The need for individuals to take charge of the development of their own learning and careers has expanded for a variety of reasons: the rate of change in organizations is ever increasing, and the knowledge and skills needed to perform in our work settings is continuously being modified.
Having completed a personal inventory to assist in how our idiosyncrasies affect our relationships with others in the workplace can only help us be more effective managers in a marketplace that expects us to do more with fewer resources, yet maintain professionalism and excellence. That extra level of awareness can only help guide us through situations that could otherwise be fraught with obstacles and lead to needless inefficiencies.
The goal of this lecture was as follows:
DESIRED LEARNING OUTCOMES
Describe one's own work needs; interpersonal styles; learning styles; role efficacy; management skills; and career management approaches.
Describe how self-perceived strengths and preferred styles contribute to effective managerial performance.
Identify content areas critical to effective public management, and proficiency in those areas.
Develop a personal professional development plan which recognizes personal styles and strengths, and which proposes training and education activities to address areas of need.
These outcomes were addressed by several self-administered tests (administered prior to class, then reviewed during class): type theory, Role Efficacy, David McClelland's three basic motivators (1976), Personal Style Inventory (Hogan & Champagne, 1980), Kolb's experiential learning theory, Myers Briggs Type Indicator, and the Johari Window.
Each of these tools certainly has a different slant presents a different facet of revelation on our individual tendencies. Each tool tends to reveal a slightly different perspective of our character.
For the purposes of this paper, I choose not to get into a belabored discussion as to what my individual tests revealed. I would say that the process has certainly reflected more as to how my tendencies may affect my operation. Obviously, these tests have their limitations (they weren't administered in a controlled setting, etc., by someone more qualified than myself, etc.), but nonetheless have provided me with ample information to be more reflective in my everyday work life.
I do hope to modify my style to be more adaptable and approachable, but all learning and change, particularly about one's own personality traits, takes time.
A random compilation of my notes on this class:
(good luck if this makes sense to anyone but me: I intended for this to merely be a repository of thoughts, rather than keeping a separate document running for the purposes of this class).
Use type theory to: increase self-awareness, understand and appreciate differences in others, improve communication and interaction with others.
It is important to understand that the performance of people working in a program or in an organization depends on their technical competence, managerial skills, and their potential effectiveness in the role they perform in the organization. It is the merging of the two (the person and the role) that ensures the individual's effectiveness in the organization.
Role efficacy means the potential effectiveness of an individual occupying a particular position in an organization.
People with high role efficacy seem to experience less role stress and work-related tension. They rely on their own strengths to cope with problems, use more focused behavior, interact with people and the environment, persist in solving problems (mostly by themselves), and show commitment to their work.
A participatory environment provides staff higher satisfaction and contributes to role efficacy. An environment characterized by control seems to lower role efficacy.
The Ten Aspects of Role Efficacy
Role efficacy has ten aspects to consider. These...
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