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Файл:Self-management and self-development techniques. Training manual for students in the field of training 08.04.01 Construction
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Main aims and outcomes. As a result of studying this material, you will learn:
– how the concepts of growth and development differ;
– how can a person’s level of self-organisation be demonstrated;
– what obstacles may arise in the way of a person’s professional development;
– what is the optimum level of self-efficacy;
– what are the characteristics of a creative person;
– how the model of emotional intelligence can be used for the self-development.
Keywords: growth, development, self-organisation, self-esteem level, creative thinking, creativity, emotional intelligence.
Growth and development are only partly synonymous. Dictionaries tell us that growth is the increase of an organism or individual organs in the process of development. By development,
in the broadest sense, we mean the process of transition from one state to another, more perfect,
transition from an old qualitative state to a new qualitative state, from simple to complex, from
the lowest to the highest.
In the context of identity, we differentiate these concepts, too. Personal growth is the result of significant and positive changes in a person’s personality. Its criteria and indicators are subjective. We already know that “self-concept” acts as a basis for personal growth.
Personal development, as we understand it, is more general than personal growth. Personal development can include everything that unfolds on its own in a person with age that is shaped by external
influences, that develops in joint activities with others and develops within oneself.
The growth and development of a person, a professional, is related to the possibilities of self-organisation.
The model of the self-organisation process highlights the following functional components: goal
setting, situation analysis, planning, self-control, volitional regulation, and correction.
We will now focus on the general indicators of self-organisation. It is important for us to clarify
at this stage the fundamental differences between a personality with a high level of general self-organisation and a low one. We will certainly return to the functional components of the self-organisation process model.
The analysis of all components of the presented model of the structure of the process of self-organisation allows us to determine the general level of formation of the individual system of organisation of the process of one’s own activity.
A high general level of self-organisation indicates the autonomy of the individual in organising
own life, ability to independently and consciously set goals, analyse the situation, model the work
to achieve the goal put forward, identify the criteria for its assessment and monitor the progress of both
intermediate and final results of the activity, and react adequately and promptly to any changes.
A person with a high level of self-organisation with a meaningful achievement motivation is
able to compensate for the influence of personal and character traits that impede goal attainment.
The higher level of self-organisation, the easier he masters new activities, feels more confident in unfamiliar situations, the more stable his successes in habitual spheres of life.
A person with a low general level of self-organisation has no need for conscious, independent organisation of his or her own activities. A person is more dependent on the situation and opinions
of others, often and uncritically follows the advice of others. His goals and plans of action are developed under the influence of others, not independently. In the absence of help from others, he will inevitably have problems organising his own activities.
The ability to compensate for personality traits unfavourable for achieving the set goal is reduced
in such a person compared to people with a high level of self-organisation, and the success of mastering new activities depends largely on the specifics of the particular type of activity.
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Autonomy, independence, awareness, self-control, adequacy, promptness, confidence, self-motivation... This is an incomplete list of qualities of a person possessing a high level of self-organisation.
They are no less relevant for professional development.
Personal professional development. Through the study of personal and professional development and career paths, researchers distinguish between periods of professional self-determination,
learning a profession in educational institutions or workshops, the accumulation of initial experience,
mastery, and a period of transferring experience to the younger generation. This is a very arbitrary division, but the sequence is clear.
The pathway to becoming a professional is individual. Some people want to move quickly up
the management ladder, others are building up their potential as professionals. Knowing that we
are driven by a complex set of forces, let us take into account the possibility to choose, develop our
own course and route.
The professional development is a continuous, multi-aspect process of self-improvement, accompanied by qualitative transformations of a person and the expansion of the range of professional opportunities.
Professional development is the building up of professionalism, which determines the readiness
to perform the work functions and actions laid down in the requirements of a given profession.
Our individual choices and preferences are related to our professional self-concept. It is a complex
of person’s perceptions of oneself as a professional, a holistic image of oneself as a professional, a system of relations and attitudes towards oneself as a professional.
The highest level of self-actualisation is commonly referred to as self-actualisation. This is a person’s ability to identify and develop his/her personal abilities as fully as possible.
There can be obstacles and constraints on almost any path. The most difficult ones, as we already
know, lie within ourselves.
For example, the barriers to professional self-development include fear of vulnerability, lack
of skills, lack of capacity, lack of support, especially from management, lack of confidence, unwillingness to take risks, fear of new situations, fear of the unknown: new employees, managers, laws,
inspections, etc.
Many of these barriers are fear-related, as you may have noticed. However, they are also signals.
They give us an indication of where we need to go in our self-development journey.
Based on self-knowledge and self-assessment, a goal is formulated and a plan for both personal
and professional development is drawn up.
Self-development involves purposeful self-improvement on one’s own initiative, under one’s own
control. Self-development starts and enables the process of self-development and is highly dependent
on self-esteem. You are already familiar with this concept, so let us focus on those aspects of it, which
determine the success of personal growth and development.
Optimal self-esteem. We remember that self-esteem gives the individual a certain degree of belief in own worth and significance. Adequate self-esteem contributes to the actualisation of a person’s own potential. It is self-esteem, a desire for self-development. An underestimated self-esteem
entails rejection, refraining from testing one’s own strengths, and lacking faith in them. Fear prevents the construction of life plans, dreams. Subjectively, a person considers unworthy. Intuitively,
the social environment is also chosen according to self-esteem. If self-esteem is high, it becomes
a source of stimulation of growth and moving forward. With low self-esteem, it becomes a source
of backsliding.
Respecting oneself and having a positive self-esteem, the core of human harmony with oneself,
is set as the main task of self-education. Self-esteem is who you are and self-confidence is what you
can do. Experience of successes and failures, and the emotions associated with them, is accumulated
and influences the rethinking of oneself and the reassessment of one’s capabilities.
Self-esteem can be optimal and sub-optimal.
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Optimal self-esteem includes “medium self-esteem” (a person respects themselves, but knows
weaknesses and seeks self-improvement, self-development), “above average self-esteem”, “high
self-esteem” (a person deservedly appreciates, respects themselves, is satisfied with themselves).
In case of optimal, adequate self-assessment, a person correctly correlates his abilities and capabilities, is sufficiently critical of him/herself, strives to be realistic about his failures and successes
and tries to set achievable goals which can be implemented in reality. He approaches the assessment
of whatever he has achieved using not only his own standards, but he also tries to foresee how other people, such as his colleagues and relatives, will view it. In other words, adequate self-assessment
is the result of a permanent search for a realistic measure, i.e. without excessive overestimation,
and also without excessive criticism of one’s communication, behaviour, activities, experiences. This
kind of self-assessment is the best for specific conditions and situations.
Self-esteem may be sub-optimal, too high or too low.
Inadequately high self-esteem gives rise to a misconception of self, an idealised image of one’s personality and capabilities, one’s value for others and the common work. In such cases, a person ignores
failures for the sake of maintaining his usual high estimate of himself, his actions and deeds. There occurs a strong emotional “rejection” of anything that violates the self-image. The perception of reality
is distorted, and attitudes to it become inadequate, or purely emotional. The rationality of the assessment
is completely unavailable. Therefore, a fair comment begins to be perceived as a nag, and an objective assessment of performance as unfairly undervalued. Failure is seen as a consequence of someone else’s intrigues or unfavorable circumstances, which do not depend on the actions of the individual.
A person with an inadequately high self-esteem does not want to admit that it is all a consequence of his/her own mistakes, laziness, lack of knowledge, abilities or wrong behaviour. This results in a severe emotional state, the effect of inadequacy, whose main cause is the persistence of stereotypically high self-esteem. If high self-esteem is malleable, changes in accordance with reality,
increases with successes and decreases with failures, it can accelerate personal development, as it
has to make every effort to achieve goals, develop abilities and willpower.
Self-esteem may also be low, or below the individual’s real capabilities. This usually leads to insecurity, timidity and lack of ambition, and inability to implement one’s capabilities. Such people do not
set goals that are difficult to achieve; they are limited to mundane tasks, and too critical of themselves.
Self-esteem that is too high or too low disturbs self-management, distorts self-control. This is evident in the course of communication when persons with too high or too low self-esteem trigger
conflicts. In case of an excessively high self-esteem, conf licts arise from the disrespectful attitude
to and treatment of others, overly harsh and ungrounded statements about them, intolerance of other opinions, and arrogance. Low self-criticism prevents them from noticing how they offend others
by their arrogance and indisputable judgement.
When self-esteem is low, conflicts may arise because these people are too critical. They are very
demanding of themselves and even more demanding of others; they cannot forgive a single blunder
or mistake, and tend to permanently highlight the shortcomings of others. Although this is done for
splendid motives, it becomes a cause of conflict due to the fact that few can tolerate systematic criticism. When you are only seen as a bad person and your drawbacks are constantly pointed out, there
arises a dislike for the source of such assessments, thoughts and actions.
In order to keep your self-esteem at an adequately high level, you must refrain from comparing
yourself with others, even successful people. You can learn from them, adopt relevant experience, but
not compare.
It is important to learn to compare oneself with oneself over time, to trace the dynamics of self-development through the fixation of achievements while maintaining contact with the world. This is done
using goal-setting technology with a clearly articulated criterion for achieving the goal. The final incident must be very clear. This is a prerequisite for determining whether a goal has been achieved.
Such achievements become the basis for maintaining self-esteem.
Creative thinking and creativity. Self-development involves acquiring the ability to solve problems in unconventional ways. Creative thinking and creativity are related to this process. It is difficult
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to define what it is, what abilities are associated with the ability to think and create outside the box.
Let us stay with the generally accepted option.
Creative thinking is often understood as thinking that leads to discovering or creating something new. For instance, theoretical thinking yields a new definition of a concept, a hypothesis, a way
of proving an assumption, a scientific theory. Practical thinking involves creating an original object
with one’s own hands, finding a new and unexpected way out of a situation in life, and finding a completely new way of using an object or material.
The famous researcher of intellect J. Guilford believed that creative character of thinking is given
by the presence of the following four features in it:
– originality, unusualness (non-triviality) of expressed ideas, a pronounced desire of man for intellectual novelty. A creative thinker always and everywhere tries not to be like everyone else, tries
to find his own solution to a problem, different from the solutions proposed by others;
– semantic f lexibility, i.e. the ability to see a problem from different angles, discover new ways
of using known objects and solutions, expand the scope of their functional application in practice.
A creative thinker always finds unexpected, original ways of using ordinary objects;
– imaginative adaptive flexibility, i.e. the ability to change one’s perception of a problem (task) so
as to see new sides in the known or familiar that are hidden from direct observation;
– semantic spontaneous flexibility, i.e. the ability to generate a variety of ideas in an uncer-
tain situation, in particular, one which does not contain direct and obvious hints to the desired solution of the problem. It refers to the ability of a person to look for and find clues to the solution of a problem where they are not seen or noticed by most other people of an uncreative mindset.
Thus, following G. Guilford, we will consider the listed intellectual abilities as determining
the main feature of creative thinking — creativity.
There are such authors who do not divide these two concepts — creative thinking and creativity. But we need to do so in order to specify the issue under study. Creative thinking is mostly related
to thinking processes, and creativity is related to productive activity, transformation of reality. Creativity is a consequence of creativity. In this process much depends on the motivation and volitional
qualities of the individual.
Motivation and self-development. Each individual throughout his or her life forms a system
of stable motives, on the basis of which a person develops a relative independence from circumstances and a selective attitude towards various objects and situations.
A person’s motivational sphere determines the overall orientation of a personality. The basic unit
of motivational sphere and motivation is considered to be motive. Motive is the motive of activity.
In modern psychology, the term “motive” is used to refer to various phenomena and states that cause
the activity of the subject.
A person is driven by many motives, so the notion of motivation — the totality of motives —
is often used. Motives can be divided into three groups: egoistic motives — related to personal
well-being, success, prestige, pleasure, power; social motives — altruistic, collectivistic, humanistic, related to care for other people, with love for them; motives coming directly from interest in reality, worldview, creativity, activity, work, motivated by the need for knowledge, activity, creativity, and no other needs.
These groups of motives are related to the main types of human relations to reality: to society,
to work and to oneself.
In accordance with this and depending on the dominant motives, a person’s orientation is also divided into “collectivist” (social), “business” and “egoistic” (individualistic).
Social orientation manifests itself as a dominant desire to act in the interests of others, to sympathise with their needs and experiences, and to act in the interests of one’s collective.
Pe r sonal orie ntation is ma n i fested i n the dominanc e of mot ives f rom the g roup of egoistic: the dominance of the motive of personal self-assertion, domination.
Business orientation is manifested as a dominant desire for unselfish activity, for unselfish mastery of new skills and knowledge.
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In addition, people’s behaviour is determined by the interaction of various internal and external
stimuli. Intrinsic motives include motives, which are understood as a state of predisposition, readiness, inclination to act in an appropriate way; the means by which a person determines his or her
behaviour. For example, intrinsic motivation may include dreaming, the desire for self-realisation;
the desire for creativity; curiosity; and personal growth.
Intrinsic motivation is, of course, a great option for self-development, but one cannot rely solely on it. Because man is a social creature and the need for recognition in him is extremely strong,
and this is already an external motivation. This includes, for example, money; career; status, recognition; prestigious things (house, car, etc.).
External motivation is constantly changing; it increases when you succeed and decreases when
you fail; what was pleasing yesterday may be irritating today, and vice versa. This depends on the prevailing type of motivation: motivation “from” or motivation “towards”.
Motivation “from” is a feminine type of motivation aimed at escaping hunger, poverty, etc. by reviewing supplies, switching to austerity regimes, etc.
Motivation “towards” is a masculine type of motivation aimed at finding reserves and striving
to increase profits instead of cutting costs. If a human is “from” oriented, he tends to be fixated
on the past and his problems; if “towards” is more important to him, he is forward-looking, achievement-oriented, while moving away from current problems.
It is important to understand the logic of the motivation process in order to use it most effectively
in self-management. However, it is not easy to find out which motives lead the motivational process,
because many motives are not recognised or we do not acknowledge them to ourselves. This is where
you need to find out what your personal needs are.
In everyday life, the way of self-regulation and self-development is usually chosen intuitively,
by trial and error, to select the most effective one. The scientific approach suggests that consistent
and consistent models, grounded in theory and practice, should be followed. The model of emotional
intelligence that you are familiar with is one of these.
A model of emotional intelligence. We know that emotional intelligence is defined as the ability to understand one’s own emotional state and that of others, and to effectively manage interactions
based on that understanding. The multitude of human abilities included in the emotional intelligence
model can be grouped as follows: emotional self-awareness, emotional self-organisation, social sensitivity, and social skills.
The intrapersonal quality “emotional self-awareness” — basic, the basis of all emotional competence — is manifested in the recognition of one’s own emotions through attention to them, understanding, and acceptance of the causes of emotions. Adequate emotional self-esteem and self-confidence are also located at the first level of emotional competence. Emotional self-esteem is part
of overall self-esteem. Ack nowledging one’s own emotions opens the way to acknowledging the emotions of others, which means it is the key to motivation, to optimising interpersonal relationships.
The intrapersonal quality “emotional self-organisation” — stage 2 — manifests itself in the application of self-image in emotional terms to improve the quality of one’s life: self-control, self- regulation, self-motivation. Acknowledging one’s emotions opens up access to managing them. At this
stage, there is a chance to treat them as a resource, to channel them in a constructive way, and to harness emotional energy in a way that is consistent with one’s intentions.
The interpersonal component of model of emotional intelligence “social sensitivity” — stage 3.
Social sensitivity defines the characteristics of relationships with people: attention to the other person’s emotions, understanding, empathy. People around them may not realise the emotional appeal
of a leader. People will simply inspire trust, and make them feel at ease with him or her. This is an important condition for attuning to the same vibrational wave.
The interpersonal component of emotional competence “social skills” — the highest stage. It manifests itself in motivation, encouragement, support in self-development, inf luence, cooperation, disa-
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greement resolution, and teamwork; purposeful management of interactions. Many authors who study
the topic of emotional intelligence and emotional leadership emphasise that interaction management
does not involve manipulation, but other, constructive ways. All components of model are actualised
here. A leader is charming, persuasive, conflict- and stress-resistant, and capable of inspiring, engaging, and awakening interest in a common cause.
There are many models of emotional competence. It has been observed that the very components
of these models are similar. For example, N. Hall’s model is represented by a set of 5 components.
These components are laid down by the author as scales in the emotional intelligence diagnostic test.
The first scale is emotional awareness. It shows whether you understand exactly what emotions you are feeling now and why. People with high emotional awareness are more aware of thei r
inner state than others. The second scale: managing your emotions, shows whether you have
the ability to manage your own emotions and use them to achieve your goals. Scale 3: managing
the emotions of others. It shows whether or not you are able to influence the feelings of others
and use their emotions to achieve your goals, company goals, etc. The next scale: empathy; involves understanding other people’s emotions, empathising with another person’s current emotional state, and being supportive. It is the ability to understand a person’s state of mind through
facial expressions, gestures, shades of speech, and posture. The self-motivation scale shows
the ability to motivate oneself using one’s own emotions.
Take the test to find out which scales require your attention and development.
Emotional self-regulation. In modern psychological researches self-regulation and related concepts — self-governance, self-organisation, self-learning, self-programming and others — are interpreted differently. Self-regulation is a special level of activity programming based on anticipatory
processes; management of one’s emotions, feelings and experiences; purposeful change of both individual psychophysiological functions and neuropsychological states as a whole; purposeful conscious
choice of character and way of actions; internal regulation of human behavioural activity; interaction of external and internal in individual’s behaviour and activity and others.
The multiple meanings of the term “self-regulation” are due, on the one hand, to its multi-level
structure, its multiple aspects of study, and, on the other hand, to the dual meaning of the root “self”.
This root indicates human activity, the ability to perform conscious “voluntary” actions and that processes can proceed as if “by themselves”, spontaneously.
Modern studies have distinguished more than thirty types and levels of self- regulation, which
are the object of analysis and study: social, biological, physiological, neurophysiological, psychological, psychotic, arbitrary and involuntary, conscious and unconscious, direct and indirect, external
and internal, volitional, motivational, executive, cognitive, personal, motivational, intellectual, emotional, attitudinal, reflexive, hidden, hard and flexible, individual and others.
The term “self- regulation” is used, on the one hand, to describe the functions of a person as an activity subject; on the other hand, it is used to analyse brain function (when the brain is seen as a self regulating system). From a practical, applied point of view, it is important that: self- regulation is a process of inf luencing one’s own physiolog ical and neuropsychological state; self- regulat ion largely depends
on one’s desire to control emotions, feelings and experiences and, consequently, behaviour; self- control
ability is not given from birth but is developed during life, i.e. can be shaped and improved.
In modern psychological science, there are many approaches to the classification of levels of mental self- regulation. Let us refer to the experience of known psychophysiologist L.P. Grimak and consider the following levels of self- regulation of human mental activity: informational-energetic; emotional-volitional; motivational; individual-personal.
Informational-energetic level of self- regulation provides the necessary degree of energy mobilisation of physiological systems for optimum functioning of mentality. Three basic types of selfregulation on the informational-energetic level were discovered: the reaction of “reacting”, catharsis,
and ritual actions.
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The emotional-volitional level of self- regulation is a complex of properties, peculiarities and possibilities of a person, which are realised with participation of volitional processes.
The methods of this level include, for example, the ability to control oneself (self- control), selfreporting to oneself, self- confidence, self- suggestion and self- approval.
Motivational level of self- regulation. In everyday life, humans so firmly link all actions to certain inner drives, goals and aspirations that unmotivated actions are naturally classified as mental deviations. This dependence in humans is so unambiguous that it can be argued that any selfregulation processes start with self- regulation of motivation.
Techniques at this level include, for example, autogenic training, self- hypnosis, and meditation.
The individual-personal level of self- regulation. The personal levels of regulation of vital activity are mobilised in those cases when it is necessary to change not circumstances, not life, but oneself,
one’s personal values and psychological attitudes.
The methods of this level include, for example, self- organisation and self- affirmation. This
is a stimulus for human activity, a way to gain confidence in oneself, in one’s strengths, in one’s capabilities.
Summary
1. Personal development is a broader concept than personal growth.
2. Self-development is closely related to motivation and creativity.
3. The model of emotional intelligence can be taken as the basis for self- development.
Think about and answer these questions
1. What motives are dominant for you?
2. How does self- esteem affect personal and professional development?
3. What do you think are the most effective methods of self- regulation for you?
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Main aims and outcomes. As a result of studying this material, you will learn:
– that the reasons for a person’s failure are perceived differently by the person and by experts;
– the ability to manage others is a professional skill for managers;
– self- management skills are the goal and responsibility of people themselves;
– what science has invested in the concept of personality today;
– how the content of a person is revealed;
– what is the difference between personal potential and personal resources;
– what is meant by a person’s self- concept;
– how the variety of personality resources can be manifested;
– how personal limitations can manifest themselves;
– what methods can be chosen to overcome one’s limitations.
Keywords: personality, personality structure, personal potential, personal resources, personal
limi tations, self- concept, self- esteem, self- respect.
The desire to achieve success in life is a natural human need, but the journey is long and difficult.
It is not surprising that many people do not achieve their goals.
Every year psychologists and sociologists from different countries conduct research to understand what reasons, subjective and objective, a person striving for success encounters on his way.
Scientists use this knowledge to develop various training, training courses, mastering which people
in the future will be able to act more successfully.
So, what prevents a person from succeeding?
If you ask the person himself, the vast majority of people will give a reason that lies in the outside
world, citing some circumstance that in his opinion, prevented him personally. Such surveys are useful, but they are only statements of fact. It is always difficult for a person to analyse his own mistakes,
because in this case he has to take at least part of the blame.
Let’s look at some typical situations.
Subjective perception of the reasons for one’s own failures. Some people believe to the end
of their lives that in order to realise their own desires, they lack something from the outside world,
such as money, an apartment, a car, time, power... Yes, external resources are always in short supply, and for everyone. No one disputes: external resources are necessary. They help to solve everyday
problems more easily. But they, alas, cannot make a person happy, successful, loved.
There is also a person himself, his characteristics, abilities, opportunities, his natural and social
imperfections. Especially clearly people become aware of their apparent imperfection in adolescence.
There comes an understanding that the main reasons lie in him.
Turning to themselves, people at first fixate on their physical imperfections, real or imagined, but
which they themselves perceive as a serious defect, and which they are sure other people perceive
as a defect as well. Not everyone manages to cross this threshold. Interestingly, it is not only those
who have a real defect who “get stuck” on their external defects, but also those whose defects can be
classified as imaginary. In both cases, the same psychological mechanism operates. What difference
does it make to our brain whether it is real or imaginary!
The next step is to recognise one’s psychological traits as serious limitations to the realisation of one’s desires. Studies show that the lists of “what I lack” usually include strength characteristics: determination, confidence, endurance, poise, experience, knowledge, purposefulness, willpower, demandingness, toughness, memory...
It turns out that people feel uncomfortable in this world and want to strengthen, “complete” themselves mainly at the expense of “hard materials”. No one notices in themselves an excess of determination or toughness, and such qualities as benevolence, tolerance are, alas, rare.
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People live in a world in which they want to assert themselves. In answering the question “What
do other people lack?” we are actually describing the world in which we ourselves would like to live.
What psychological qualities do those around us lack? And again, surprisingly similar answers.
It turns out that others, from our point of view, lack soft characteristics: kindness, humanity, honesty, decency, mutual understanding, empathy, tolerance, intelligence, humor, generosity, understanding...
So, what happens? A person wants to live in a world of kind and responsive people, but wants to be
tough and demanding! Curious, isn’t it?
There is another version of the answer to the question of what is missing. To be more exact, not
an answer, but the absence of an answer. People claim that they have enough of everything. There may
be at least two reasons.
The first reason: the unwillingness to think “leave me alone, I do not want to answer your
ques t ions”.
The second reason is more serious. This occurs if a person has accepted his imperfection and stopped
to strive for love, success, creativity, if he ceases to want. Remember, as soon as desire appears, you
will immediately find that you lack something.
The results of socio-psychological research. Let’s focus on the most common factors that people believe prevent them from achieving the success they want in life. Researchers agree with this
list of factors, which is confirmed by an analysis of situations in which there were problems that led
to failure. The ranking is, of course, subjective. But it is also possible to identify something typical,
typical of most.
The ranking of factors hindering the achievement of success in terms of importance differs significantly between the researchers and the respondents themselves (Table 2).
Factors hindering the achievement of success
Rank 1 Factors Rank 2
1 Inuence on others 7
2 Lack of creativity in life 6
3 No problem-solving skills formed 5
4 No desire for self- development 4
5 No clear personal goals 3
6 Incorrect life attitude 2
7 Lack of self- awareness and self- management 1
Note: Rank 1 is the opinion of the respondents; Rank 2 is the opinion of the researchers.
As you can see, the difference in assessments of the importance of factors is very large. Analyse
each factor, focusing on two key points:
1) the factor relates to the sphere of management of others or management of oneself;
2) what the possibilities of modern psychology in correcting or eliminating these factors as obsta-
cles to success are.
Table 2
Influence on others (1/7).
This is a skill from the arsenal of managing others.
Many people believe that this is a skill they do not have. It is quite possible. There are many ways
of influencing others. These are verbal ways of influencing: persuasion, compulsion, suggestion, request, destructive criticism, manipulation. These are emotional ways of inf luence: contagion, the formation of favor, inducement to imitation. There are various psychological trainings in which a per-
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son can learn any or all of the known methods. However, this does not mean that learned techniques
that work fine with others are ineffective with the person himself. What are the reasons?
It is impossible to learn how to influence others, if one:
– does not know oneself, and therefore cannot understand which of the ways is most appropriate
to one’s nature;
– cannot set a goal even for oneself;
– is unable to offer something new and worthwhile.
Master all of the preceding, and the ability to influence others will appear all by itself. No, there
are techniques, but they really don’t work if one is full of one’s own limitations.
No problem-solving skills formed (2/5).
This is a skill from the arsenal of managing others.
It should be emphasised that the problem is a subjective concept: everyone has their own problems.
Objectively problematic can be a complex situation. Technologies of getting out of problem situations
have been developed, and these technologies are successfully taught.
In everyday life, people experience difficulties, but not all and not for all they pass into the category of problems. The cause of problematic situations are most often a person’s own actions. Psychologists recommend looking for the origins of them in themselves. For example, a person overestimated
his life experience or abilities, did not consider some conditions.
One of the most serious, according to psychologists, reasons lie in the field of wrong psychological
attitudes that people either do not realise or do not want to give up. In other words, he does not know
himself and does not know how to manage himself. Examples of such attitudes are confidence that
the causes of the problem lie “outside the person”, that the problem will “somehow resolve itself”, expecting help in a completely definite form — advice, instruction; shifting the responsibility for solving the problem situation to someone else.
Lack of creativity in life (3/6).
This is an approach from the realm of self- management.
Creativity in this context is not a separate skill or knowledge. It is a way of life, an emotional state,
a desire to generate something new in all areas of one’s life. You cannot plan creativity for any particular
time: you can plan to solve problems, but you cannot create. By the way, creativity begins with the desire
to create oneself, to transform oneself. This is usually what every new generation does during adolescence.
Of course, adults are always shocked by such creativity, but by imposing a ban on any deviation from
the accepted norm, we create restrictions, which then, growing up, a person is no longer able to overcome.
No desire for self- development (4/4).
This is an approach from the realm of self- management.
Self-knowledge does not yet give rise to a desire for self- development as a conscious change of oneself in all its manifestations. It is necessary to understand which abilities and features can and should
be developed, and which are not worth spending time and effort on.
Self-development is the most effective adaptation tool. It does not matter what kind of adaptation we are talking about — physiological, psychological, social or professional.
No clear personal goals (5/ 3).
Goal setting is the first step in the management system, and it is also the first step in selfmanagement.
If we talk about management, a lot of attention is paid to the problems of goal setting, goal adoption, management by goals. Many technologies have been developed. They are included in the training of managers, existing and various kinds of training. Is it possible to transfer goal-setting technologies from managing others to managing yourself? There is no direct correspondence.
Goal-setting in self- management is one of the most complicated processes. Unfortunately, a person rarely sets goals, as a rule, he realises either someone else’s goals, or reproduces the daily goals
that ensure life.
Modern psychology has developed techniques, mastering which a person can competently formulate his goals, and most importantly, achieve them:
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