Self-Awareness and

Regulation
Service Culture

Prepared by: CHRISTIAN A. DIAZ, MBA

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 Objectives

• Explain the importance of self-

awareness and regulation and discuss
how their practice helps demonstrate a
capacity for leadership.

• Analyze situation in which self-

awareness and regulation play a
significant role in leadership.

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 Objectives

• Resolve to practice self-awareness and

self-regulation in order to further develop
leadership capacity.

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 Introduction

This module is an introduction to Personal Leadership and

Competence.

It discusses self-awareness and self-regulation as foundations for

leadership realization.

It was designed for students who are exploring the values of

personal leadership and competence. And how they should equip
themselves to meet the demand and requirements for success.

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 Self-Awareness and Regulation

In the Modern Workplace

Specifically Identified Desirable Traits

Communication skills - is the ability to convey information to another

effectively and efficiently.

Adaptability - the ability to learn from experience, and improves the

capability of the learner as a competitor.

Creativity - the ability to produce original and unusual ideas, or to make

something new or imaginative.

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 Self-Awareness and Regulation

Responsiveness - being able to react quickly

Personal Management - refers to our abilities to control our feelings,

emotions, and activities.

Motivation - is the ability to do what needs to be done, without influence

from other people or situations.

Contributorship - is doing something right

Social skills – is the ability to communicate, persuade, and interact with

other members of the society, without undue conflict or disharmony.

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 Self-Awareness and Regulation

Leadership skills - the ability to delegate, inspire and communicate

effectively.

Second Identified Desirable Traits

Technical skills - the abilities and knowledge needed to perform specific

tasks.

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 Self-Awareness

Foundations of Management Skills

• What is awareness?
Awareness is about having or showing a realization, perception or
knowledge of a concept, situation, circumstances, or a person.

• What is self-awareness?
Self-awareness is a conscious knowledge of one's own character,
feelings, motives, and desires.

Self-awareness allows us to recognize our place and role in this world,

and to express our thoughts and behavior based on them.

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 Activity No. 1 – Self-awareness Questions

Self-awareness Questions

Are you self-aware?

1. (A) Do you listen to others during a conversation?
(B) Or do your intend to do a lot of talking?

2. (A) Do you ask others how they feel about situations?

(B) Or do you make assumptions based on your own feelings?

3. (A) Do you think about how your actions affect others?

(B) Or are your confident that others are “fine with how you handle
situations”?

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 Activity

4. (A) Are you aware of other people’s social cues?

(B) Or do you mostly focus on your own?

5. (A) Can you admit when your are wrong, and apologized when you are?
(B) Or do you intend to think that things are wrong or bad because of
others?

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 Theories of Self-awareness

Developmental Theory (Jean Piaget’s, 1896 - 1980)

• Describes how humans gather and organize information and how this
process changes developmentally.
• Reinforced by his theory of constructivism which argues that people
produce knowledge and form meaning based upon their experiences.

Core Concepts of Cognitive Development

1. Schema
• describes both the mental and physical actions involved in
understanding and knowing.
• Schemas are categories of knowledge that help us to interpret and
understand the world
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 Theories of Self-awareness

2. Assimilation
• using an existing schema to deal with a new object or situation.
• The process of taking in new information into our previously existing
schemas is called Assimilation.

3. Accommodation
• Another part of adaptation involves changing and altering our existing
schemas in light of new information, a process known as
accommodation.
• Accommodation involves altering existing schemas, or ideas, as a
result of new information or new experiences. New schemas may also
be developed during this process.

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 Theories of Self-awareness

Example 1

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 Theories of Self-awareness

Example 2

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 Theories of Self-awareness

Cognitive Development (Andreas Demetriou, 1950)

• Offered a combination of empirical evidence from Piaget’s study with

aspects of psychometrics and cognitive theory.

• Describe and explain intellectual development through the life span, the
individual differences in the rate (speed) and directions of intellectual
development, and the cognitive mechanisms underlying development and
the individual differences which occur between changes.

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 Theories of Self-awareness

Three (3) Functional Levels of Organization

1. Core Process
• Refers to information processing; it is also the ability of a person to attend
to, select, represent, and operate based on information available.

2. Mental Operations
• These are thought processes and functions that specialize in the
representation and processing of information that come from different
domains of the environment.

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 Theories of Self-awareness

3. Knowledge and Beliefs

• The self-oriented level; this stage refers to a person’s activity functions
and processes being programmed to monitor, represent, and regulate all
processing potentials, as well as all environment-oriented systems.

• This stage, a person has “executive control over his development and in
planning the same, that the mind/self generates self-perceptions that
converge on a self-image” (self-awareness) that “shapes how he views
the world, applies constructs to problem solving, and engages in other
forms of social interaction.”

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 Areas of Self-Awareness
and their Importance

Areas of Self-Awareness:

• Personality - the combination of characteristics or qualities that form an

individual's distinctive character.
• Values - a person's principles or standards of behavior; one's judgment of what is
important in life.
• Habits - these are behavior we repeat routinely and often enough, even
automatically that they tend to be unconscious.
• Needs - the elements required for survival and normal mental and physical
health, such as food, water, shelter, protection from environmental threats, and
love.
• Emotions - is a feeling such as happiness, love, fear, anger, or hatred, which can
be caused by the situation that you are in or the people you are with.

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 Abraham Maslow's Needs Hierarchy
Identifies Five levels of Needs

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 Areas of Self-Awareness and their
Importance

Understanding the areas of self-awareness help us

gain insights on various aspects of our lives
including the competency areas that influence our
holistic personal development.

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 Areas of Self-Awareness and their
Importance

Competency areas that benefit from practicing Self-Awareness:

• Skills Development
• Performance
• Intuitive decision-making
• Stress management
• Motivation
• Leadership

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 Areas of Self-Awareness and their
Importance

Developing a healthy self-awareness is critical to

developing other skills considered to be critical
competencies for a leader.

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 Activity No. 2 – The Animal In You

• The Animal In You – is an animal that can do anything he/she

chooses.

• If you are an animal – what would you be?

• If you were to describe your own unique talent and potential –

what you love to do and dream to be - what would it be?

• How would you draw your own animal?

Expressing your dreams and self through a Fantastic Animal
can be easier and more liberating than trying to imagine it as
yourself.

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 Practicing Self-awareness

The Johari Window

Practicing self-awareness requires reflection. A tool use to illustrate

the process accurately is the Johari Window.

Designed with four (4) quadrants, the model assigns specific selves
or personas to each quadrants:

Q1 – Public Self Q2 – Private Self

Q3 – Blind Self Q4 – Undiscovered Self

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 Practicing Self-awareness

Q1 Q2
I see, You see I see, You do NOT see
PUBLIC SELF PRIVATE SELF
(Persona: Open) (Persona: Secretive)
• What is openly shared • Some things cannot be shared
• Open for discussion • There is a feeling of vulnerability
attached to the fear disclosing
information considered “secret”
and trust needs to be established.

Q3 Q4
I do NOT see, You see I do NOT see, You do NOT see
BLIND SELF UNDISCOVERED SELF
(Persona: Naive) (Persona: Mysterious)

• Constitute characteristics other • An aspect of the ‘self’ often

people say they notice about us but discovered by both (or either)
of which we are not aware of • Disclosure often requires deeper
• May or may not be conscious about levels of trust
how actions affect others

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 Practicing Self-awareness

Quadrant Self Persona Characteristics

1 Public Open Personal attributes that are readily seen
or observed by the person and others in
him/herself.
2 Private Secretive Attributes that a person knows about
him/herself but is not known by others.
3 Blind Naïve Attributes that a person does not know
about him/herself but is known by
others.
4 Undiscovered Mysterious Attributes that both a person and others
do not yet know of the person and
which are left for future discovery.

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 Practicing Self-awareness

The Johari Window

As a friendly tool, the identity quadrants define aspects of our

personality based on how our personal attributes (strengths and
weaknesses) are disclosed, made known, or perceived by others.

Objectively filled out, it is expected to provide a person with a holistic

understanding of him/herself.

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 Self-Regulation

What is self-regulation

• It is a stage where awareness of certain behavior leads to self-

policing action or the capacity to alter behavior.

• It determines how we can choose to respond, and the way we do

respond, to a particular situations, circumstances, events, and
people.

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 Theories of Self-Regulation

Social Learning Theory (Albert Bandura, 1925 – 1977)

• Focuses on the learning that occurs within the social context.

• Suggest the environment has an affect on modeling where individuals identify

an “ideal” and patterns their behavior after them; modeling becomes successful
if there is:

• Attention – Observer should pay attention to the model

• Retention – Observer must be able to remember observable behavior,
reinforcement may be in the form of rehearsals
• Motor reproduction – Observer’s ability to replicate the behavior should be
demonstrated
• Motivation – Observer should be motivated to replicate the behavior, to
demonstrate the behavior
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 Theories of Self-Regulation

Social Learning Theory (Albert Bandura, 1925 – 1977)

• The theory assumes that people learn from one another such
concepts as observation, imitation, and even modeling.

• Social learning is considered the bridge between cognitive and

behaviorist theorist.

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 Theories of Self-Regulation

Self Determination Theory (Edward Deci & Richard Ryan)

• SDT assumes that people have psychological needs that are the basis
of self-motivation and personality integration.

• Cites three (3) needs which allow optimal function and growth if they
are satisfied.

• Competence – seeks to control the outcome and experience

mastery
• Relatedness – universal want to interact, be connected to, and
experience caring for others
• Autonomy – urge to be casual agents of one’s own life but not
necessarily independent to others
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 Theories of Self-Regulation

Self Determination Theory (Edward Deci & Richard Ryan)

• Deci and Ryan stated that self determination is “to endorse one’s
action to the highest level of reflection”, when we are self
determined, we “experience a sense of freedom to do what is
interesting, personally important, and vitalizing”.

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 Phases of Self-Regulation

1. Forethought / Pre-action or Setting Standards and Goals

- set the stage for action and maps tasks

2. Performance Control
- involves processes and utilization of strategies to reach
success

3. Self Reflection
- reflection after performance; outcomes are compared to goals
set in the forethought phase

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 Aspects of Self-Regulation

1. Setting Standards and Goals

2. Self-observation
- systematic monitoring of own performance

3. Self-judge
- systematic comparison of actual performance set against goals

4. Self-reaction
- personal process of evaluation that takes place during the
activity

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 Practicing Self-Regulation

Methods of Self-Regulation
Identifying behavior patterns Creating positive reinforcement with
the use of small, possibly periodic,
and reasonable rewards.
Consciously observing the frequency Correction in the event that wrong
or intensity of a particular behavior behavior is demonstrated.
Challenging ourselves by criticizing Challenging defeatist attitudes
negative behavior and reinforcing
positive ones
Changing our reaction or response (Can you add more?)
patterns

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 Practicing Self-Regulation

When we learn to identify specific positive and negative behavior,

we can go about consciously watching out for the cues, actions, or
stimuli that trigger them.

We can change our response patterns to stress and other triggers.

We can correct ourselves consciously and challenge defeatist
attitudes.

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 Application

How do self-awareness and self-regulation help me developed

leadership competencies?

What’s in it for me?

Based of Case Study presented:

1. How can self-awareness and self-regulation help me go about

developing my leadership potentials?
2. What are performance pitfalls or behavior I should be watching
out for?
3. Why are self-awareness and self-regulation considered desirable
competencies?

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 Case Study

Leadership Crossroads

Please see attached Google Classroom

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