mps 11: the unique you donald r. woods chemical engineering department mcmaster university hamilton,...

MPS 11: The Unique YouMPS 11: The Unique You

Donald R. WoodsChemical Engineering Department

McMaster UniversityHamilton, Ontario

Canada

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Def: You are unique. Inventories can help you discover that uniqueness


WHY IMPORTANT?1. Know how best to problem solve. 2. Know best how to learn 3. Self confidence 4. Self and awareness of other’s styles 5. Improves interpersonal problem solving, team skills and self-directed, interdependent learning. 6. To help us to set goals & seek guidance.

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Where I’m coming from- Presented this workshop over 50 times in different

cultures & countries; high school, community, industry, university

- Use Validated inventories for which I have received copyright permission to use.

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MPS 11: The Unique YouMPS 11: The Unique YouSteps in developing self confidence, self esteem1. Self awareness2. Aware of what others do3. Acceptance of self & others4. Stress Mgt & Skill at self assessment5. Know target behaviours for skill being developed6. Complete small goals set by others with +ve feedback7. Set own achievable goals with criteria, self assess8. Self confidence

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Pretest: Use an “x” to rate yourAwareness & Skill

Time 10 s Finish by _________

Objectives... Read over...

Time _____ Finish by _________

Pretest: Use an “x” to rate yourAwareness & Skill

Time 10 s Finish by _________

Objectives... Read over...

Time _____ Finish by _________

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MPS 11: The Unique YouMPS 11: The Unique YouGeneral

1. Jungian typology2. Rotter locus of control 3. Kirton KAI or Risk

Learning4. LASQ Deep, surface strategic learn5. Perry role of instructor6. SDLRS self directed learning readiness scale7. Alper-Haber AAT student anxiety about exams8a. Kolb learning cycle interesting but haven’t found use8b. LASSI overview of learning attitude & approaches, excellent but $

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MPS 11: The Unique YouMPS 11: The Unique YouStress, Distress, Self image, happiness

9. Holmes-Rahe or Gmelch, annual stress

10. Kellner-Sheffield long & short term stress, self image11. Beck happiness

Problem Solving12. Heppner PSI confidence13. Billings-Moos skill, avoid14. Basadur PS interesting but haven’t found it helpful

Creativity15. Basadur ideation

Team work16. Shutz’s FIRO-B Form, storm, norm, perform17. Johnson’s conflict & extend to difficult behaviours

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MPS 11: The Unique YouMPS 11: The Unique You#1 Jungian typologyActivity 1:• as an individual complete and score Jungian Typology

Subtract 20 from each number. Record the 4 characteristics with POSITIVE values. The larger the positive value, the greater your style.

• TIME 5 min

• Share information: complete• summary • Values change very little over your lifetime.

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#1 Jungian Activity 2: Do you belong here?

ClusterIP I IJ

P IEPJ J

EP E EJ


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#1 Jungian Activity 2:Cluster NT T ST

N NSTF S

NF F SF


#1 Jungian, So What?1.Fairly robust; little change over lifetime2.Be sensitive to preferences; explicitly

consider preference of opposite dimension.Example, Dominant S, likes examples and concrete details; caution: may not see big picture, may not look for theory that characterizes preferences of dominant N

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#1 Jungian So What?I-E For the I-E dimension: at the I pole, people tend to

validate ideas and decisions within themselves ("OK I'll just think about this quietly by myself and see if I agree with this proposal."). At the E pole, the preference is on getting validation and input from others ("What do others think of this proposal?"). The population is 25% with the I preferences and 75% with the E.

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MPS 11: The Unique YouMPS 11: The Unique You#1 Jungian typology

S-N For the N-S dimension: at the N pole, people prefer to see the "big picture", the abstract, imagination, ideas, concepts, the theory. They might lose patience with continually focussing on the nitty gritty detail.("And so our plans for the next five years are...") At the S pole, people prefer the nitty gritty, concrete practical details. ("But what are we going to do tomorrow?") They may have trouble seeing the big picture. For general populations about 25% of the population have a preference for the N pole, to some

degree; about 75% have a preference for the S pole.

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#1 Jungian typologyT-F For the T-F dimension: at the T pole, people prefer

facts, logic, reasons, things; they may tend to omit the feelings of people. ("To improve the flow of paper, we need to reorganize this office"). At the F pole, the focus is on the feelings of people, at the expense of objectively considering the facts of the situation. ("But how will Marcie feel, she likes a desk by a window so her flowers can grow"). The adult population is split 50-50 in terms of preference for this dimension.

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#1 Jungian typologyP-J For the P-J dimension: at the P pole, people tend to postpone

making decisions and taking action until they feel they have all the data. They like to gather data and really understand what it is they are working on. They may be unconcerned about deadlines. ("For the broken TV, there is probably one little transistor that is wrong. Let me find it.") At the J pole, the focus is quick decisions, meeting deadlines, and action; they need to beware of making decisions with insufficient information. (For this broken TV, I'll just change the circuit board and you can get on with watching your program. There, that's done") The population is split 50-50 in terms of preference for this dimension.

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#1 Jungian, So what?SN for note-taking in MPS 12 and 35 and for

conflict in MPS 45.SN and TF for studying for exams in MPS 5, 12

and 34.Use PJ for decision making MPS 24 and trouble

shooting, MPS 34.Use IE for interpersonal skills MPS 52 and group

skills MPS 28.22


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Jungian &Study fortest

MPS 11: The Unique YouMPS 11: The Unique You#1 Jungian, So what?SN tends to suggest learning style:• S prefers examples, focus on sensory input,

practical, concrete facts and data. Start with examples. Tend to run out of time on tests.

• N prefers the big picture, theory, variety, look for meaning, focus on the subconscious. Tend to make careless mistakes on tests.

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#1 Jungian, so what?SN & TF suggests preferred style of coping with

conflict, MPS 45• ST force• NT avoid• NF accommodate• SF problem solve, negotiate.

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#2 Rotter locus of control (or element 1 of Heppner PSI)

Prefer Low numbers

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#2 Rotter locus of controlSo What? Prefer low numbersProblem solving: have sense of control over

strategies, attitudes and actions you takeUse for stress management & suggestion:Only worry about things over which you have

control


#3 Kirton/RiskActivity 2:• as an individual complete and score Kirton or

Risk inventory.

• TIME 5 min

• Share information: complete• summary • Robust: your style does not change over the years.

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#3 Kirton inventory #3 Risk inventory

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MPS 11: The Unique YouMPS 11: The Unique You#3 Kirton/Risk So What? There is no best way; score robust; unchanging over years.32 – 86 Adaptive. Problems seen as defined & focus on doing things

better. New data into existing structures. Prefer structured environment; change causes greater stress.

86-110 work either as Adaptive or Innovative. Good as intrapreneurs.110-135 Innovative. Problems: focus on doing things differently,

minimize/forget the constraints. New data give new structures. Prefer unstructure. Enjoy change; sometimes difficult adjusting to ongoing organizational demands

>135 Have difficulty working for organizations. Prefer to be a consultant and being own boss.

All are valued and needed.

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#4 LASQActivity 3:• as an individual complete and score LASQ.

• TIME 5 min

• Share information: complete• summary • your style changes over the years. Part depends on

teacher33


Strategic:see qualifications as main reason for learning

find out details of assessment & try to impress teachers

competitive. Self confident & driven by hope for success

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Surface/ Memorize: rely on rote learningfocus on what is defined in the calendar & just

what teacher expectsmay lack self-confidence & have test anxietynot willing to seek relationships between ideas;

focus on facts

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Deep/Meaning:actively seek to link what they study to real lifeexamine evidence critically & use it cautiouslyactively relate new knowledge to previouswant to learn for its own sake

Effective = Strategic + Meaning - Memorize

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LASQ

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#4 LASQ, So what?Values change.Learn solely from lectures, then gradually shift

to surface learn.Learn via cooperative learning, PBL, values shift

to deep learning.

Prefer deep and/or strategic learn.

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#5 Perry, 2 to 5 Your attitude about your role in learning

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#5 Perry: data for university students

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#5 Perry, So what?Values can change;Want 4 to 5 when participate in PBL or for

lifelong learning

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#6 SDLRS gives feedback about your confidence in working as a self-directed learner.

Activity: complete and score the SDLRS inventory

This is a snapshot image of where you are now. Your numbers will increase; you will delight in seeing progress.

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#6 SDLRS, Total Self Management

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#6 SDLRS, So what?Values can be increased;Want to shift to high values on all scales.

Related to development of learning skillsMPS 12, 36

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#7 Alpert-Haber exam anxiety scale AATActivity: As individual complete the Alpert-

Haber inventory. Score TIME 10 min

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#7 AAT Debilitating & Facilitating performance on exams.

Want low on Debil; high on Facil

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MPS 11: The Unique YouMPS 11: The Unique You#7 AAT. It’s frustrating when your marks on a

test or exam are 5 to 30 marks lower than you know you know

Exam anxiety: related to study skills? NORelate to stress? YESSo what? If number > 60, visit MPS 5 and

implement stress management activities that work for you. I want to and I can!

Debilitation values can be decreased.47


#7, Exam anxiety, what to do about it: use inventories to identify what might be cause of high

exam anxiety#10, Kellner-SheffieldK-S short term >18K-S long term > 14K-S self image > 15#12, Heppner avoidance of difficult problems > 55

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Self awareness Stress Tests#9, Annual change:

Holmes Rahe or Holmes Gmelch#10, Kellner-Sheffield

Daily stress: Shealy #13, Billings-Moos: how you handled stress#7, Exam anxiety

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#9 Activity: As individual complete #9, Holmes- Rahe; or Holmes-Gmelch index:Multiply each individual stress load by the

number of times that event happened this past Year ______ to ________

You want the total number. 0 to 1000

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#9 Holmes Rahe: Example data of annual stress experienced by students

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#9, Example data of annual stress experienced by engineers

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MPS 11: The Unique YouMPS 11: The Unique You #9, Holmes-Rahe Holmes-Gmelch , So what?

Feedback: Guidelines only. Don’t read too much into them

Depends on what you have experienced this past year. High values:

- be patient with yourself. You’ve been through a lot. The simple things aren’t easy to do.

- Be tolerant with self. Try some coping techniques

Low values:– others have been through a lot, be patient with them.. Could happen to you. – Try coping techniques in preparation.

Revisit MPS 5 Stress Management and MPS 17 Time management

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#10 Kellner Sheffield want low values

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#10, Kellner Sheffield inventoryResults: Want low numbers

Range Typical This yearShort term stress: 8 -32 13.5

Long term stress: 8 – 32 12.3

Self image: 7 – 28 12.1

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#10 Kellner Sheffield, So what?All values can be decreased.Revisit MPS 5 Stress Management and MPS 17

Time Management

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#11 Beck HappinessFeedback about attitude about lifeSo what?Values change, want values < 20Total score of • 21 - 25 minimal depression• 26-32 mild depression• 33- 35 moderate depression• 36-42 severe depression

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Problem Solving#12. Heppner: PSI confidence


Heppner, Problem Solving confidenceadults, college students, n = 148 Effectiveness of training

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#11 Heppner, So what?Confidence in your ability to solve problems.Values change to lower values via workshops.Avoidance: focus on positively working on

difficult problemsConfidence in PS skill; check the list of target

behaviours from MPS 1, 4, 6, 7, 8, 9

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#13. Billings-Moos: Problem solving skill problem

avoidance

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MPS 11: The Unique YouMPS 11: The Unique You#13 Billings Moos, skill, So what?Want high values for problem solvingWant low values for problem avoidanceValues change with training, MPS program

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#13 Billings MoosProblem Avoidance is an element of both

Heppner and Billings Moos. Are they measuring the same thing?No, they do not correlate.Heppner is about attitude and confidence.Billings Moos is about performance & actual skill

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#13 Billings Moos, So what? Moos is about skill; Heppner is about attitude

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#15. Basadur, enjoys ideation, want high values Before & after 8 h training, N = 32, 28, 196


#15 Basadur, prefer to judge, want low values,

Before & after 8 hour workshop

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Team work#16. Shutz’s FIRO-B, Form, storm, norm,

performThis inventory gives feedback about your

attitudes related to the Form, Storm and Perform stages of group/team work

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#16 FIRO-B


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#16, FIRO B high numbers show preference; norms given

MPS 11: The Unique YouMPS 11: The Unique You#16, FIRO B, So what?Values range from 0 to 9 in each; 4-5 handle either; 6-7

or 2-3 = noticeable ; 8-9 or 0-1 suggests very strong tendency.

Affection tendency is more important than control &, in turn, is more important than inclusion.

Social Interaction index =Total is from 0 – 54; higher values suggest more likely to be outgoing, friendly and gregarious; low suggests reserved and shy.

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MPS 11: The Unique YouMPS 11: The Unique You#16, FIRO-B, So what?Ratio of expressed/ wanted should = 1If ratio is very high or very low, suggests

frustration and conflict. Example, control = 0/9 suggests want to be

involved socially but unskilled & uncomfortable expressing this. May be very sensitive to being left out.

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#17 Johnson, preferred approach in dealing with conflict. Higher numbers show preference and ease

Nurses N = 88 Engineers, managers N = 43

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#17 Johnson conflict. So what?All 5 approaches are needed: example

Accosted by a drunk… withdrawHouse on fire… force kids out of house.

Ease with which you can use the approach is suggested by ratings.

Use MPS 45 to train when to use each style.

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MPS 11: The Unique YouMPS 11: The Unique You#17. Johnson’s conflict extend to difficult

behaviours

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MPS 11: The Unique YouMPS 11: The Unique YouSo what?For problem solving:Heppner PS for confidence; Moos PS, for skillWork tough problems: Heppner Avoid for confidence; Moos, for skillBreadth of issues in defining problems: TF & SNMaking decisions & trouble shooting: PJGroup problem solving: FIRO-B and IE ; KAI, conflict Manage emotions: FIRO-B, KS, Beck, Holmes Rahe, Rotter &

Heppner control

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MPS 11: The Unique YouMPS 11: The Unique YouSo what?For learning: SN & TF, Perry, LASQ, AAT, SDLRSFor creativity: skill, Basadur; how apply, KAIFor conflict: Johnson, SN, TF

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SummaryReturn to pretest: Use a circle to summarize your

rating of yourAwarenessSkillTime 10 s _________________________________________The Objectives are:...

SummaryReturn to pretest: Use a circle to summarize your

rating of yourAwarenessSkillTime 10 s _________________________________________The Objectives are:...

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DISCOVERY

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mps 11: the unique you donald r. woods chemical engineering department mcmaster university hamilton,...

Documents

uniqueness slide

self awareness

self confidence

s pole

self image

jungian typology sn

n pole

self assessment