relative contribution of personality traits to predictions of three critical outcomes: mortality, divorce, and occupational attainment. Only evidence from prospective longitudinal studies was considered. In addition, an attempt was made to limit the review to studies that controlled for important background factors. Results showed that the magnitude of the effects of personality traits on mortality, divorce, and occupational attainment was indistinguishable from the effects of SES and cognitive ability on these outcomes. These results demonstrate the influence of personality traits on important life outcomes, highlight the need to more routinely incorporate measures of personality into quality of life surveys, and encourage further research about the developmental origins of personality traits and the processes by which these traits influence diverse life outcomes.
© 2007 Association for Psychological Science.
This study investigated changes in the skill levels of managers which occurred two years following the managers' participation in 360-degree feedback. The major objective was to investigate how skill development, development efforts, and environmental support for development are related. The Management Skills Profile (MSP) was used to measure skills and to give feedback. Of the original 198 managers who received feedback, 48 accepted the opportunity to complete the instrument again two years later. At that time, they also completed a questionnaire surveying what development activities they had completed and the extent to which they received support for development from their supervisor and the organization. The first hypothesis was that, for the group, (a) participants' skills would increase following feedback, and (b) self–other agreement would be greater at Time 2 than at Time 1. This was supported. The second hypothesis was that management skills would be related to later advancement. This also was supported. The third hypothesis was that skill development would be related to both development efforts and environmental support, and that some development activities would be more effective than others. Hypothesis four was that those who put more effort into development (a) would have received at Time 1 ratings which were more favorable and more congruent with their self-ratings, and (b) would have received more environmental support. Hypotheses three and four were only partially supported. The results have implications for what managers can do to develop their skills and how others can support this development. © 1993 by John Wiley & Sons, Inc.
Personality has consequences. Measures of personality have contemporaneous and predictive relations to a variety of important outcomes. Using the Big Five factors as heuristics for organizing the research literature, numerous consequential relations are identified. Personality dispositions are associated with happiness, physical and psychological health, spirituality, and identity at an individual level; associated with the quality of relationships with peers, family, and romantic others at an interpersonal level; and associated with occupational choice, satisfaction, and performance, as well as community involvement, criminal activity, and political ideology at a social institutional level.
A life span health-behavior model was investigated in this longitudinal study of personality influences on health. Teachers assessed 963 elementary schoolchildren on traits that formed scales assessing the dimensions of the five-factor (Big Five) model of personality. Smoking, alcohol use, body mass index (BMI), and self-rated health were assessed 40 years later in midlife. Childhood personality traits were significantly associated with all 4 outcomes, and the effects were consistently larger for women than men. For men and women, childhood Conscientiousness was associated with less adult smoking and better adult self-rated health and, for women only, with lower adult BMI. Mediation analyses suggested that the effects of Conscientiousness on self-rated health were partially mediated by smoking and BMI. These findings add to the growing evidence that childhood personality traits predict adult health outcomes and are discussed in terms of future testing of the life span health-behavior model.
In the present research, we examine how two aspects of leader self-awareness — namely, leader awareness of their (a) personal identity and (b) collective (group) identity — influence perceptions of authentic leadership and leader endorsement. Study 1 provides experimental evidence that (a) leader personal self-awareness has a somewhat stronger impact on perceptions of their authentic leadership than leader collective self-awareness, but that (b) leader collective self-awareness has a stronger impact on leader endorsement. These findings are replicated in a second field study with political leaders, and in a third experimental study with workplace supervisors. Results suggest that for leaders to be seen as authentic and garner support, they need to be seen as aware not only of who they are as individuals, but also of who they are as members of the collective they seek to lead. Implications for theories of the nature of self, authenticity, and leadership are discussed.
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This research investigated the issue of the weighting and number of Twenty Statements Test (TST) responses with samples of 165 Hong Kong secondary school pupils and 100 Swedish and 100 Ethiopian university students. Responses were classified into idiocentric, large group, small group, and allocentric categories, and scores were weighted by the rank order of the response and 7, 10, or 20 items were considered. Analysis found that the rank and number of the items made a difference to the proportions assigned to these categories for the Hong Kong but not the other samples and made little difference to the testing of hypotheses about gender and cultural differences in self-conceptions.
• This volume is the manual for the Myers-Briggs Type Indicator personality measure. The purpose of the Indicator is to implement C. Jung's (1923) theory of type. The gist of the theory is that much apparently random variation in human behavior is actually quite orderly and consistent, being due to certain basic differences in the way people prefer to use perception and judgment. "Perception" is here understood to include the processes of becoming aware, —of things or people or occurrences or ideas. "Judgment" is understood to include the processes of coming-to-conclusions about what has been perceived. If people differ systematically in what they perceive and the conclusions they come to, they may as a result show corresponding differences in their reactions, in their interests, values, needs and motivations, in what they do best and in what they like best to do. Adopting this working hypothesis, the Indicator aims to ascertain, from self-report of easily reported reactions, people's basic preferences in regard to perception and judgment, so that the effects of the preferences and their combinations may be established by research and put to practical use. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
• This volume is the manual for the Myers-Briggs Type Indicator personality measure. The purpose of the Indicator is to implement C. Jung's (1923) theory of type. The gist of the theory is that much apparently random variation in human behavior is actually quite orderly and consistent, being due to certain basic differences in the way people prefer to use perception and judgment. "Perception" is here understood to include the processes of becoming aware, —of things or people or occurrences or ideas. "Judgment" is understood to include the processes of coming-to-conclusions about what has been perceived. If people differ systematically in what they perceive and the conclusions they come to, they may as a result show corresponding differences in their reactions, in their interests, values, needs and motivations, in what they do best and in what they like best to do. Adopting this working hypothesis, the Indicator aims to ascertain, from self-report of easily reported reactions, people's basic preferences in regard to perception and judgment, so that the effects of the preferences and their combinations may be established by research and put to practical use. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Multi-source processes have been increasingly adopted by organisations in recent years and most projections suggest this trend will continue. As a developmental technique, one underlying rationale to such systems is their potential impact on target managers’ self-awareness; increasing self awareness is thought to enhance performance. The main theme of this paper relates to the potential of 360-degree assessment for yielding measures of self-awareness and the different ways of deriving indices of this variable. The relationship between self-awareness indices and measures of performance are discussed in light of research findings. It is concluded that different self-awareness measures used in the research literature are not equivalent, and may have differential relationships to performance. It is argued that self-awareness should be assessed in selection and other settings using a variety of methods, not necessarily utilizing the kinds of measures typically associated with multi-source feedback systems.
The Measure of Epistemological Reflection was revised to reflect a constructivist view of epistemological development that emerged from a longitudinal study of young adults' development. This article includes a description of the new constructivist interpretation process, how it is used, and criteria upon which to judge its value. (Contains 44 references.) (Author)
To date, there have been few empirical studies that have examined multidimensional interactive models of self-regulated learning. This study tested the interactive influence of two self-regulatory processes—goal-setting and metacognitive awareness—on students' performance. Individuals (N = 89) were placed into one of four experimental groups based on their level of metacognitive awareness (high or low) and their participation in either a goal-setting intervention or a filler activity. All individuals then completed a novel decision-making task. As hypothesized, the interaction of being asked to set clearly defined goals and a tendency to develop a high degree of metacognitive awareness best facilitated individuals' performance on a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models.
Considers the conditions which cause the consciousness to focus on the self as an object. The theory that self-awareness has motivational properties deriving from social feedback is discussed and considered with relation to conformity, attitude-behavior discrepancies, and communication sets. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-rated leadership behaviour (transformational, transactional, laissez-faire), was obtained for a representative, random sample of 155 U.S. Navy surface fleet officers in parallel to the leadership descriptions for the same dimensions provided by the officers' senior subordinates. In addition, Navy records completed by the officers' superiors provided performance and promotion data that were indexed as appraisals of the officers' success. The self-ratings of leadership behaviour tended to be inflated in comparison to subordinates' ratings, but the more successful officers were less likely to inflate their self-described leadership behaviour. A possible explanation for this effect is that subordinates' descriptions of leadership were significantly related to superiors' ratings of performance and promotion, but self-ratings of leadership were not associated with these measures. Thus, congruence of self and others' ratings was related to successful performance.
Previous discussions of the evolution of the self have diverged greatly in their estimates of the date at which the capacity for self-thought emerged, the factors that led self-reflection to evolve, and the nature of the evidence offered to support these disparate conclusions. Beginning with the assumption that human self-awareness involves a set of distinct cognitive abilities that evolved at different times to solve different adaptive problems, we trace the evolution of self-awareness from the common ancestor of humans and apes to the beginnings of culture, drawing upon paleontological, anthropological, biological, and psychological evidence. These data converge to suggest that that modern self-thought appeared just prior to the Middle-Upper Paleolithic transition, approximately 60,000 years ago.Recto running head: Evolution of the Self.
This article examines the status of 360-degree feedback in organizations. How to optimally use feedback from multiple constituencies as a competitive advantage is discussed. Differences between traditional performance appraisal and 360-degree feedback are elucidated. Elements of designing and implementing an effective 360-degree feedback program are explored: content, employee involvement, item type, format, relevance, implementation, using results for evaluation and/or development, including managers' self-assessment, and the form and content of the feedback. A research agenda on 360-degree programs is charted. © 1993 by John Wiley & Sons, Inc.
The 7 habits of highly effective people: Powerful lessons in personal change
- S R Covey
We’re not very self-aware, especially at work
- E C Dierdorff
- R S Rubin
What self-awareness really is (and how to cultivate it)
- T Eurich
The Johari Window: A graphic model of awareness in interpersonal relations
- J Luft
The Johari Window: A graphic model for interpersonal relations
- J Luft
- H Ingham