EDFD177 Lecture Notes - Lecture 6: Humanistic Psychology, Humanistic Education, Abraham Maslow

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2 Jun 2018

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EDFD177 Lecture Notes Friday 13th April 2018

Identity and Personal Development.

Overview

- Identity, self, self-concept, self-esteem

- Self and perception of self

- Personality and personal development

- Perceptions of self from a humanistic viewpoint

Identity, Self, Image

- Perception of self

o These perceptions affect learning

- ‘ealess aout oeself

- Motiatio, eeds ad atualisig

- ‘ealess, aeptae, ad epath i the lassroo

- Self-esteem, self-efficacy and the classroom

Identity, Self, Image

- Who are you? What are you?

- Think about who you are and how you feel about yourself

- Is this the description of yourself that you would give people when you first meet

them?

- Did you describe for yourself things that you do or roles that you have, or did you

describe values that you have? Is this how others around you see you? Is this how

you want them to see you?

- Is it easier to desrie ho ad hat ou are tha ho or hat ou aret?

Identity

- Self-constructed definition of who one thinks one is

- A sense of who you are and what you believe in.

- How you feel in your own body

- A sese of koig here oure goig

The Self

- The part of people of which they are consciously aware

- William James in 1890 described the self as being composed of two distinct

opoets: the I ad the Me

- The I

o The self as subject and knower

o Organises and interprets experiences in a purely individual manner

o People realise there separate fro the world

o Individuality

- The Me

o The self as object

o Self-perception as entity

o Deried fro eperiees oue had ad is ultidiesioal

Self-concept and self-esteem

- These terms are often used interchangeably

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Document Summary

Perceptions of self from a humanistic viewpoint. Perception of self: these perceptions affect learning (cid:862) eal(cid:374)ess(cid:863) a(cid:271)out o(cid:374)eself. Self-esteem, self-efficacy and the classroom (cid:862) eal(cid:374)ess(cid:863), a(cid:272)(cid:272)epta(cid:374)(cid:272)e, a(cid:374)d e(cid:373)path(cid:455) i(cid:374) the (cid:272)lassroo(cid:373) Think about who you are and how you feel about yourself. Self-constructed definition of who one thinks one is. A sense of who you are and what you believe in. How you feel in your own body. A se(cid:374)se of k(cid:374)o(cid:449)i(cid:374)g (cid:449)here (cid:455)ou(cid:859)re goi(cid:374)g. The part of people of which they are consciously aware. William james in 1890 described the self as being composed of two distinct (cid:272)o(cid:373)po(cid:374)e(cid:374)ts: the (cid:862)i(cid:863) a(cid:374)d the (cid:862)me(cid:863) The (cid:862)i(cid:863: the self as subject and knower, organises and interprets experiences in a purely individual manner, people realise the(cid:455)(cid:859)re separate fro(cid:373) the world. The (cid:862)me(cid:863: the self as object, self-perception as entity, deri(cid:448)ed fro(cid:373) e(cid:454)perie(cid:374)(cid:272)es (cid:455)ou(cid:859)(cid:448)e had a(cid:374)d is (cid:373)ultidi(cid:373)e(cid:374)sio(cid:374)al.

Related Questions

Objectives:

ÃÂ· Learn how individuals contribute to teamwork

ÃÂ· Experience some of the features of group work and teamwork

ÃÂ· Understand what managers and organizational developers do to transform

ÃÂ· groups into teams

ÃÂ· Articulate the tangible benefits (both quantitative and qualitative) of

ÃÂ· high-performing teams

ÃÂ· Finish with an interest in learning more about these concepts and

ÃÂ· techniques to apply what you learn

Background: For this assignment, you will plan and play a game with your family or friends, or at work based on the idea of the classic prisoner's dilemma. If you have had a class on game theory, you will be well aware of this concept. It forms the basis of many TV game shows. The prisoner's dilemma was illustrated in Truman Capote's book, "In Cold Blood" concerning the 1959 robbery of a Kansas farmhouse by Perry Smith and Dick Hickock, who murdered their victims in order to eliminate the witnesses. After the men were captured, the police interrogated them separately. To get a confession, the police offered the men a reduced sentence for cooperating. Failure to cooperate would result in a death penalty charge for both.

In the prisoner's dilemma, if both parties cooperate they are mildly punished; if one betrays another, one is severely punished while the other goes free; and if both betray one-another, both are moderately punished. Can you think of settings where you work in which the organizational structure has created a prisoner's dilemma? Competition can (but does not necessarily) bring out conflict.

In game theory, there are non-cooperative and cooperative games. A non-cooperative zero-sum game has a definite winner and loser. For one to win, one must lose. We often think of politicking as an element of that. A cooperative game is where everyone who plays is better off for having played than not having played the game. That is not to say that everyone is equally well off, but simply better off than they were before playing. Hence, even in a cooperative game, some people will likely benefit more than others.

Instructions

Review in your textbook, the Big Five personality dimensions, pp. 82Ã¢ï¿½ï¿½84, and then consider the 3.1 Personality Insights inventory, pp. 89Ã¢ï¿½ï¿½91
Select four or five friends, coworkers, or family members and have them take the personality inventory
Plan and play a game with the participants
Write a 5-10 page paper that addresses the assignment questions below

As you plan and play your game, you will negotiate the type of game you want to play and your role in it. Strive to determine some personal characteristics of the game participants a head of time, or by observing them. Consider how the personal characteristics of the individuals in the game manifest themselves in the informal roles they assume during the planning and execution of the game.

For the purpose of this assignment, you will want both a cooperative and a competitive element. To do that, you can form several groups to compete and cooperate with each other, or you can have individuals in one group compete and cooperate. You can use rewards and/or punishments to create the competitive/cooperative motivations.

Evaluation: When groups are formed, we want to consider how organizational structures, processes, and situations impact on group motivation, politics, and goals achievement. Alignment of all of these structural, personal, and interpersonal components will help to ensure that the group will meld into a team. A defining feature of teamwork (versus group work) is cooperation!

One of the factors that affect cooperation is conflict. Conflict is defined as when someone perceives that his/her interests are opposed or negatively impacted by another. Conflict can at times produce positive results depending on the basis for the conflict and how the conflict is handled (functional conflict). The worst kind of dysfunctional conflict produces betrayal.

Note that team performance can be observed in how well the team coordinates their interdependencies, works efficiently, communicates, and accomplishes their mission. Consequently, as you implement your game, assess your players based on these factors and the informal roles they play.

After you have played the game, reflect on the personality assessments your participants took, and then consider how they planned and played the game.

Write a (5- 10) page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?

2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?

3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?

4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?

5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"

6. In playing your game, what could you have done to increase cooperative behaviors?

7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?

8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.

Please provide a unique type of game theory preferably instead of Mafia Game.

Text:

Organizational Behavior and Management 10th Edition

John Ivancevich, Robert Konopaske, Michael Matteson

cyanfox187

EDFD177 Lecture Notes - Lecture 6: Humanistic Psychology, Humanistic Education, Abraham Maslow

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