My MA dissertation was on male self-confidence and how coaching can help. It contains some insights into how and why the male experience of being confident, or not, is different to the female experience. Plus it explores what factors influence confidence for men.
Self concept, personality, abilities, and emotionsadi
Here are the Big Five personality dimensions and a brief description of each:
O - Openness to experience - Appreciation for art, emotion, adventure, unusual ideas, imagination, curiosity, and variety of experience.
C - Conscientiousness - Good planning, organizing and executing tasks. Dependable, responsible, persistent, and achievement-oriented.
E - Extraversion - Outgoing, talkative, energetic. Tendency to seek stimulation and the company of others.
A - Agreeableness - Kind, sympathetic, cooperative, warm and compassionate. Tendency to be trusting and helpful towards others.
N - Neuroticism - Prone to psychological distress. Emotional instability and negative emotions such
,
personality and values
,
what is personality?
,
personality determinants
,
personality traits
,
the myers-briggs type indicator
,
hofstede’s framework: masculinity
,
hofstede’s framework: time orientation
,
how do the big five traits predict behavior?
,
more relevant personality traits
,
linking personality and values to the workplace
,
classifying values – rokeach value survey
This document discusses achievement motivation and its underlying theories. It defines achievement motivation as a person's drive to succeed and persist in the face of challenges. Four main theories are described: need achievement theory, attribution theory, achievement goal theory, and competence motivation theory. Need achievement theory proposes that individuals are motivated by either a need for success or a fear of failure. Attribution theory examines how people explain their successes and failures. Achievement goal theory looks at how goals, ability, and behavior interact. Competence motivation theory states that people are motivated to feel capable. The document provides details on each theory and reflects on applying the understanding of motivation to sports rehabilitation.
This document discusses theories of personality including the Myers-Briggs Type Indicator, Big Five Model, core self-evaluation, and Holland's theory of person-job fit. The Myers-Briggs Type Indicator classifies people into 16 personality types based on preferences for extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five Model describes five dimensions of personality: extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Core self-evaluation refers to self-esteem and locus of control, with positive core self-evaluation relating to better job performance. Holland's theory proposes that personality types should match
Describe personality, how it is measured, and the factors that shape it
Strength and weaknessess of MBTI framework and Big Five Personality Model
The contribution of Core Self Evaluation (CSE), self monitoring, and personality on understanding personality
Relationship between situation, personality and behavior
Contrasting the terminal and instrumental values
Person-job-fit and person-organization-fit
Hofstede’s five value dimension and GLOBE framework
This document discusses motivation and achievement motivation in sport. It defines motivation and lists the main motives for participating in sport. It explains achievement motivation and the traits of individuals with high or low achievement motivation (Nach and Naf people). It also discusses approach and avoidance behavior and factors influencing Nach and Naf behavior. Finally, it explains the benefits of goal setting for motivation and provides guidance for setting SMART targets.
This document discusses personality and values. It defines personality and describes how it is measured. Two major personality frameworks are described - the Myers-Briggs Type Indicator and the Big Five model. Values are defined as basic convictions about how to live and the importance of values is explained. Generational differences in values are compared. Hofstede's five dimensions of national culture are identified as a framework for assessing cultural values.
Here are some examples of child prodigies in sport:
- Michelle Wie - Began playing golf at age 4 and turned professional at age 16. Won numerous amateur tournaments.
- Michael Phelps - Began competitive swimming at age 7. Won 28 Olympic medals, including 23 gold medals.
- Simone Biles - Started gymnastics at age 6. Has won 25 World Championship medals, including 19 gold medals. Most decorated American gymnast.
- LeBron James - Considered a basketball prodigy in high school. Drafted straight out of high school by the NBA. 4x NBA champion.
- Lionel Messi - Began playing soccer for Newell's Old Boys
Self concept, personality, abilities, and emotionsadi
Here are the Big Five personality dimensions and a brief description of each:
O - Openness to experience - Appreciation for art, emotion, adventure, unusual ideas, imagination, curiosity, and variety of experience.
C - Conscientiousness - Good planning, organizing and executing tasks. Dependable, responsible, persistent, and achievement-oriented.
E - Extraversion - Outgoing, talkative, energetic. Tendency to seek stimulation and the company of others.
A - Agreeableness - Kind, sympathetic, cooperative, warm and compassionate. Tendency to be trusting and helpful towards others.
N - Neuroticism - Prone to psychological distress. Emotional instability and negative emotions such
,
personality and values
,
what is personality?
,
personality determinants
,
personality traits
,
the myers-briggs type indicator
,
hofstede’s framework: masculinity
,
hofstede’s framework: time orientation
,
how do the big five traits predict behavior?
,
more relevant personality traits
,
linking personality and values to the workplace
,
classifying values – rokeach value survey
This document discusses achievement motivation and its underlying theories. It defines achievement motivation as a person's drive to succeed and persist in the face of challenges. Four main theories are described: need achievement theory, attribution theory, achievement goal theory, and competence motivation theory. Need achievement theory proposes that individuals are motivated by either a need for success or a fear of failure. Attribution theory examines how people explain their successes and failures. Achievement goal theory looks at how goals, ability, and behavior interact. Competence motivation theory states that people are motivated to feel capable. The document provides details on each theory and reflects on applying the understanding of motivation to sports rehabilitation.
This document discusses theories of personality including the Myers-Briggs Type Indicator, Big Five Model, core self-evaluation, and Holland's theory of person-job fit. The Myers-Briggs Type Indicator classifies people into 16 personality types based on preferences for extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five Model describes five dimensions of personality: extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Core self-evaluation refers to self-esteem and locus of control, with positive core self-evaluation relating to better job performance. Holland's theory proposes that personality types should match
Describe personality, how it is measured, and the factors that shape it
Strength and weaknessess of MBTI framework and Big Five Personality Model
The contribution of Core Self Evaluation (CSE), self monitoring, and personality on understanding personality
Relationship between situation, personality and behavior
Contrasting the terminal and instrumental values
Person-job-fit and person-organization-fit
Hofstede’s five value dimension and GLOBE framework
This document discusses motivation and achievement motivation in sport. It defines motivation and lists the main motives for participating in sport. It explains achievement motivation and the traits of individuals with high or low achievement motivation (Nach and Naf people). It also discusses approach and avoidance behavior and factors influencing Nach and Naf behavior. Finally, it explains the benefits of goal setting for motivation and provides guidance for setting SMART targets.
This document discusses personality and values. It defines personality and describes how it is measured. Two major personality frameworks are described - the Myers-Briggs Type Indicator and the Big Five model. Values are defined as basic convictions about how to live and the importance of values is explained. Generational differences in values are compared. Hofstede's five dimensions of national culture are identified as a framework for assessing cultural values.
Here are some examples of child prodigies in sport:
- Michelle Wie - Began playing golf at age 4 and turned professional at age 16. Won numerous amateur tournaments.
- Michael Phelps - Began competitive swimming at age 7. Won 28 Olympic medals, including 23 gold medals.
- Simone Biles - Started gymnastics at age 6. Has won 25 World Championship medals, including 19 gold medals. Most decorated American gymnast.
- LeBron James - Considered a basketball prodigy in high school. Drafted straight out of high school by the NBA. 4x NBA champion.
- Lionel Messi - Began playing soccer for Newell's Old Boys
This document discusses key concepts in organizational behavior related to values, attitudes, personality, and emotions. It covers several models and theories including values and cultural dimensions, the components of attitudes, personality traits and types, and emotions. It also discusses self-efficacy and Covey's seven habits for managerial self-improvement.
Self-Awareness: the key to leadership effectiveness Sandra Sieb
This document outlines a presentation on developing self-awareness as a key to leadership effectiveness. It begins with definitions of self-awareness and discusses the importance of self-awareness for leaders. Research finds that the most important leadership capability is self-awareness. The presentation then provides strategies for developing self-awareness at both the individual level, including mindfulness practices and feedback, and at the organizational level, such as leadership programs and discussions.
This document discusses developing self-awareness and management skills. It covers understanding your sensitivity line, personal values, learning style, orientation to change, and interpersonal style. Five key areas of self-awareness are discussed: emotional intelligence, values, learning styles, attitudes toward change, and personality/core self-evaluations. Models for learning styles, values, locus of control, and the big five personality traits are presented. Developing self-awareness in these areas is presented as important for personal and professional growth.
We consider personal development largely ‘personal’; something we do for ourselves in order to grow and develop.
Though pretty obvious yet seemingly self-explanatory concept of personal development is misleading.
Conventional definitions of personal development:
Wikipedia considers personal development as a process of gaining self-awareness, developing talent and aspiring towards a high quality life.
The Oxford online dictionary suggests that self-development is “the process by which a person’s character or abilities are gradually developed”, and
The Cambridge online dictionary explains personal development within a business context, seeing it as “the process of improving your skills and increasing the amount of experience that you have in your job”
This document summarizes key concepts around personality and emotions from Chapter 4 of the textbook. It defines personality and lists several personality traits and models, including the Myers-Briggs Type Indicator and Big Five model. It also discusses major personality attributes that influence organizational behavior, such as locus of control, Machiavellianism, self-esteem, and risk-taking tendencies. Additionally, the document covers emotions in the workplace, including theories like Affective Events Theory, and how gender, jobs, and emotional intelligence can impact emotions at work.
This document summarizes personality and the major frameworks for identifying personality traits. It discusses the Big Five model of personality which includes extraversion, agreeableness, conscientiousness, emotional stability, and openness. It also covers the Myers-Briggs Type Indicator (MBTI) and research showing both genetics and environment influence personality. Additional traits discussed include core self-evaluation, Machiavellianism, narcissism, self-monitoring, risk-taking, and proactive personality. The document examines how different personality traits may impact work performance and suitability for certain jobs or roles.
This document provides an overview of theories and models of personality, including Cattell's 16 Personality Factor model, the Myers-Briggs Type Indicator, and the Big Five model. It also discusses determinants of personality such as heredity, environment, and situation. Key personality attributes that can affect organizational behavior are explored, like locus of control, self-esteem, and risk-taking tendencies. Personality is assessed using interviews, observations, and objective or projective personality tests. The document concludes that both nature and nurture influence personality development.
The qualities required to lead a team for this activity include having a positive vision and well-defined goals, putting the needs of the team above your own interests, and being determined to succeed despite facing opposition. One can develop these qualities by thinking of challenges as opportunities, dreaming big while making strategic plans, and focusing on bringing value to the community rather than just themselves. For this assignment, I helped define the goals, brought the team together to work towards a shared vision, and motivated others when facing difficulties.
The document discusses personality development and building good character. It defines personality as one's thoughts, actions, and behavior in different scenarios. Developing good character requires focusing on qualities like self-confidence, positive thinking, learning from failures, self-reliance, and selfless service. It also emphasizes the importance of goal setting, time management, communication skills, and leadership qualities. Maintaining a healthy lifestyle through exercise, diet, yoga, meditation, and managing one's thoughts is also discussed as pivotal to personality development.
This document discusses the importance of self-awareness and skills awareness. It explains that being aware of your strengths, weaknesses, and skills helps with finding internships, discovering your career path, and interviewing. The document provides activities for readers to reflect on their self-awareness, such as identifying their strengths, weaknesses, and communication style. It also includes questions to help identify skills and suggests updating your online profile to showcase your personality's strengths and skills.
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
Personality is defined as the unique qualities of an individual that affect how they see themselves and relate to others. Studies show that genetics account for about 40% of personality, while 60% is influenced by environmental and situational factors. There are several major theories that seek to understand personality, including psychoanalytic, trait, humanistic, and social-cognitive approaches. Personality is assessed using techniques like questionnaires, interviews, and projective tests.
MBA 1 sem OB Individual Personality and motivationSuman Poudel
This document discusses various theories and models of personality and motivation. It describes personality as the sum total of an individual's reactions and interactions with others, influenced by heredity, environment, and situation. Popular models of personality discussed include Myers-Briggs, which classifies people into 16 types based on preferences for extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five model describes five dimensions: extroversion, agreeableness, conscientiousness, openness to experience, and emotional stability. The document also covers major personality attributes like locus of control, Machiavellianism, self-esteem, and risk-taking.
The document discusses personality and the factors that influence it. It describes personality as being made up of both hereditary and environmental factors that are moderated by situational conditions. Some key points:
- Personality is influenced by heredity (genes), environment, and situations. Heredity sets parameters but the environment determines one's full potential.
- There are several theories of personality including traits theory, psychodynamic theory, humanistic theory, and the integrative approach.
- Popular models for describing personality include the Big Five model (extraversion, agreeableness, conscientiousness, emotional stability, openness) and Myers-Briggs Type Indicator (16 personality types).
The document summarizes a workshop on self-awareness and skills hosted by I Want To Be Ltd. The workshop aims to help participants find fulfilling careers, be fulfilled in their work, and compete effectively in the job market. It covers topics like understanding one's world view, self view, view of others, view of work, view of change, connecting with one's motivations and energy sources, and cultivating resourcefulness. Prizes will be awarded in a competition.
The document discusses qualities of good and bad leaders. Good leaders that people follow freely have qualities like experience, empathy, vision, inspiration, honesty and motivation. Bad leaders people are unwilling to follow are corrupt, closed-minded, dishonest, selfish and arrogant. The document also contrasts winners versus losers and discusses different levels of leadership, with level 5 leaders embodying humility and ambition for the organization.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "What Is Personality?".
This chapter discusses building high self-esteem. It defines self-esteem as a combination of self-efficacy and self-respect. Self-esteem develops from childhood experiences and is influenced throughout life. People with high self-esteem tend to feel competent and in control of their lives, while those with low self-esteem often feel unworthy and rely on external factors. The chapter provides ways to raise self-esteem such as setting goals, using positive self-talk, and seeking mentorship. Organizations can also help by making employees feel valued and empowered.
The Playbook to Scale High-Performance Teams with Gusto COO Lexi Reesesaastr
The document provides an overview of key elements that build and maintain trust within a team. It discusses the importance of psychological safety, clear roles and goals, dependability, and ensuring work has impact and meaning. It also notes that trust can be given, earned, shaken and rebuilt through demonstrating authenticity, empathy, logical thinking. Specific actions are recommended, including using SBIF (situation, behavior, impact, future) for giving feedback, making impeccable commitments, and cultivating trust when hiring, evaluating, and developing team members.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
This document discusses key concepts in organizational behavior related to values, attitudes, personality, and emotions. It covers several models and theories including values and cultural dimensions, the components of attitudes, personality traits and types, and emotions. It also discusses self-efficacy and Covey's seven habits for managerial self-improvement.
Self-Awareness: the key to leadership effectiveness Sandra Sieb
This document outlines a presentation on developing self-awareness as a key to leadership effectiveness. It begins with definitions of self-awareness and discusses the importance of self-awareness for leaders. Research finds that the most important leadership capability is self-awareness. The presentation then provides strategies for developing self-awareness at both the individual level, including mindfulness practices and feedback, and at the organizational level, such as leadership programs and discussions.
This document discusses developing self-awareness and management skills. It covers understanding your sensitivity line, personal values, learning style, orientation to change, and interpersonal style. Five key areas of self-awareness are discussed: emotional intelligence, values, learning styles, attitudes toward change, and personality/core self-evaluations. Models for learning styles, values, locus of control, and the big five personality traits are presented. Developing self-awareness in these areas is presented as important for personal and professional growth.
We consider personal development largely ‘personal’; something we do for ourselves in order to grow and develop.
Though pretty obvious yet seemingly self-explanatory concept of personal development is misleading.
Conventional definitions of personal development:
Wikipedia considers personal development as a process of gaining self-awareness, developing talent and aspiring towards a high quality life.
The Oxford online dictionary suggests that self-development is “the process by which a person’s character or abilities are gradually developed”, and
The Cambridge online dictionary explains personal development within a business context, seeing it as “the process of improving your skills and increasing the amount of experience that you have in your job”
This document summarizes key concepts around personality and emotions from Chapter 4 of the textbook. It defines personality and lists several personality traits and models, including the Myers-Briggs Type Indicator and Big Five model. It also discusses major personality attributes that influence organizational behavior, such as locus of control, Machiavellianism, self-esteem, and risk-taking tendencies. Additionally, the document covers emotions in the workplace, including theories like Affective Events Theory, and how gender, jobs, and emotional intelligence can impact emotions at work.
This document summarizes personality and the major frameworks for identifying personality traits. It discusses the Big Five model of personality which includes extraversion, agreeableness, conscientiousness, emotional stability, and openness. It also covers the Myers-Briggs Type Indicator (MBTI) and research showing both genetics and environment influence personality. Additional traits discussed include core self-evaluation, Machiavellianism, narcissism, self-monitoring, risk-taking, and proactive personality. The document examines how different personality traits may impact work performance and suitability for certain jobs or roles.
This document provides an overview of theories and models of personality, including Cattell's 16 Personality Factor model, the Myers-Briggs Type Indicator, and the Big Five model. It also discusses determinants of personality such as heredity, environment, and situation. Key personality attributes that can affect organizational behavior are explored, like locus of control, self-esteem, and risk-taking tendencies. Personality is assessed using interviews, observations, and objective or projective personality tests. The document concludes that both nature and nurture influence personality development.
The qualities required to lead a team for this activity include having a positive vision and well-defined goals, putting the needs of the team above your own interests, and being determined to succeed despite facing opposition. One can develop these qualities by thinking of challenges as opportunities, dreaming big while making strategic plans, and focusing on bringing value to the community rather than just themselves. For this assignment, I helped define the goals, brought the team together to work towards a shared vision, and motivated others when facing difficulties.
The document discusses personality development and building good character. It defines personality as one's thoughts, actions, and behavior in different scenarios. Developing good character requires focusing on qualities like self-confidence, positive thinking, learning from failures, self-reliance, and selfless service. It also emphasizes the importance of goal setting, time management, communication skills, and leadership qualities. Maintaining a healthy lifestyle through exercise, diet, yoga, meditation, and managing one's thoughts is also discussed as pivotal to personality development.
This document discusses the importance of self-awareness and skills awareness. It explains that being aware of your strengths, weaknesses, and skills helps with finding internships, discovering your career path, and interviewing. The document provides activities for readers to reflect on their self-awareness, such as identifying their strengths, weaknesses, and communication style. It also includes questions to help identify skills and suggests updating your online profile to showcase your personality's strengths and skills.
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
Personality is defined as the unique qualities of an individual that affect how they see themselves and relate to others. Studies show that genetics account for about 40% of personality, while 60% is influenced by environmental and situational factors. There are several major theories that seek to understand personality, including psychoanalytic, trait, humanistic, and social-cognitive approaches. Personality is assessed using techniques like questionnaires, interviews, and projective tests.
MBA 1 sem OB Individual Personality and motivationSuman Poudel
This document discusses various theories and models of personality and motivation. It describes personality as the sum total of an individual's reactions and interactions with others, influenced by heredity, environment, and situation. Popular models of personality discussed include Myers-Briggs, which classifies people into 16 types based on preferences for extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The Big Five model describes five dimensions: extroversion, agreeableness, conscientiousness, openness to experience, and emotional stability. The document also covers major personality attributes like locus of control, Machiavellianism, self-esteem, and risk-taking.
The document discusses personality and the factors that influence it. It describes personality as being made up of both hereditary and environmental factors that are moderated by situational conditions. Some key points:
- Personality is influenced by heredity (genes), environment, and situations. Heredity sets parameters but the environment determines one's full potential.
- There are several theories of personality including traits theory, psychodynamic theory, humanistic theory, and the integrative approach.
- Popular models for describing personality include the Big Five model (extraversion, agreeableness, conscientiousness, emotional stability, openness) and Myers-Briggs Type Indicator (16 personality types).
The document summarizes a workshop on self-awareness and skills hosted by I Want To Be Ltd. The workshop aims to help participants find fulfilling careers, be fulfilled in their work, and compete effectively in the job market. It covers topics like understanding one's world view, self view, view of others, view of work, view of change, connecting with one's motivations and energy sources, and cultivating resourcefulness. Prizes will be awarded in a competition.
The document discusses qualities of good and bad leaders. Good leaders that people follow freely have qualities like experience, empathy, vision, inspiration, honesty and motivation. Bad leaders people are unwilling to follow are corrupt, closed-minded, dishonest, selfish and arrogant. The document also contrasts winners versus losers and discusses different levels of leadership, with level 5 leaders embodying humility and ambition for the organization.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "What Is Personality?".
This chapter discusses building high self-esteem. It defines self-esteem as a combination of self-efficacy and self-respect. Self-esteem develops from childhood experiences and is influenced throughout life. People with high self-esteem tend to feel competent and in control of their lives, while those with low self-esteem often feel unworthy and rely on external factors. The chapter provides ways to raise self-esteem such as setting goals, using positive self-talk, and seeking mentorship. Organizations can also help by making employees feel valued and empowered.
The Playbook to Scale High-Performance Teams with Gusto COO Lexi Reesesaastr
The document provides an overview of key elements that build and maintain trust within a team. It discusses the importance of psychological safety, clear roles and goals, dependability, and ensuring work has impact and meaning. It also notes that trust can be given, earned, shaken and rebuilt through demonstrating authenticity, empathy, logical thinking. Specific actions are recommended, including using SBIF (situation, behavior, impact, future) for giving feedback, making impeccable commitments, and cultivating trust when hiring, evaluating, and developing team members.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
The document provides an overview of several key career development theories. It discusses William Super's life-span, life-space theory which views careers as developing over stages throughout one's life and involving multiple life roles. John Holland's theory proposes that careers and personalities can be categorized into six types and that career satisfaction depends on congruence between personality and occupational types. The document also summarizes Maslow's hierarchy of needs theory, Krumboltz's social learning theory of career counseling, and cognitive information processing theory. Overall, the document outlines several influential career development theories and perspectives.
This document discusses personality and individual differences that are important for managers to understand. It defines key concepts like the Big Five personality traits, emotional intelligence, locus of control, and Holland's personality-job fit theory. Understanding these differences can help managers create good fits between employees' personalities and their jobs to increase performance, satisfaction and retention. The document advises managers to consider individuals' personalities when providing supervision, support, feedback and setting expectations.
The document provides an overview of several prominent career development theories. It begins by defining career development and career counseling. It then outlines Donald Super's career development theory, including his concepts of self-concept, life stages, and life spaces. John Holland's theory of vocational personalities and work environments is explained. The document also summarizes Abraham Maslow's hierarchy of needs, John Krumboltz's learning theory, Nancy Schlossberg's transition theory, and L. Sunny Hansen's integrated life planning theory. It concludes by describing the cognitive information processing approach to career counseling. In under 3 sentences, the document surveys major career development theories and how they inform the work of career practitioners.
OB Unit - 1.pptx organization behavior - organization psychologyKowSalya923350
Organizational psychology is the application of psychological theories and principles to organizations. It has many benefits such as improving employee well-being, motivation, leadership, team dynamics, and managing change. Some key aspects of organizational psychology include recruitment and selection, training and development, performance management, diversity and inclusion, and stress management. Personality and individual differences also impact work behaviors. Common personality tests assess traits, values, intelligence, and psychopathologies. Theories of personality include psychoanalytic, socio-psychological, trait, self, and locus of control theories.
This document outlines an agenda and content for a sample course on motivating people. The course covers various motivation theories and strategies for motivating employees. It discusses Maslow's hierarchy of needs, Herzberg's hygiene-motivation theory, and McGregor's Theory X and Theory Y. Additionally, the course covers accountability, forming expectations, recognizing employees, and making work interesting to increase motivation. The overall goal is to help participants motivate people to achieve more and feel satisfied.
This document outlines an agenda and content for a sample course on motivating people. The course covers various motivation theories and strategies for motivating employees. It discusses Maslow's hierarchy of needs, Herzberg's hygiene-motivation theory, accountability and forming expectations. The course aims to help participants motivate people to achieve more and feel satisfied by understanding what motivates human behavior.
This document discusses moral values and character building. It defines morals and values, and outlines key moral principles like trustworthiness, respect, responsibility, fairness, caring, and citizenship. It explains that moral values help guide a person's behavior and decisions. The document also discusses how to develop good character, noting that it involves understanding what good character means, what influences it, how to measure it, and how to cultivate it through effective communication between families, schools, and communities. It stresses the importance of strong character both personally and professionally for success.
The document provides tips for building strong character and imbibing strong moral values in personal and professional life. It emphasizes self-acceptance, self-improvement through goal setting, and focusing on inner beauty rather than outward appearances. It also stresses being kind to others, making small acts of appreciation, and creating opportunities for learning from both successes and failures.
The document provides biographical information about Joe Greenstein and Semira Rahemtulla, the cofounders of InnerSpace, who are giving an effective communication workshop. It outlines their backgrounds and previous work experiences. It then details the agenda for the workshop, which will cover topics like what makes an effective leader and team. It will include exercises and discussions around disclosure, vulnerability, feedback, and influence. The workshop aims to teach participants how to effectively communicate and build strong relationships through openness and constructive feedback.
This document discusses self-reflection, Maslow's hierarchy of needs, fixed and growth mindsets, transferable skills, hard and soft skills, strengths and weaknesses analysis, and the importance of planning and review cycles for personal and professional development. It provides information on key concepts such as identifying strengths and areas for improvement, setting SMART goals, ensuring development is measurable, and gaining support from others through the development process.
The document discusses career pathways and factors that influence career choices for adolescents. It provides three key objectives: 1) discuss external factors that influence career choices and how they can help with decisions, 2) identify pros and cons of career options with guidance from others, and 3) create a career plan based on personal goals and external influences. It then discusses what career pathways are, the importance of choosing a pathway, and lists some external factors like parental guidance, financial capacity, and passions that influence adolescent career choices.
This document discusses moral values and character building. It defines morals and values, and lists key moral principles including trustworthiness, respect, responsibility, fairness, caring, and citizenship. It then provides descriptions and examples of each principle. The document discusses the importance of character, what constitutes good character, and factors that influence character development. It also outlines approaches for measuring and developing good character, including effective communication between families, schools, and communities regarding shared values. Overall, the document provides an overview of moral values and principles, what defines good character, and suggestions for developing strong character.
This document discusses moral values and character building. It defines morals and values, and lists key moral principles including trustworthiness, respect, responsibility, fairness, caring, and citizenship. It then provides descriptions and examples of each principle. The document discusses the importance of character, what constitutes good character, and factors that influence character development. It also outlines approaches for measuring and developing good character, including effective communication between families, schools, and communities regarding shared values. Overall, the document provides an overview of moral values and principles, what constitutes strong character, and how character can be built in individuals.
Ankur Nag is an agile coach with over 14 years of experience, including 8 years specifically in agile. He has several agile certifications and focuses on topics like agile culture, emotional intelligence, and psychological safety. The document discusses the importance of company culture and defines it as the product of a company's values, expectations, and environment. It also examines obstacles to transforming culture, such as when a company's culture is not aligned with agile values or there is general resistance to change.
The document discusses what the author has learned about leadership from taking a semester long course on the topic. A major focus of the course was on learning about oneself and what traits one possesses to be a good leader. The author learned that to be a great leader, one must have passion for their cause and understand the concept of leadership as social influence that initiates change.
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation delves into the core principles of personality development as taught by Tim Han. Understand the importance of self-awareness, goal setting, and maintaining a positive attitude. Gain valuable tips on improving communication skills and developing emotional intelligence. Tim Han’s practical advice and holistic approach will help you embark on a transformative journey towards becoming your best self.
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Stealth attraction for mens gets her with your wordsichettrisagar95
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Exploring male self-confidence
1. An Exploration of Male Self-
Confidence in the Coaching
Context
Presented by Jackie Fitzgerald at the 11th Annual Coaching and
Mentoring Research Conference, Oxford Brookes University.
15 January 2015
2. Why this topic?
• Male self-confidence not well
understood – almost a taboo
‘Men who lack confidence? Don’t
you despise them?’
• Not clear what self-confidence ‘is’.
• How can coaching improve confidence?
3. References to search terms on Google
Google results
Self-confidence
Self-esteem
Self-efficacy
• Indicate familiarity with
terminology (Shamma et
al, 2004; Kelly & Cool,
2002)
• Self-confidence = 129m
results
• Self-esteem = 53m results
• Self-efficacy = 9.5m
results
(search carried out 27/5/14)
4. Literature review
• No clear definition/understanding of self-confidence
– Lies at the interface of abilities and personality (Stankov &
Crawford, 1997)
• Little found on male self-confidence specifically (except
arrogance)
• Men & women have similar levels of self-esteem (Reitzes &
Mutran, 1994)
• Degree of Gender Role Conflict (O’Neill, 2013) affects
confidence
• Confident men feel competent (Reitzes & Mutran, 1994)
• Not clear whether & how coaching helps self-confidence
issues
5. Research method
• Intepretivist paradigm + pre theory status of
question = IPA study
• 6 outwardly successful men aged 40-65
• All had been coached and/or mentored
• Semi-structured interviews
• Data transcribed and analysed following
Smith, Flowers & Larkin (2009) process
6. Superordinate themes
3 emerged:
1. The uniqueness of the RP’s attitudes towards and
experiences of self-confidence
2. Control as a factor in increasing self-confidence
3. The need for someone to talk to
7. 1. The uniqueness of self-confidence
What self-confidence means to the RP’s RP1 RP2 RP3 RP4 RP5 RP6
Trust in my own ability, competence X X X X X X
It depends on context/the situation X X X X X
Accepting myself, being comfortable in own skin, being
congruent
X X X X
Financial security X X X
An act, what I project X X X
Being well-prepared, having practiced X X
Something you can work on and change X X
8. What affects RP confidence?
What affects your confidence? RP1 RP2 RP3 RP4 RP5 RP6
The situation & context X X X X X X
Having someone to talk to X X X X X X
Knowing what's in store, familiarity X X X X
Being part of a good team X X X
Family support X X X
Autonomy, making my own decisions X X
Being successful X X
Congruence X X
Practice X X
Competence X X X X X
By acting it I become it X X
Past experience X X
Information X X
Financial security X X
How high the stakes are X X
Being in the right place in the world X X
Having things under control X X
Adding value, making a difference X
Wanting to be confident X
Knowing you're doing the right thing X
Age X
Physical attributes X
Education X
Change X
Curiosity, being open minded X
Positive attitude X
Planning, preparation X
Being judged, what other people think X
9. 2. Aspects of self-confidence
• Having: resources, skills, experience, power,
autonomy, security, someone to talk to
• Doing: Education, training, research, planning,
practice
• Being: congruence, authenticity
• Clear distinction between work and social or
quasi-social situations: linked to control?
• Arrogance a means of taking control?
10. Factors influencing confidence
External Internal
Being judged -ve Competence +ve
Family expectations generally -ve Congruence +ve
Masculine role expectations -ve Self-acceptance +ve
Having a good team around you +ve Positive attitude +ve
Family support +ve Wanting to be confident +ve
Having someone to talk to +ve Experience +ve
Education +ve
Physical attributes (eg height, weight) both Financial Security +ve
Social background both Familiarity +ve
Thoughts often -ve Preparation +ve
Age often -ve Skill & knowledge acquisition +ve
Situation/context both Experience +ve
Being in a competitive situation both Autonomy +ve
Low stakes +ve
Random Control
Factors influencing confidence
11. Effects of low confidence
• Reported effects strikingly similar: sleeplessness,
physical discomfort, changes to posture, illness:
• RP3: So, it’s that…it’s just, it’s unsettling. So, you
wake up in the middle of the night, you don’t get
back to sleep. So, you go and chop a tree down at
five in the morning, except the chainsaw will wake
everybody up, so you can’t do that either. You just
end up pacing round the house.
• Coping strategies: distraction, physical activity,
withdrawal
12. 3. Someone to talk to
• All considered this important
– Can’t talk to their wives, keep them out of things
• Slightly motivational, more of a sounding board:
• RP4: I would say overall its nearly always been
positive because its helped me deal with, for want
of a better word, nagging doubts about things,
and not in a massively life changing way, but in a
positive reinforcing way, in a ‘there is nothing
wrong with you thinking that’ kind of thing and
occasionally a little bit of a gee up about ‘yeah, I
do need to be…’
13. What the RP’s wanted from their
coach
• Listen, support, teach & guide
• Get them through ‘stuff’
• Affirm, confirm thinking
and decisions
• Validation more than motivation
• Most valued a mentor rather than a coach
• However the coaching experience was
transformational for some
14. Implications for coaching practice 1:
• Idiosyncrasy of self-confidence re-emphasised the
importance of initial contracting.
RP5 ‘That makes me think. One of my clients, a senior guy
in banking, he wanted coaching on some self-confidence
stuff and I never thought to find out what he meant because
I thought I knew what he meant. We are going to be having
a very different conversation in a few weeks.’
• Does the client want coaching or mentoring?
15. Implications for coaching practice 2:
• Coach must find out what self-confidence
means to that client & what combination of
factors influences their confidence
• Set aside value judgements - remain client
centred
• Focus on context and situation
– Can coaching help given the context?
16. Implications for coaching practice 3:
• Frequent temperature-checking needed
– Situation may change
– Client may not raise confidence themselves
• Confidence warning signs:
– Sleeplessness, illness, slouching
– Withdrawal, reticence, avoidance of issues,
arrogance (Berglas, 2006)
– Focus on/concerns about decision-making
17. Implications for coaching practice 4:
Suitable approaches
• Client-centred to address the highly individual
nature of male self-confidence
• Skills and performance for those with strong
‘doing’ bias or in task/performance contexts
• Strengths-based
– Known to improve confidence & self-esteem (Hodges
& Clinton, 2004; Linley & Harrington, 2008)
– Addresses fear of showing weakness (Brown, 2012)
18. Further research
• Do gender role expectations matter more for
younger, less affluent men?
• What differences are there between how men
and women recognise & deal with self-
confidence
• Is there a developmental aspect to
confidence?
21. References
Berglas, S. (2006) ‘How to keep A players productive’, Harvard Business Review, Vol. 84, Issue 9, pp. 104-112.
Brown, B. (2012) Daring Greatly How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and
Lead. London: Penguin Books. Kindle edition.
Hodges, T.D., Clinton, D.O. (In press) Strengths Based Development in Practice In: Linley, P.A., & Joseph, S. (eds.)
International Handbook of Positive Psychology in Practice: From Research to Application. New Jersey: Wiley and Sons.
Available from: http://strengths.uark.edu/development-in-practice.pdf [Accessed 25 September 2014].
Kelly, D., Cool, C. (2002) ‘The effects of topic familiarity on information search behavior’ In: Proceedings of the 2nd
ACM/IEEE-CS joint conference on Digital libraries. New York:ACM. Available from
http://dl.acm.org/citation.cfm?id=544232 [Accessed June 9 2014].
Linley, P.A., Harrington, S. (2006) ‘Strengths Coaching: A potential-guided approach to coaching psychology’.
International Coaching Psychology Review Vol. 1 No. 1, 37:46
O’Neil, J.M. (2013) ‘Gender role conflict research 30 years later: an evidence-based diagnostic schema to assess boys
and men in counseling’, Journal of Counseling and Development, Vol. 91, pp. 490-498.
Reitzes, D.C., Mutran, E.J. (1994) ‘Multiple roles and identities: factors influencing self-esteem among middle-aged
working men and women’, Social Psychology Quarterly, Vol. 57, No.4, pp. 313-325.
Shamma, D.A, Owsley,S., Bradshaw, S., Sood, S., Budzik, J., Hammond, K. (2004) Using the Web as a Measure of
Familiarity and Obscurity. Available from: www.researchgate.net [Accessed June 9, 2014].
Smith, J.A., Flowers, P., Larkin, M. (2009) Interpretative Phenomenological Analysis Theory, Method and Research.
London: Sage.
Stankov, L., Crawford, J. (1997) ‘Self-confidence and performance on tests of cognitive abilities.’ Intelligence Vol. 25,
Issue 2, pp. 93-109.
Editor's Notes
1. The potential impact of lack of confidence on men’s careers and general wellbeing is currently poorly understood by coach practitioners and this means that the coaching profession is not well informed on how to deal with such issues;
2. Self-confidence may be the root cause of a performance issue. Unless a client is able to discuss self-confidence with his coach the underlying issue may never be addressed in his coaching and the client may come to believe that coaching is somehow unsatisfactory thus reducing the credibility of the coaching profession;
3. Other than Bachkirova’s Self-Concept and Developmental Strategies model (Bachkirova, 2004) there are few techniques available to coaches for working on self-confidence or self-esteem issues generally (Brady, 2010). As a practising coach it would be useful to have more models, tools and techniques available to me. It is also possible that a particular, gender-specific approach may be required when working on self-confidence in men. For that to happen however men’s experience of self-confidence must be better understood.
References to self-confidence in Cox et al., & Palmer and Whybrow: 0
GRC: psychological state in which socialised gender roles have negative consequences for the person or others
Coaching linked to self-efficacy improvements (Passmore & Fillery-Travis, Wasylyshyn, not necessarily self confidence. ICF 2009 research did improve self-confidence/self-esteem but most of the RP’s were women.
None could define it, though most of them distinguished self-confidence and self-esteem
Commonality: self-efficacy beliefs, contextual nature of confidence then congruence and/or self-acceptance
Most said 4-6 things, RP1 did not know whether he had experienced self-confidence, or lack of
Financial security featured more than I had experienced, as did acting/performance, something you do
One RP said it was associated with making the right decisions
A clue came from the fact that many of the RP’s spoke differently about whether they were at work or in a social or quasi social situation such as networking. Most were often confident at work with strong self-efficacy beliefs, most were often less confident in more social settings and that’s where acting often kicked in. It occurred to me that control was the missing link – they felt in control at work, less so in social settings.
So I looked at aspects of control and categorised them into having, doing and being
You can’t talk about male self-confidence without mentioning arrogance and it did come up. Either the RP’s mentioned their own arrogance or they talked about being on the receiving end of arrogant behaviour. What was clear is that it was widely perceived as a way of talking control and covering up insecurity, consistent with Berglas who said that the problem A players are usually men.
Identifying control as important for self-confidence gave me another clue so I mapped out the various things the RP’s had said onto a grid depending on whether they came from within the RP (beliefs and attitudes), from external sources (the attitudes of others) and whether they were within the control of the RP or more random in nature.
Internal factors within the RP’s control were overwhelmingly positive.
External and random factors were either context dependent or negative
And that got me thinking about developmental aspects of self-confidence. Those who had found coaching most beneficial, transformational even, also spoke strongly about congruence and self-acceptance as being factors in their self-confidence. Those who sought validation through coaching, or wanted it to get them through, tended to see confidence as being affected by things like making the right decisions. While interesting that’s beyond the scope of the research.
Are you sure what you know what the client means? Are you thinking self-efficacy while he’s thinking about whether he has enough money?
If he is all about money now and you’re not, can you set that aside?
May well be that the situation or context is beyond the control or even influence of the client so the coaching approach would have to reflect that
Some RP’s were not aware of self-confidence at all
Some RP’s were not aware of self-confidence at all
The GRC was much less than the lit review had let me to expect