Self-Awareness as the motivator for Personal Leadership growth (PDF)

Self-Awareness as the motivator for Personal Leadership growth by Brian Minnaar Student number: 201043972 - Tel: 083 488 0342 Mini Dissertation submitted in partial fulfilment of the requirements for the Degree Master of Philosophy in Personal, Interpersonal and Professional Leadership in the Department of Industrial Psychology & People Management Faculty of Management at The University of Johannesburg Supervisor: Dr. Rica Viljoen Date of submission 2nd April 2012  2 ABSTRACT The focus of this research was to determine if self-awareness could be created through a coaching intervention and limited spiritual and emotional assessments. The further focus of the study was to expand on prior research from Hattingh (2000), where the concept of self-awareness as a condition for personal leadership was researched. From personal experiences, the researcher questioned the course of events that he experienced by asking: “Do we have to wait for the negative trigger event, which is traumatic to most, to start or continue a developmental process of being?” Therefore, from a personal perspective, the researcher has asked the question, “Can an intervention, which creates self-awareness, serve as a positive trigger event for an individual personal leadership development process?” The research problem for this thesis is grounded in the contention of the researcher that individuals do not understand the gap between theory and application of theory in development of personal leadership skills. This research therefore attempted to determine what level of guidance is required for individuals, in determining their own existing conditioning, potential and possibilities for authentic personal development and from this perspective understand the gap in application of known personal leadership development methods, to existing real world problems. In determining this level of guidance, it was required that the researcher fulfill dual roles during the process, that is as researcher and coach. In the process of applying Action Research to this research, the researcher could apply the information from the interventions to his own practices in the coaching interventions. It is the contention of the proposed research that if individuals are given the right measurement tools, is aware of their potential, is provided with an appropriate  3 developmental framework, is supported by caring leaders; they will succeed in mastery of themselves. Furthermore, they can become motivated to understand how they can help others to develop to their full human potential. As motivation for the study, the expansion to prior research into self-awareness and intrinsic motivation was a key driver. The research attempted to add to the body of knowledge of coaching and in particular to the areas of Life and Executive Coaching. The research area included the use of Coaching as a positive trigger intervention to stimulate Personal Leadership Development. Furthermore, the intention of this research created the right situation for individuals to question their own competence, autonomy to develop and how that related to others in their lives, in order to enhance personal leadership growth. The research introduced the linking of the concepts – of Self-Awareness and Intrinsic Motivation where individuals are able to build gradual competence in an environment, of a coaching framework for individuals or a group, where a sense of autonomy, by exercising choice, is built and the individual can relate to the acceptance of self and others, in a similar situation. The research design connected the iterative approach of Action Research, the positive focused approach of the Appreciative Inquiry and the relationship building potential of the Focus Group inquiry. As part of the research methodology the application of Action Research or otherwise referred to as Participatory Research, formed the basis of the approach. This approach was considered to be suitable as the process required a collaborative effort between the researcher and the participants. The research determined that a coaching intervention could trigger self-awareness and create a shift in motivation, which provided individual challenge, perceived competence, perceived autonomy or control and created the relatedness with others.  4 It was further determined that assessments can be used to enhance the self- awareness process and by development of the personal leadership plan create the path for closure of personal leadership gaps. Intrinsic motivation can be a driving energy for personal leadership growth. Structure creates confidence of success with individuals and provides a means of measuring progress. That self-awareness creation or enhancement should be viewed as a skill which each individual should learn and in turn to use that skill to enhance motivation for the benefit of personal leadership growth. Key Words: Self-awareness, intrinsic motivation, personal leadership, personal growth, positive trigger event, know thyself, ”Who am I?”  5 Acknowledgements Several individuals and groups have contributed to the outcomes of this research. With these acknowledgments, I would like to express my sincere gratitude and appreciation to everyone, who by their support, guidance and remarks has contributed to this work. Firstly, I would like to thank God, Jesus Christ and the inspiration of the Holy Spirit who guided my thoughts and brought this work to a practical example, which can enrich the lives of many. By their Grace, I am What I am. To my wife, Bernie, who stood by me during late nights and early mornings and who sacrificed with me. To my friends and family who put up with me. To Dr. Rica Viljoen, my study leader who was patient with my learning process and showed me the way to understanding and provided the encouragement in the rough and smooth times. I would like to thank my employer, De Beers and in particular, David Noko and Phillip Barton who approved my studies, Gerrit Lotz who brought this field of study to my attention, and Mike Changfoot who showed his support for my studies. To the individual participants and the youth group of the Florida Park congregation, Sandran Chetty and Francois Witbooi, my spiritual leaders who supported me from a spiritual perspective. To all the lecturers, Prof. Theo Veldsman, Prof. Gert Roodt, Prof. Willem Schurinck, Albert Wort, a true believer in human capacity and capability, Dr. Mary-Anne Harrop-Allin, Eric Albertini, André van der Walt, Prof. Pieter Koortzen, Roslyn De Braine. To Sandy Meyer – champion proof reader. Prof. Wilfred Ukpere and the external examiners. To Dr. Errol Sundelowitz who identified my shortcomings and believed in my ability to overcome them. To Elmarie, Fozia, Lorinda, Rooksana, Amanda and so many UJ support staff. To my fellow M-students – your support meant a lot. Lastly, to me who put my all into this process and can now recognise – who I am, I am.  6  7 TABLE OF CONTENTS ABSTRACT ................................................................................................................................ 2 ACKNOWLEDGEMENTS .................................................................................................................. 5 1 CHAPTER 1: CONTEXT ............................................................. 13 1.1 INTRODUCTION ................................................................................................. 13 1.2 RESEARCH CONTEXT ....................................................................................... 15 1.3 PERSONAL, INTERPERSONAL AND PROFESSIONAL LEADERSHIP PERSPECTIVE ..... 17 FIGURE 1.1 – SMITH’S HOUSE MODEL - ORIGINAL ......................................................................... 17 FIGURE 1.2 – PYRAMID OF LEADERSHIP ....................................................................................... 19 FIGURE 1.3 – REVISED – PERSONAL, INTERPERSONAL AND PROFESSIONAL LEADERSHIP MODEL ... 20 1.4 BROADER CONTEXT OF THE RESEARCH .............................................................. 21 1.5 REAL LIFE PROBLEM ......................................................................................... 22 1.6 RESEARCH PROBLEM ....................................................................................... 23 1.7 RESEARCH QUESTIONS .................................................................................... 23 1.8 RESEARCH AIMS .............................................................................................. 24 1.9 MOTIVATION FOR THE STUDY ............................................................................ 24 1.10 VALUE-ADD OF THE PROPOSED RESEARCH ........................................................ 25 1.10.1 SMITH’S HOUSE MODEL OF PERSONAL, INTERPERSONAL AND PROFESSIONAL LEADERSHIP 26 1.10.2 ACADEMIC RESEARCH ................................................................................................. 26 1.10.3 SOCIAL SCIENCES ....................................................................................................... 26 1.10.4 PRACTICAL COACHING ................................................................................................ 27 1.10.5 PERSONAL MOTIVATION .............................................................................................. 27 1.11 RESEARCH METHODOLOGY .............................................................................. 27 1.12 POTENTIAL PARTICIPANT SELECTION AND INITIAL SCREENING ............................. 28 1.13 SUPPLEMENTAL RESEARCH STRATEGIES ........................................................... 29 1.14 DATA SAMPLING ............................................................................................... 30 1.15 DATA GATHERING METHODS ............................................................................ 31 1.15.1 ASSESSMENTS ............................................................................................................ 31 1.15.2 APPRECIATIVE INQUIRY ............................................................................................... 31 1.15.3 NARRATIVE INQUIRY .................................................................................................... 32 1.15.4 FOCUS GROUPS INQUIRY ............................................................................................ 32 1.15.5 ADDITIONAL DATA GATHERING INSTRUMENTS .............................................................. 33 1.16 DATA ANALYSIS ............................................................................................... 33 1.17 RESEARCH PROCEDURE ................................................................................... 33 FIGURE 1.4 – RESEARCH PROCESS PROCEDURE ......................................................................... 34 1.18 RESEARCH STRATEGY FOR QUALITY ................................................................. 35 1.18.1 TREATMENT OF THE DATA ........................................................................................... 35 1.18.2 DATA VALIDITY ........................................................................................................... 35  8 1.18.3 ETHICAL ISSUES TO BE CONSIDERED ............................................................................ 36 1.19 RESEARCH LIMITATIONS ................................................................................... 37 1.20 DOCUMENT HOUSEKEEPING .............................................................................. 38 2 CHAPTER 2: LITERATURE REVIEW ......................................... 40 2.1 INTRODUCTION ................................................................................................. 40 2.2 LEVEL OF KNOWLEDGE OF THE PROBLEM .......................................................... 40 2.2.1 FOCUS AREAS ................................................................................................................ 40 2.2.2 SELF-AWARENESS AS A CONCEPT .................................................................................... 41 2.2.3 PERSONAL LEADERSHIP AS A CONCEPT ........................................................................... 43 2.2.4 LEADERSHIP ATTRIBUTES ............................................................................................... 45 2.2.5 EMOTIONAL INTELLIGENCE .............................................................................................. 46 2.2.6 SPIRIT AND SPIRITUALITY ................................................................................................ 47 2.2.7 APPLICATION OF THE CONCEPT OF SELF-AWARENESS ....................................................... 48 2.2.8 APPLICATION OF THE CONCEPT OF INTRINSIC MOTIVATION ................................................ 49 FIGURE 2.1 – SELF DETERMINATION – LOCI OF CAUSALITY ........................................................... 50 2.3 THEORY ON DATA GATHERING INSTRUMENTS ..................................................... 52 2.3.1 SPIRITUALITY WELL-BEING SCALE ................................................................................... 53 2.3.2 INTRINSIC SPIRITUALITY SCALE ....................................................................................... 55 2.3.3 BAR-ON EMOTIONAL QUOTIENT INVENTORY .................................................................... 56 2.4 CONCLUSION ................................................................................................... 57 3 CHAPTER 3: RESEARCH DESIGN ............................................ 59 3.1 INTRODUCTION ................................................................................................. 59 3.2 RESEARCH PHILOSOPHY .................................................................................. 59 3.2.1 ONTOLOGY .................................................................................................................... 60 3.2.2 EPISTEMOLOGY .............................................................................................................. 60 FIGURE 3.1 – LEARNING STYLE ................................................................................................... 62 3.3 PARTICIPANTS TO THE RESEARCH...................................................................... 63 3.4 SUMMARY OF APPLICATION OF CONCEPT OF SELF-AWARENESS AND INTRINSIC MOTIVATION .................................................................................................... 65 3.5 RESEARCH QUESTIONS .................................................................................... 66 3.6 RESEARCH AIMS .............................................................................................. 66 3.7 ACTION RESEARCH PARADIGM ......................................................................... 67 FIGURE 3.2 – ACTION RESEARCH MODEL .................................................................................... 68 3.8 RESEARCH APPROACH ..................................................................................... 69 FIGURE 3.3 – RESEARCH PROCESS PROCEDURE ......................................................................... 70 3.9 AI NARRATIVE FROM INDIVIDUAL SESSIONS ....................................................... 72 FIGURE 3.4 – APPRECIATIVE INQUIRY – “4-D” CYCLE ................................................................... 73 3.10 INTEGRATION OF SELF-AWARENESS DISCOVERY INTO INTERVENTIONS.................. 74 3.11 DATA GATHERING PROCESS ............................................................................. 76  9 3.11.1 FRAMING QUESTION.................................................................................................... 77 3.12 DATA ANALYSIS ............................................................................................... 77 3.13 DESCRIPTIVE STATISTICS.................................................................................. 78 3.14 LUFT AND INGHAM - JOHARI WINDOW – INTERVENTION FRAMEWORK ................... 78 FIGURE 3.5 – JOHARI WINDOW .................................................................................................... 79 3.15 CONCLUSION ................................................................................................... 80 4 CHAPTER 4: RESULTS AND FINDINGS OF RESEARCH ......... 81 4.1 INTRODUCTION ................................................................................................. 81 4.2 DATA ANALYSIS ENUMERATED .......................................................................... 81 4.2.1 INTRINSIC MOTIVATION – TRIGGER POINT ........................................................................ 81 4.2.2 CORPORATE INDIVIDUAL SESSIONS – SUMMARY OF INTERVENTIONS – ANALYTICAL DATA ... 82 4.2.3 CORPORATE INDIVIDUAL SESSIONS – SUMMARY OF INTERVENTIONS ATTENDANCE ............. 83 4.2.4 COMMENTARY FROM THE CORPORATE INDIVIDUAL SESSIONS ............................................ 83 4.2.5 ADAPTIVE LEARNING – ACTION RESEARCH PROCESS ....................................................... 88 4.2.6 SUMMARISED FINDINGS FROM THE CORPORATE INDIVIDUAL INTERVIEW SESSIONS .............. 89 4.2.7 CONTINUATION OF PROCESS WITH CORPORATE INDIVIDUAL ASSESSMENTS ........................ 90 4.2.8 CORPORATE INDIVIDUAL SWBS RESULTS ........................................................................ 91 4.2.9 CORPORATE INDIVIDUAL EQ-I RESULTS ........................................................................... 92 4.3 APPROACH TO CHURCH YOUTH GROUP INTERVENTION ......................................... 95 4.4 REVISED FRAMEWORK FOR WORKING WITH A YOUTH GROUP ............................... 96 FIGURE 4.1 – GROUP COACHING INTERVENTION FRAMEWORK ...................................................... 97 4.4.1 YOUTH GROUP INTERVENTION ........................................................................................ 98 4.4.2 YOUTH GROUP INTERVENTION – KEY FINDINGS .............................................................. 100 4.5 CONCLUSION ................................................................................................. 106 5 CHAPTER 5: DISCUSSION ...................................................... 107 5.1 INTRODUCTION ............................................................................................... 107 5.2 INTEGRATION OF LEARNING AND FINDINGS........................................................ 107 5.3 QUALITY OF DATA .......................................................................................... 109 5.4 REFINEMENT OF THE PIP LEADERSHIP MODEL .................................................. 110 FIGURE 5.1 – PYRAMID OF LEADERSHIP, INFLUENCE AND CREDIBILITY - REVISED ......................... 111 5.5 CONCLUSION ................................................................................................. 112 6 CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS .... 113 6.1 INTRODUCTION ............................................................................................... 113 6.2 RESEARCH QUESTIONS ANSWERED ................................................................. 113 6.3 RESEARCH AIMS ACHIEVED............................................................................. 116 6.4 PERSONAL OBSERVATIONS............................................................................. 117  10 6.5 ETHICAL RESEARCH ....................................................................................... 118 6.6 CONTINUATION OF RESEARCH ......................................................................... 118 6.7 CONCLUSION ................................................................................................. 120 7 REFERENCES .......................................................................... 122 APPENDIX A .......................................................................................................... 130 1ST MEETING WITH PARTICIPANT ............................................................................... 130 APPENDIX B .......................................................................................................... 132 LETTER OF INTRODUCTION ......................................................................................... 132 APPENDIX C .......................................................................................................... 134 LETTER OF CONSENT ................................................................................................ 134 APPENDIX D .......................................................................................................... 136 INTERVIEW QUESTIONS ............................................................................................. 136 APPENDIX E .......................................................................................................... 137 SPIRITUAL WELL-BEING SCALE - SWBS .................................................................... 137 APPENDIX F .......................................................................................................... 139 WHO AM I? GROUP INTERVENTION NOTES .................................................................. 139  11 Source: Renee Hutton Richter  12 Gloria Gaynor - I am what I am I am what I am I am my own special creation So come take a look Give me the hook Or the ovation It's my world That I want to have a little pride My world And it's not a place I have to hide in Life's not worth a dam [damn] Till I can say I am what I am I am what I am I don't want praise I don't want pity I bang my own drum Some think it's noise I think it's pretty And so what if I love each sparkle and each bangle Why not see things from a different angle Your life is a shame Till you can shout out I am what I am I am what I am And what I am needs no excuses I deal my own deck Sometimes the aces sometimes the deuces It's one life and there's no return and no deposit One life so it's time to open up your closet Life's not worth a dam [damn] till you can shout out I am what I am Source: http://www.lyrics007.com/Gloria%20Gaynor%20Lyrics/I%20Am%20What%20I%20Am%20Lyrics.html  13 1 CHAPTER 1: CONTEXT 1.1 Introduction In their research and synthesis of decades of empirical data and theories about leadership, Ulrich, Smallwood & Sweetman (2008) developed a common set of rules which leaders should master to become effective. These rules they termed a leadership code. This research builds on one rule, namely Personal Proficiency by investing in yourself and links it to the research of other thought leaders. Smith (2009), in the formulation of the Personal, Interpersonal and Professional Leadership paradigm defined the perspectives of what each leadership area embodied. For Personal Leadership the perspectives of Spiritual, Emotional, Mental and Physical leadership were included. Emotional Intelligence or being intelligent about emotions [leadership] was identified by Goleman, Boyatzis & Mckee (2002) as the “primal dimension of leadership.” One of the four domains of Emotional Intelligence, namely Self-Awareness was identified in research by Hattingh (2000) as being a prerequisite of Personal Leadership. In defining the function of a leader, Rao (2006), mentions that it is not to motivate employees but to remove demotivating elements. Therefore it is postulated that self- motivation becomes a personal matter for each leader. In summary, from the requirements of leaders to become personally proficient in a primal leadership dimension, emotional intelligent, self-aware and self-motivated this research proceeds to find the mechanism by which it can be effected in the workplace and amongst future leaders. A key component of this research is based on the principle of self-directed learning, a model developed by Boyatzis, and in particular the discovery of the real self, Who am I? The focus of this research was to create self-awareness, through a coaching intervention and limited spiritual and emotional assessments. Furthermore, the focus  14 of the study is to expand on prior research from Hattingh (2000), where the concept of self-awareness as a condition for personal leadership was researched. The area which was expanded on is the measurement of effectiveness of self-awareness as a condition and the link to motivation for personal leadership growth. From the research of Hattingh (2000), the multiplicity of self-awareness was defined. Based on this definition, the state of self-awareness as a conditional prerequisite was positioned. Based on the summary and findings of this research essay, it can be concluded that self-awareness is a prerequisite for personal leadership. This on-going condition of attending to one’s internal states not only leads to self-acceptance and self- understanding, but also results in the discovering of one’s unique potential and personal mission in life. Self-awareness enables one to proactively navigate the course of one’s life towards inner meaning and fulfilment, which means to be who one is, and to become what one is capable of becoming (Hattingh, 2000:52). To build on this prior research, this research further explored the concept of motivation and the impact that self-awareness has on motivation for personal leadership development and growth. Added to this research, the impact of the researcher’s personal life changing experiences triggered by negative or traumatic events were considered and to determine the effectiveness of using a positive trigger event to motivate personal leadership development. From a personal motivation, the researcher experienced negative and traumatic events, which focussed a personal search for meaning and the development of self to support well-being and life fulfilment. Whilst at the time the researcher believed he was alone in this search, over time evidence of support from others was realised. This research will continue a process of providing assistance to others who find themselves in similar searches for meaning in life. These personal experiences, led the researcher to question the course of events that he experienced by asking: “Do we have to wait for the negative trigger event, which is traumatic to most, to start or continue a developmental process of being?”  15 Therefore, from a personal perspective, the researcher has asked the question, “Can an intervention, which creates self-awareness, serve as a positive trigger event for an individual?” Puente, Crous and Venter (2007:13) questioned, “whether a positive trigger event, as opposed to a negative trigger event, can play a fundamental role in developing the authentic leader?” Further to the question they researched, they determined that “Trigger events serve as powerful learning curves.” The design of a positive trigger event, which was centered on the principles of self- awareness, is used to stimulate personal motivation to develop and grow the personal leadership potential of an individual. The fundamental question we all need to ask ourselves is, “Who am I?” encouraged by Socrates “Know Thyself”. This self-awareness will allow the authentic leader to develop in an integrated holistic manner. The researcher was required to fulfil a dual role during the research process. Firstly as Researcher and secondly Coach. 1.2 Research Context Development of knowledge and skills is an integral part of leveraging human capital in all industries, organisations and workplaces in general. In the mining industry, skilled, knowledgeable employees are considered valuable assets of the organisation. In particular, in the economic phase in 2010, these employees were asked to deliver more than ever before. The Oxford Advanced Learner’s (2011) definition of self-worth is, “a feeling of confidence in yourself that you are a good and useful person.” Development of individuals is therefore important to organisations, not only to benefit the organisation but also to increase the self-worth of individuals. This self-worth or ability to value self-expression is a key component of loyal, committed, high performing individuals who deliver beyond expectation.