Individual Flashcards
Maslow’s Hierarchy of Needs
Physiological Safety Love Esteem Self-Actualisation
Herzberg Satisfaction: Satisfiers/Motivators
Achievement Recognition The work itself (job content) Responsibility Advancement (promotion) Growth (personal/professional development)
Herzberg Satisfaction: Dissatisfiers/Hygiene Factors
Company policy and administration Supervision (technical quality of oversight) Supervision (relationship with supervisor) Working conditions Salary Relationship with peers Personal life Relationship with subordinates Status Recognising efforts Security
Dan Pink, 3 key motivators for ‘knowledge work’
Autonomy
Mastery
Purpose
Schein, Survival and learning anxieties
What is needed for unfreezing?
Disconfirmation
Creation of guilt or anxiety
Creation of psychological safety
Rogers. 3 core conditions for personal growth and change
Congruence
Unconditional positive regard
Empathy
MBTI Types
Extravert - Introvert (E/I)
Sensing - Intuiting (S/N)
Thinking - Feeling (T/F)
Judging - Perceiving (J/P)
Kolb, Learning Cycle
Concrete experience
Reflective observation
Abstract conceptualisation
Practical experimentation
Stages of Conscious Competence Model
Learning Dip
Unconscious incompetence
Conscious incompetence (Dip)
Conscious competence (Dip)
Unconscious competence
Learning Styles
Activist
Reflector
Theorist
Pragmatist
Stages of Change Curve
Shock Denial Angel/Blame Bargaining & Self-Blame Depression & Confusion Acceptance Problem Solving
Bridges Stages of Transition
Endings
Neutral Zone
New Beginnings
MBTI - energized by the external world
E
MBTI - energized by their own inner world
I
MBTI - Focus on sensory data
S
MBTI - focus on interpretations & intuitions
N
MBTI - make decisions through rational thought
T
MBTI - make decisions through sensitive feelings
F
MBTI - prefer situations to be ‘cut and dried’ and clear
J
MBTI - prefer more ‘open-ended’ ambiguous situations
P
Learning Cycle Preference - Concrete experience
Activist
Learning Cycle Preference - Reflective observation
Reflector
Learning Cycle Preference - Abstract conceptualisation
Theorist
Learning Cycle Preference - Practical experimentation
Pragmatist
Learning Styles:
Typically learn best from experience (prefer new experiences with people)
Constantly busy
Enjoying the challenge of anything new
Always ready to ‘have a go’
Tendency to move on rapidly from one experience to another (fail to learn effectively)
Activist
Learning Styles:
Learn from watching others and thinking back over their experiences
Thorough and careful in character
Absorb and consider all possible angles before drawing conclusions
Lose opportunities to learn because they take too few risks to gain many practical experiences and do not engage sufficiently with others
Reflector
Learning Styles:
Prefer learning that proceeds logically from ‘first principles’
Appreciate clear theoretical models
Happy to absorb their ideas through reading
Appreciate lectures that offer credible explanation of sound theory, or which systematise and integrate data from experience
Miss learning opportunities due to their aversion to intuitions and creativity, and their intolerance of ambiguity
Theorist
Learning Styles:
Like to test and apply ideas and theories, especially where they have practical relevance to a current problem
Open to new techniques and to anyone who can help or coach them
Lose learning opportunities by rejecting or ignoring ideas with no obvious/immediate application
Pragmatist
Learning Styles Preferences: On-job learning by trial and error Coaching from a respected practitioner Activity-based learning in groups Well-simulated work environments
Activist
Learning Styles Preferences: Observing others ‘live’ or on video Action learning sets (see note below) Making notes and keeping learning diary Well-simulated work environments
Reflector
Learning Styles Preferences: Courses and seminars Lectures and presentations Reading and personal research Well-simulated work environments
Theorist
Learning Styles Preferences: Practical workshops On-job learning by trial and error Applying tools and models to practice situations Well-simulated work environments
Pragmatist
Competence Model Stage:
The learning is unaware of his/her lack of a particular skill
Unconscious Incompetence
Competence Model Stage:
The learner now realises the importance of a skill but fails in trying to do it
Conscious Incompetence
Competence Model Stage:
The learner now realises the importance of a skill but fails in trying to do it
Conscious Incompetence
Competence Model Stage:
The learner can do this skill effortlessly without much conscious thought
Unconscious Competence
Competence Model Stage:
The learner can do this skill effortlessly without much conscious thought
Unconscious Competence
Competence Model Stages w/ Learning Dip
Conscious Incompetence + Conscious Competence
Lowest phase of change curve
Depression & Confusion
the human, psychological process of letting go of one pattern and engaging with a new one
Transition
the actual events, activities, and steps that can be put into a diary of project plan
Change
Bridges Transition Phase:
letting go of the old ways and old identity.
Endings
Bridges Transition Phase:
an in-between time when the old is gone but the new isn’t fully operational. It is when the critical psychological realignments and repatternings take place
Neutral Zone
Bridges Transition Phase:
coming out of the transition. This is when people develop a new identity, experience new energy, and discover a new sense of purpose that makes the change begin to work
New Beginnings
