1. Self Management Project MGT 494 Lecture-8 1

2. Recap Experiential Learning and Self-Management The EIAG Model 2

3. Experience-based learning In experience-based learning, the subject matter experts are the participants in sofar as only they can tell you what they think or feel about anything that affects them, their thoughts or feelings In an interactive exercise, students test their self- management skills, such as assertive communication. They also test your recommendations for what is effective or ineffective. Only by practicing and testing can a person become an expert. 3

4. The EIAG Model The Experience, Interpretation, Analysis, and Generalization (EIAG) Model (which implements the Confucian vision at several levels cognitive, affective, and moral) describes the implicit structure of the exercises in a self-management This relatively old model consists of learning through a circular process of Experience, Interpretation, Analysis, and Generalization The goal of this learning model is to help people fully understand how (and how well) they control their lives. 4

5. Experience and Description Step one of any experiential learning model requires that the students learn by doing, which includes having an experience and describing that experience in the most objective terms possible. People can only remember and interpret the experience in terms of their values, feelings, emotions, and attitudes; therefore, it's important for individual to separate the content, the bare experience, from their emotions, feelings, values, and attitudes For example, a student says, "The employee asked me to justify my decision.“ This reflects the cognitive aspect of the experience. 5

6. Today’s Lecture Two Experiential Learning Tools – Role Playing – Being Myself THE PYRAMID OF CONTROL 6

7. Role Playing When working with self-management skills and interpersonal relationships, role playing simulates experiences that allow people to try out behaviors to see how they and other people feel about them. The experience has value only if the individuals examine the activity immediately after the role play. They have to talk about their experiences, process them by talking about and analyzing their reactions or their responses, and generalize as to how to act in future, similar situations. 7

8. Example One can create a situation that could happen anywhere at any time. One can also give people roles to play, but not when they are practicing the skill. As the individual practice, they are themselves, not a character in a play, and decide how to respond to the situation. They then try to duplicate or mimic what the positive model did or said. This is not playing at a role; rather, it's learning how to apply a skill to a real situation. 8

9. Interpretation and analysis then follow the experiential learning to explore how the person practicing felt about the new learned behavior and what made it effective (assuming, of course, that it was). The person practicing also gets feedback from the group as to how well he copied the model and how everyone responded to it. 9

10. Being Myself In this form of skill practice, you don't tell the person practicing the skill how to behave. You don't even demonstrate or model desired behaviors. Rather, you create a situation and ask the person to decide how to respond and to act accordingly. You give other people roles to play, but not the person practicing. You want him to be himself at all times. 10

11. Self-discovery learning Self-discovery learning comes into play most dramatically in Being Myself. Here a person is placed in a situation to which she responds as she ordinarily would. The discussion then explores the person's reactions and self-management skills. As in all such activities, interpretation, feedback, and analysis then follows the experiential learning. The group then explores how everyone reacts to what the person practicing said or did. 11

12. They discuss what seemed to be effective and what seemed to be less effective. That kind of feedback gives the person practicing an opportunity to build on her own strengths. More importantly, when she gets feedback, she also gets suggestions as to how make her actions more effective (i.e., achieve mutually satisfying experiences with other people). She then has gathered enough information about her behavior to make decisions as to how to act in the future. 12

13. That outcome is the goal of all activities and exercises designed with the EIAG Model in mind to force students to examine their own problems or challenges and to look for answers. Individuals come together in group activities and ask each other for answers. They dig around in their own minds and feelings for the substance of self-management. All this before you answer their questions. Then, your answers should be concise, precise, and accurate. By not dominating the skill practices, you don't divert the individuals away from peer or team learning. 13

14. THE PYRAMID OF CONTROL The pyramid of control, a metaphor, describes an action (see the accompanying overhead illustration). The base (actions) supports the whole structure, and the structure gives the base its purpose and direction (vision and action planning). The pyramid represents the power of self-management to achieve the goals of your personal visions for your lives and your work. The power of the pyramid is at the apex where goals direct (in a sense, "pull") how you live your life (objectives and activities). 14

15. Process of Getting Control The process of getting control follows this pattern: – Peak of the Pyramid: The vision for your life. This is the "top" to which you aspire. Working with values, hopes, and desires, you do the following at this level of the pyramid: Create the vision. Organize your life into interactive, sometimes interdependent, dimensions that will satisfy the demands of your vision for your life. Prioritize the dimensions. Set goals that satisfy the demands of the dimensions. Prioritize the goals. – Action planning. Here you describe the intermediate steps toward reaching the top. You: Identify objectives/milestones for how to achieve goals. 15

16. Process of Getting Control – Prioritize the objectives. Design action plans to achieve those objectives (what to do to achieve objectives). Base of Pyramid – Action. The base is the arena where your life takes place and consists of: Doing what is necessary for achieving objectives Living your daily life in accordance with your vision for your life Evaluating your progress toward goals and taking corrective action where necessary 16

17. Summary Two Experiential Learning Tools – Role Playing – Being Myself THE PYRAMID OF CONTROL 17

18. Next Lecture Self-Management Competencies and the Eight Steps to the Top – Step 1: Sort out your values. – Step 2: Organize your values into life dimensions. – Step 3: Write a vision statement. – Step 4: Prioritize your life dimensions. – Step 5: Goal setting. – Step 6: Prioritize goals and performance ranges. – Step 7: Write an action plan (objectives and activities). – Step 8: Evaluate progress and take corrective action 18