LEA115: Habits of Successful Leaders

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Lead115This was hosted by Denise Lorenz and Deb Oronzio

Planning for Results Managing Priorities Creative Problem Solving

In the beginning, we rated ourseles on the 10 habits of successful leaders and the 20 bad habits of leaders. I was fairly happy with my results, but honestly it would take a fair amount of work and adjustment to quash these. If you’re interested in learning where you stand, try visiting our class examples at http://www.slideshare.net/bright9977/10-habits-of-the-great-leader

Part One: Assessing Your Leadership

leadership habits

The training hopes to introduce practical ideas and techniques for short and long term planning with an improved focus on results. We also seek to help define criteria for prioritization of your work and a system for managing to those priorities.
Introduce a five-step, structured process for problem solving in teams or groups.

Wake Tech Mission & Vision

The MISSION of Wake Technical Community College is to improve and enrich lives by meeting the lifelong education, training, and workforce development needs of the communities we serve.

Our VISION is to be a college that exceeds the expectations of our stakeholders for effective lifelong education, training, and workforce development by providing world-class programs and services. Wake Tech will structure its operations, training, and educational programs around the CORE VALUES of accountability, respect, responsibility, critical thinking, communication, and collaboration.

Part Two – Planning, Priorities and Problem Solving

Planning for Results

Types of Planning

  • Planning for Results
  • Strategic Planning in Higher Education
  • Wake Tech Mission and Values
  • Types of Planning
  • Obstacles to Planning
  • Planning for Results

Wake Tech Core Values

Accountability is essential for an environment of learning. Those who are accountable stand by their words and actions, taking full responsibility for what they create and for what they contribute to the community.

Respect is a prerequisite for enhancing learning. Community members who respect themselves and others help create a safe, yet open, climate of learning.

Responsibility is the root of success. Students who assume personal responsibility for their education will reach their goals. Responsible students also make contributions to their communities.

Critical thinking is the fundamental purpose of higher education. The ability to solve problems through the application of the appropriate skills is critical to all disciplines.

Communication is increasingly the key competency for living and working in the information age. Communicating effectively in oral and written forms through traditional and new media is a powerful tool for personal and career success.

Collaboration, by bringing together individual knowledge and talents, creates teams that are greater than the sum of their parts. Such teamwork maximizes benefits to individuals and the community.

Making the Plan Work

Leadership – Defining leadership roles and responsibilities. Creating a commitment to the plan.
Communication – Attention given to each affected group of plan to lessen resistance.
Assessment – Monitor plan’s progress and assess its outcomes.

Plan Process Considerations

  • Create a diverse leadership team to gain variety of perspectives
  • Foster readiness and shared sense of need for change
  • Gain historical perspective of previous planning efforts
  • Anticipate concerns and develop strategies to address them
  • Engage faculty and staff to ensure openness and inclusion
  • Identify needed resources

Obstacles to Planning

  • Lack of Awareness
  • Culture of Immediacy
  • Lack of Initiative
  • Fear Factor
  • “We’ve never done it this way before“
  • “We’ve always done it this way”
  • “What happens if we fail?”

Planning for Results

  • Develop a sense of direction and purpose
  • ID factors that affect the College
  • Understand circumstances contributing to past successes (or failures)
  • Coordinate efforts – include your team
  • Ensure availability of adequate resources
  • Develop “What If” Scenarios
  • Establish Performance Standards
  • Establish priorities

Prioritizing Your Time

A Guide for Prioritizing

Set 3 Most Important Tasks (MITs) for the day. If you could only do three things today, what would I feel the most fulfilled in doing?
Focus on providing value. How much value will this provide me, or someone else?
Think long-term. Will this make a difference a week, month or year from now? Five years?
A Guide for Prioritizing. First things first.
I will focus on completing my most important tasks early in the day so that if my afternoon gets busy, I can still finish the day feeling that I accomplished what I wanted to.
Have a clear vision. Is this activity moving me closer to my vision? Will it make much of a difference tomorrow or next week?

Meeting Management

  • Do you need a meeting?
  • Plan the meeting – Begin with the end in mind.
  • Select the appropriate participants.
  • Distribute agenda and work materials in advance of the meeting.
  • Begin and end the meeting on time.
  • Appoint a facilitator and time-keeper.
  • Designate follow-up actions with due dates.
  • Publish meeting minutes – including action items – within 24 hours.
  • For those with action items, work into priorities matrix.

Structured Problem Solving Process

  • Identify the stakeholders
  • Define the problem
  • Understand the problem
  • Identify solutions
  • Pick a solution
  • Implement the solution
  • Measure the results
  • Revise and repeat
  • Tackling Your Committee “Opportunity”
  • Define the problem.
  • Do you really have enough information for this?
  • Who would you need to involve? (A “committee” isn’t always the best option.)
  • To get creative, you need to get outside of the box – to get out of the box… you need help!
  • What information would you need to collect?
  • What do you already have?
  • What do you need to research / create?
  • Tackling Your Committee “Opportunity”
  • Once you have all the information you need – what possible solutions can you identify?
  • What will they cost?
  • How easy / difficult will they be to implement?
  • What will drive results?
  • Get in the way?
  • Tackling Your Committee “Opportunity”
  • Select a solution – build consensus.
  • How will you measure your results? (If you can’t measure results, how will you know if the problem is fixed?)
  • Plan your implementation:
  • Who needs to be on board?
  • What do they need to know?
  • What needs to be done to support implementation?
  • Implement, measure, evaluate and revisit.

Part Three – Reality

Managing Interruptions

  • The phone
  • The email
  • The “drop-in”
  • Contracts with your “significant others”
  • Boss
  • Colleagues
  • Students
  • Wrap-Up

    As a result of today’s discussion, what will you?

    Start doing?
    Stop doing?

LEA 124 – Leadership Training: Beyond Diversity

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Tyler Dockery celebrates Diversity with strong leadership
Tyler Dockery celebrates Diversity

LEA 124 – Leadership Training: Beyond Diversity

Since I had taken LEA113 (Understanding Diversity in the Workplace) and I clearly “understand” Diversity in the Workplace, it’s time to look BEYOND Diversity and put this clear level of understanding into action.

This course was presented by Jackie Popp (Jacqueline Popp) and Kimberly Breivogel on Wake Tech Community College’s Main Campus. During this leadership training session, we tooke a look at the biases we all hold (and we all have them, even if we’re not aware of it!).

We then explored how we could respectfully interact with others while actively working to reduce or eliminate preconceived notions which prevent us from being as effective as we could be, especially in the workplace. Research-based, hands-on activities and case studies allowed us to apply learning content to the workplace. We shared experiences as we got to know each other

In this class it was very interesting to see Cindy Foster, department head of Wake Tech’s Simulation and Video Game Development curriculum. Her experiences from the state and areas where she grew up made for some excellent insights. In her case study, her group had a staff member making harassing comments repeatedly. Her team made the breakthrough realization that the staff member might not be under their management control, which opened up a loooong and frankly quite fruitful discussion on how to deal with people under your management, those outside of your management, the difference in legal matters, performance improvement plans, and written/verbal warnings.

I thought this would be a general rehash of an earlier class, and was very pleased to find it stepping above and beyond my expectations.

LEA 113: Leadership Training – Understanding Diversity In The Workplace

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Tyler Dockery celebrates Diversity with strong leadership
Tyler Dockery celebrates Diversity

LEA 113: Leadership Training – Understanding Diversity In The Workplace

In this third installment of the Leadership Training at Wake Tech Community College, our presenters – Noah Spencer and Shemika Bell – dropped some of the essentials to understanding diversity in the workplace on us.

“What is Diversity?” Truth be told, the answers may have been as various as the people, ethnicities, and even personalities in the room. Many people are afraid to state their definition for fear that they may do or say something wrong. This session aimed to make things clearer by opening a fear-free forum. Competencies addressed in this session included understanding diversity, gauging awareness of diversity, and promoting equality and diversity.

We opened with some exercises using our Jung Typologies ( I am an INTJ “mastermind” ) and a brief rewind of our emotional intelligence training. It was nice to see that this was still important information to consider.

Barriers to Understanding Diversity

  • Denial of Issues
  • Lack of Awareness/Trust
  • Fear of Offending/Being seen as…
  • Intercultural Differences
    • Communication Styles
    • Concepts of Time
    • Concepts of Power


“We all have a seat at the table”
Annie Holmes

Recognizing, Understanding, and Valuing Differences

Inclusivity: Looking at our practices and procedures to ensure all have equal access and opportunities

Inclusive Excellence: A framework that incorporates achieving excellence through diversity and inclusive efforts


The Four Layers of Diversity aka The Diversity Wheel

  • Functional Level/ Classification
  • Geographic Location
  • Age
  • Personality
  • Physical
  • Ability
  • Educational
  • Background
  • Work Location
  • Seniority
  • Union
  • Affiliation
  • Division
  • Depart./
  • Unit/
  • Group
  • Work
  • Content/
  • Field
  • Management
  • Status
  • Marital
  • Status
  • Parental
  • Status
  • Appearance
  • Income
  • Personal
  • Habits
  • Recreational
  • Habits
  • Religion
  • Work
  • Experience
  • Race
  • Ethnicity
  • Sexual
  • Orientation
  • Gender

Honstly, there were so many of these that I simply could not keep up. I can type 45 words per minute, and it simply wasn’t long enough for the slides

  • Internal Dimensions
  • External Dimensions
  • Organizational Dimensions
  • Intercultural Differences
  • Communication Styles
  • Concepts of Time
  • Concepts of Power


What Does Diversity Mean?

AFFIRMING PEOPLE: Treating everyone respectfully, regardless of how you feel about their culture or lifestyle.


  • Jokes negative remarks
  • Not seeing omissions
  • Challenging stereotypes and fears.


  • Identifying barriers to:
    • women
    • people of color
    • people with disabilities
    • others who experience discrimination.
  • Creating an environment that removes barriers and extends cooperation.


Diversity Tips

  • Understand that diversity exists.
  • Acknowledge your own stereotypes and assumptions.
  • Develop consciousness and acceptance of your own cultural background and style.
  • Respect both the similarities and differences about people.

LEA 114 – Leadership Training: Emotional Intelligence

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Attribute of a Great Leader: Emotional Intelligence
Attribute of a Great Leader: Emotional Intelligence

Attribute of a Great Leader: Emotional Intelligence

Studies have shown that people with high Emotional Intelligence (EI) have greater mental health, exemplary job performance, and more potent leadership skills, markers of EI and methods of developing it have become more widely coveted in the past few decades.

There are three main models of EI:

  1. Ability model
  2. Mixed model (usually subsumed under trait EI)
  3. Trait model



Ability Model

The initial definition of EI was revised to “The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth.” However, after pursuing further research, their definition of EI evolved into “the capacity to reason about emotions, and of emotions, to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.

The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:

  1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one’s own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.
  2. Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand.
  3. Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.
  4. Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.


Mixed Model

Mixed model outlines five main EI constructs:

  1. Self-awareness – the ability to know one’s emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.
  2. Self-regulation – involves controlling or redirecting one’s disruptive emotions and impulses and adapting to changing circumstances.
  3. Social skill – managing relationships to move people in the desired direction
  4. Empathy – considering other people’s feelings especially when making decisions
  5. Motivation – being driven to achieve for the sake of achievement.

Consider reading “What Makes A Leader” by Daniel Goleman.


Trait Model

An alternative label for the same construct is trait emotional self-efficacy. The trait EI model is general and subsumes the Goleman model discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it.


LEA 123: Leadership Training – Individualized Problem Solving

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Tyler Dockery specializes in Individualized Problem Solving Strategies
Tyler Dockery specializes in Individualized Problem Solving Strategies

LEA 123: Leadership Training – Individualized Problem Solving Strategies

This leadership session built on the principles presented in both LEA 111 and LEA 112 by exploring how to formulate successful problem solving strategies through the understanding and appreciation of the extrovert/introvert dichotomy.

Our original Presenter: was supposed to be Amanda Sinodis (it was her birthday this week), however, Noah Spencer ended up being one of the presenters for this event (there were two).

This was a great time for me to acknowledge the help Noah Spencer had given me in the hiring process. I took the opportunity to give him the thanks that I felt appropriate, although it probably held little if any meaning in his eyes. Truth be told, that thanks was really all about me. I wanted to tell him that I was thankful, and to be pleased with the deal that I have been given. I think it was taken well, and we shook hands.

This class was really great. It was all about the differences in introverts and extroverts. The class was roughly 20 people, and only 2 were extroverts. It was interesting to hear everyone laying out their Jung Typology sets (I;m an INTJ). ALthough it was fairly lopsided type-wise in the class, I got some really good information.

Many of the problems of an interpersonal nature come from differences and perceived differences in thoughts and actions. This is especially true of introverts and extroverts. The fundamental issues between the two drop down mainly to internalizing vs. externalizing. SOme people think  more before acting, others go with a gut reaction. Many differences can cause feelings of unrest or displeasing behaviors to arise.

examples include:

  • An introvert may wait before taking action, causing others to think they are hesitant or do not agree
  • An extrovert may act on instinct, causing others to feel they are jumping to conclusions which might be untrue
  • An introvert may avoid groups, causing others to feel they are shunning company or feel groups are beneath them
  • Extroverts may blow up when angry or upset
  • Introverts may excuse themselves even when nothing is wrong
  • Extroverts may act on a suggestion without planning how to integrate it into their regime
  • Introverts may carefully plan several actions before beginning a single one, stalling the outcome

During this exercise, we were asked to identify introverts/extroverts based on images alone (couldn’t really do it), and to make up stories based on what they were like based on the headshot photos. We then discussed more ways to discuss passing ideas to introverts and extroverts in order to have the best integration with our teams.

At the end, we had a really fun activity called the introvert/extrovert cocktail. We divided up into groups and were designated either introverts or extroverts and had to attend the short party session by exhibiting the most extreme behavior we could. Everybody had a great time seeing all the extremes crashing into one another or trying to quietly escape. It was a great session.


LEA 112: Leadership Training – Building a Transformational Communication Toolbox for a Future Forward College

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Tyler Dockery Encourages Leadership training
Tyler Dockery Encourages Leadership training


LEA 112: Leadership Training – Building a Transformational Communication Toolbox for a Future Forward College

This interactive course presented by Amanda Sinodis & Sharon McMillian showed us how awareness of personality type could help us to enhance enjoyment, productivity, and teamwork in the workplace.

In order to participate in this workshop, I had to provide my Myers Briggs personality type code to Sharon McMillian at the time of registration. While it was possible to contact the ILC (independent learning center) to arrange for a personality type appointment, I had already taken this test as part of professional development with our department. I am an INTJ (mastermind classification), with a slightly introverted, highly Intuitive, normal Thinking, and highly Judging personality.

I found this session nicely placed and easy to understand. However, I felt that this presentation was, while well-presented, very closely styled after the notes. This two hour presentation could have had us read the powerpoint presentations individually, and then had a group session with 4 times as many people going over the talking portions in 20-30 minutes. I’d really have liked this material to have been presented in an online format rather than seated sessions offered in limited settings of time and day.

If I could not see these sessions in online capacity, I’d really like to see these offered in a professional development session in a campus-wide capacity rather than a limited setting of time and day during the semester.


LEA 111: Leadership Training – Introduction to Interpersonal Communication and the Self

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LEA 111: Leadership Training – Introduction to Interpersonal Communication and the Self

I know it sounds corny, but I’ve been waiting to take on some of these leadership classes for some time now. Every leadership development course offered during the last semester was given during a time I simply could not attend, or on a day in which I was not in the office. Even the closest training facility (Wake Tech’s North Campus) is roughly an hour’s drive away from my home. Could I have MADE time to take the classes by offering my students an alternate assignment? I could have, but honestly, the idea had never occurred to me. I know that looking back is nothing but stinking thinking (or whatever the word for that is these days), but I am proud to say that the school has offered training over the summer, and I hope to get the pre-reqs out of the way.

I think leadership training has lots of fantastic effects for the rest of the work situation in the classroom, employee interactions, and of course dealing with students. That said, This meeting was chock full of notes, so let’s get to it.


“Things to Remember” When Interpersonally Communicating

We are all selfish in our communication. We need to remember to “seek first to understand then to be understood” -Franklin Covey

When conveying information, always consider your audience. You would not speak the same way to your grandmother as you would to your neighbor’s child. You can never “NOT” communicate. Even non-verbal communication is communication. Words are Powerful. They are powerful tools for change, powerful tools to help, and powerful words to hurt. Once said, they cannot be returned and will not be forgotten.



Interpersonal communication is communication between 2 people who have a mutual influence over each other and play a unique role in each other’s lives. As the relationship continues, the two people build personal knowledge of one another, adjust their messages and create shared meaning.

I was a little bit unsure about this part of the talk in all honesty. As outlined here, interpersonal communication is only between two individuals who have “mutual influence” over each other. Does that mean I cannot have interpersonal communication with my boss, supervisor, team lead, or the team over which I manage?

Interpersonal Communication Involves Content and Relational Messages

  • Content– The words that are said. These are the “things” to argue about…people, events, tasks; These items are all external
  • Relational – Indicates the relationship between the people or how one feels about the content; who is in control, who is not being treated fairly, etc.; These items are all internal
  • Application – It is important to try to keep content conflicts centered on content. When these content conflicts get out of control, that’s a signal that there is really a relational conflict underlying the content conflict. Think of a recurring interpersonal conflict you have with someone. Do you focus on the content or relation?


Interpersonal Communication Is Ambiguous

Ambiguous refers to the fact that messages can be interpreted as having more than one meaning.

Nonverbal Ambiguity:

  • A Smile
  • A Wink
  • Walking out of a room

Verbal Ambiguity:

  • “I’m fine.”
  • “I need the project on my desk soon.”
  • “You’re not working up to par.”

We need to recognize ambiguity and try to clarify and specify to avoid misunderstandings.


Elements of Interpersonal Communication

There are two main elements of interpersonal communication: The communication Source/the communication Receiver and the Encoding of information and the Decoding of message information.

The Communication Source and The Communication Receiver

  • Source – The person who formulates and sends the message
  • Receiver – The person who receives and interprets (and hopefully understands!) the message

Encoding/Decoding a Message

  • Encoding – The process of producing messages by applying a “meaning” behind the message.
  • DecodingThe act of understanding or translating messages


Messages can be defined as: Signals that serve as stimuli – they are transmitted and received through our senses. It is important to note that Messages can be verbal, nonverbal or a combination of both.

Mixed Messages – When verbal and nonverbal messages don’t mirror one another.


Interpersonal Communication Involves Verbal & Nonverbal Messages

  • Verbal–Your words (written & spoken)

“I” Messages

I-Messages are less likely to trigger defensiveness and creates a clear impression that the speaker is responsible for what he/she is saying. It also shows that you are expressing your own perceptions rather than accusing.

I-Language Should Include the Following:

  • The Other Person’s Behavior
  • Your Feelings
  • The Consequences the Other Person’s Behavior Has For You


Examples of “I” Messages

“I get embarrassed (feeling) when you talk about my poor performance in front of my fellow co-workers(behavior). That’s why I’ve been aloof lately (consequence)”

“I haven’t been assigning you projects lately (consequence) because you have been displaying an unwillingness to collaborate (behavior). I feel that you are removing yourself personally and professionally from our team, which is a concern for me. (feeling)”

I have always approached “I-Messages” in terms of “I-Statements”. These use a specific format: “When you… I feel… Because…”

Examples include:

“When you scream at your sub-ordinates, I feel the motivation and safety of the team is at risk because several employees have complained about your actions and are actively seeking employment elsewhere.”

“When you surprise me with shortcomings at my annual review, I feel shocked, cheated, and betrayed because these items could have been fixed if they had been mentioned/counseled before the annual report.”

“When you make time for these 1:1 meetings every month, I feel really appreciated and empowered because we set some clear goals to accomplish and I feel motivated to give you what you want.”


Channel The medium through which messages pass or the means to communication.

Types of Channels:

  • Face-to-Face
  • Telephone
  • E-mails
  • Letter
  • Context: The environment in which communication takes place

Four Dimensions of Communication

  1.   Physical – Environment
  2.   Temporal –“Right Time”
  3.   Social-Physiological –Relationship between people communicating
  4.   Cultural Dimension–Beliefs or norms of communicators

Competence and Interpersonal Skills

Competence increases as your list of skills increase. In order for your personal list of skills to increase, you must be willing to engage in “trial and error.” It is important that you not be afraid of failure, but rather that you should be open to failure as the prelude to success.

Application: Think of someone who you consider to be a competent communicator. What are his/her characteristics that stand out to you?


Ernest Roy’s Short Course in Human Relations

  • The Six Most Important Words: “I admit I made a mistake.”
  • The Five Most Important Words: “You Did a Good Job.”
  • The Four Most Important Words: “What is Your Opinion?”
  • The Three Most Important Words: “If You Please,…”
  • The Two Most Important Words: “Thank You”
  • The One Most Important Word: “We”
  • The Least Important Word: “I”

Competence and Power

Enables you to control and influence the behaviors of others. If you have strong interpersonal skills, you will most often be able to control and influence others.

Application: What are some examples of Interpersonal Skills that Display Power and Enhance your Competency? Detract?


Competence and Listening

An effective communicator must be as good at decoding as he/she is at encoding. It is not just about listening, but listening with empathy and an open mind.


  • We MUST remove our biases and opinions
  • We MUST “Actively” listen
  • We MUST use confirming responses
  • We MUST remove noise from the interaction
  • We MUST remember that people are often not asking for our opinion or input. Sometimes they just want to be heard…..
  • We MUST remember that “responding” is part of the listening process. How you respond indicates how competent a listener you are….

Application: A co-worker, who you collaborate with on a lot of projects comes to you and says, “I know I haven’t been pulling my weight lately. My husband lost his job last month, my mom’s been sick and I’m not sleeping well. I just don’t know what to do.” You have been very frustrated with her lack of productivity and the fact that you’ve been doing a lot of the work. How would a competent listener respond?


Competence and Credibility

Demonstrating Ethical Behavior

  • Honesty
  • Treating People Fairly and with Respect
  • Compliance Gaining Strategies

Owning Up to Our Inevitable Mistakes…


Effective Use of Excuses – 5 Elements

  • I See – Acknowledging other Person’s Feelings
  • I Did It – Accepting Responsibility
  • I’m Sorry – Showing Remorse
  • Forgive Me
  • It Will Not Happen Again


The Self in Communication

Self Concept

The image of who you are and how you perceive yourself.   It is stable and can be manipulated and changed only to a certain degree. Consists of the words you would use to describe yourself – nouns or adjectives


Application – Write down the words that you feel best represent your self concept. Why did you write those words?


4 Sources of Self Concept

  1. Other’s Images of You – How accurate is our perception of what others think of us?
  2. Social Comparisons – Who do we compare ourselves to? How realistic are our comparisons?
  3. Cultural Teachings What messages do we receive?
  4. Your Own Observations, Interpretations and Evaluations


Self Esteem

Self-Esteem is the measure of the value you place upon yourself, based on how much you like the aspectsof your Self Concept. Your self-esteem levels change constantly depending upon how you feel about your self-concept. The higher your self-esteem, the more successful you will be and the more competent of a communicator

Self Concept vs. Self Esteem


Self Awareness

Self-Awareness is the extent to which you know yourself. How conscious you are about who you are, including physical, emotional and behavioral. The more self-aware you are, the more you are able to monitor and control your thoughts and behaviors. As a result, your communication and interaction with others will improve


Your Selves

  • Presenting Self – The person you want others to see. In order to “create” this person, we manage our identities.
  • Perceived Self – The Person you really are.

Application:If and when do you move from Presenting to Perceived Self in a relationship – working or personal?


Self Disclosure

Communicating negative or positive information about yourself to another person

Self Disclosure:

  • The information must be received and understood by another person
  • The information must be something the other person does not already know
  • The information includes:
    • Your Values and Beliefs
    • Your Behavior
    • Your Self-Qualities or Characteristics

Guidelines for Self-Disclosure

  • Is the Risk of Self-Disclosure Reasonable? – In a Personal or Work-related Relationship
  • Are the Amount and Type of Disclosure Appropriate?
  • In the Disclosure Relevant to the Situation at Hand?
  • Is the Disclosure Reciprocated?
  • Will the Effect be Constructive?


The Johari Window

A tool used to examine what you know, or don’t know about yourself. It also connects the concept of self-disclosure to the effectiveness of our interaction with others.

I do not really buy in to things like this which are really touchy-feely. Emotions are good, need to be considered, and are truly a part of communication, HOWEVER, many management decisions cannot be based upon emotion. Many management decisions need to be based upon emotionless best-practices, and doing what’s right, or what’s best for the team- rather than what you FEEL is best for the individual. Can you imagine not firing someone who drinks on the job even after citing them?

Honestly, I cannot be sure that everyone is truly in touch with themselves- but I feel that I am. I don’t think I’m alone on this. That said, Let’s continue discussing the notes from the leadership session.

Four Parts of The Johari Window

Johari Window Goals

  1. To Analyze Your Communication behaviors and make adjustments for competency
  2. To Increase your “Open” Self
  3. To See Yourself as Others Do
  4. To Listen to Others’ Feedback and be willing to make necessary changes

In Conclusion…

10 Things that Matter Most to People Who Know You (from Levinson & Godin’sGet What You Deserve ,1997)

  1.   Keeping Promises
  2.   Punctuality
  3.   Ethics and Honesty
  4.   Demeanor
  5.   Respect
  6.   Gratitude
  7.   Sincerity
  8.   Feedback
  9.   Enthusiasm
  10.   Initiative

“Nobody can go back and start a new beginning, but anyone can start today and make a new ending.”
Maria Robinson

What kind of communicator do you want to be today?