SYLLABUS:

Unit Topic/Subtopic
1. The concept of personality
2. Determinants of personality
UNIT-I 3. Dimensions of personality
Introduction to 4. Theories of Freud & Erickson,
Personality 5. Social learning - Bandura
Development 6. Humanistic-Rogers.
7. Significance of personality development.

1. Attitude - Concept - Significance

2. Factors affecting attitudes –
3. Positive attitude – Advantages
UNIT-II 4. Negative attitude- Disadvantages –
5. Ways to develop positive attitude –
Attitude & 6. Differences between personalities having positive and
Motivation negative attitude.
7. Concept of motivation – Significance
8. Internal and external motives
9. Importance of self- motivation
10. Factors leading to de-motivation

1. Concept and Nature of Self Concept

2. Factors shaping the Self Concept
3. Self Esteem
UNIT-III
4. Self-Perception
Self-Concept
5. Self-Regulation
6. Self-Reliance
7. Pro-Social Behavior
1. Body language
UNIT-IV 2. Problem-solving
3. Conflict and Stress Management
Other Aspects of 4. Decision-making skills
Personality 5. Leadership and qualities of a successful leader
Development 6. Character building
7. Team-work
8. Time management
9. Work ethics –Good manners and etiquette
UNIT-I Introduction to Personality Development

1. The concept of personality

2. Determinants of personality
3. Dimensions of personality
4. Theories of Freud & Erickson,
5. Social learning - Bandura
6. Humanistic-Rogers.
7. Significance of personality development.

THE CONCEPT OF PERSONALITY- DEFINITION:

“Personality is that pattern of characteristic thoughts, feelings, and behaviours that

distinguishes one person from another and that persists over time”
“It is the sum of biologically based and learnt behaviour which forms the person's unique
responses to environmental stimuli”

DIMENSIONS OF PERSONALITY:

The Big Five personality traits, also known as the five factor model (FFM), is a model based
on common language descriptors of personality (lexical hypothesis). These descriptors are
grouped together using a statistical technique called factor analysis (i.e. this model is not
based on scientific experiments).
This widely examined theory suggests five broad dimensions used by some psychologists to
describe the human personality and psyche. The five factors have been defined as openness to
experience, conscientiousness, extraversion, agreeableness, and neuroticism, often listed
under the acronyms “OCEAN”.

These five factors are assumed to represent the basic structure behind all personality traits.
They were defined and described by several different researchers during multiple periods of
research.
Employees are sometimes tested on the Big Five personality traits in collaborative situations
to determine what strong personality traits they can add to a group dynamic. Businesses need
to understand their people as well as their operations and processes. Understanding the
personality components that drive the employee behavior is a very useful informational data
point for management.
THE FIVE DIMENSIONS OF PERSONALITY: (THE FIVE FACTOR MODEL)

a. Openness to experience: (inventive/curious vs. consistent/cautious):

Openness to experience describes a person's degree of intellectual curiosity, creativity,
appreciation for art, emotion, adventure, unusual ideas, curiosity, and variety of experience. It
is also described as the extent to which a person is imaginative or independent, and depicts a
personal preference for a variety of activities over a strict routine. High openness can be
perceived as unpredictability or lack of focus. Moreover, individuals with high openness are
said to pursue self-actualization specifically by seeking out intense, euphoric experiences,
such as skydiving, living abroad, gambling, etc. Conversely, those with low openness seek to
gain fulfilment through perseverance, and are characterized as pragmatic and data- driven—
sometimes even perceived to be dogmatic and closed-minded. Some disagreement remains
about how to interpret and contextualize the openness factor.

b. Conscientiousness (efficient/organized vs. easy-going/careless):

Conscientiousness is a tendency to show self-discipline, act dutifully, and aim for

achievement. Conscientiousness also refers to planning, organization, and dependability.
High conscientiousness is often perceived as stubbornness and obsession. Low
conscientiousness is associated with flexibility and spontaneity, but can also appear as
sloppiness and lack of reliability.

c. Extraversion: (outgoing/energetic vs. solitary/reserved):

Extraversion describes energy, positive emotions, assertiveness, sociability, talkativeness,

and the tendency to seek stimulation in the company of others. High extraversion is often
perceived as attention- seeking, and domineering. Low extraversion causes a reserved,
reflective personality, which can be perceived as aloof or self-absorbed.

d. Agreeableness: (friendly/compassionate vs. analytical/detached):

Agreeableness is a tendency to be compassionate and cooperative rather than suspicious and
antagonistic towards others. It is also a measure of one's trusting and helpful nature, and
whether a person is generally well-tempered or not. High agreeableness is often seen as naive
or submissive. Low agreeableness personalities are often competitive or challenging people,
which can be seen as argumentative or untrustworthy.

e. Neuroticism: (sensitive/nervous vs. Secure/confident).

Neuroticism is a tendency to experience unpleasant emotions easily, such as anger, anxiety,
depression, and vulnerability. Neuroticism also refers to the degree of emotional stability and
impulse control and is sometimes referred to by its low pole, "emotional stability". A high
need for stability manifests as a stable and calm personality, but can be seen as uninspiring
and unconcerned. A low need for stability causes a reactive and excitable personality, often
very dynamic individuals, but they can be perceived as unstable or insecure.

PERSONALITY DEVELOPMENT:

Personality development includes activities that improve awareness and identity, develop
talents and potential, build human capital and facilitate employability, enhance quality of life
and contribute to the realization of dreams and aspirations.
When personal development takes place in the context of institutions, it refers to the methods,
programs, tools, techniques, and assessment systems that support human development at the
individual level in organizations.

Personality development includes activities that develop talents, improve awareness,

enhances potential and looks to improve the quality of life. It involves formal and informal
activities that put people in the role of leaders, guides, teachers, and managers for helping
them realize their full potential.

Hence, it can be concluded that the process of improving or transforming the personality is
called personality development.

SIGNIFICANCE OR IMPORTANCE OF PERSONALITY DEVELOPMENT:

Most people underestimate the importance of having a pleasing personality. Majority think it
just means being born good-looking, that there isn’t anything much to do about it. But this is
not true. The scope of personality development is quite broad. It includes knowing how to
dress well, social graces, grooming, speech and interpersonal skills. Whatever your career,
these are very important skills that will promote your objectives.

To better appreciate its importance, some of the key benefits of developing your personality
include the following:

a. Confidence:

Personality development gives more confidence to people. When you know you are
appropriately attired and groomed, this makes you less anxious when meeting a person.
Knowing the right things to say and how to conduct yourself will increase your confidence.

b. Credibility:

Personality development makes people more credible. Despite the saying that you don’t
judge a book by its cover, people do tend to judge people by their clothing and how it is
worn. This does not mean buying expensive clothes. We all know people who look shabby in
expensive clothes. There are also people who look great even if their attire is inexpensive.
Because of this, you must know what to wear and you must be aware of other aspects of
enhancing your physical features.

c. Interaction:

Personality development encourages people to interact with others. Studies have consistently
shown that people communicate more openly with people they are comfortable with. If your
hygiene and social graces are unrefined, then expect to have a much harder time connecting
with people.

d. Leading and Motivating:

Personality development enhances the capacity to lead and motivate. A person with a
winning personality will be able to motivate better. People are less likely to get bored, and
our ideas will have more credibility. We can lead better if we project an aura of confidence
and credibility.

e. Curiosity:

A single wrong word can destroy a business relationship. Knowing the right things to say
shows both respect and intellectual sophistication. This is especially the case if you are
dealing with foreigners or if you conduct business outside the country. The right thing to do
in our country could be horrible blunders in a different culture. These are the soft skills that
may break or make a deal.

f. Communication skills:

It improves your communication skills. People are more receptive to what you say if they are
impressed with your personality. Verbal communication skills are also part of personality
development; improving your speech will strengthen the impact of your message.

You cannot win by talent and hard work alone. Personality development is a crucial
ingredient that you must obtain. Most of the people you see as models of great personality
have taken a lot of effort in developing their natural features.

THEORIES OF PERSONALITY:

Many psychologists have developed theories about personality—how to describe it, how it
emerges, what influences it, how it changes, and what constitutes a healthy or an abnormal
personality. Here you will learn about the three most important personality theories:
psychoanalytic theory, behaviourism and humanism.

The first of the modern personality theories was developed by Sigmund Freud and is known
as psychoanalytic theory. The psychiatric practice of this theory is called psychoanalysis.
Freud’s ideas were plentiful, profound, and often controversial. His theory about personality
has had tremendous influence on societies around the world through many different
disciplines. Not only psychology has been influenced and informed by the ideas of Freud, but
also literature, art, philosophy, cultural studies, film theory, and many other academic
subjects. Freud’s theory represents one of the major intellectual ideas of the modern world.
Right or wrong, these ideas have had a lasting and enormous impact.

FREUD THEORY:

Freud theorized that personality contains three structures—the id, ego, and superego—and
that the mind is like an iceberg, the unconscious making up 90% while the conscious (like the
tip of the iceberg floating above water) makes only 10% of the mind.
Freud suggested an analogy about the mind. He said that the mind is like an iceberg in the
ocean, floating 10% above the water and 90% below. The unconscious, Freud proposed,
makes up the vast majority of our mind. In Freud’s view, only about 10% of our behaviours
are caused by conscious awareness—about 90% are produced by unconscious factors.

According to psychoanalytic theory, most of what controls our behaviours, thoughts, and
feelings is unknown to our aware minds. Normally, the unconscious guides us. Freud said
that the mind could be divided into three abstract categories. These are the id, the ego, and
the superego.

1. The id:

Latin for the term “it,” this division of the mind includes our basic instincts, inborn
dispositions, and animalistic urges. Freud said that the id is totally unconscious, that we are
unaware of its workings. The id is not rational; it imagines, dreams, and invents things to get
us what we want. Freud said that the id operates according to the pleasure principle—it aims
toward pleasurable things and away from painful things. The id aims to satisfy our biological
urges and drives. It includes feelings of hunger, thirst, sex, and other natural body desires
aimed at deriving pleasure.

2. The ego:

Greek and Latin for “I,” this personality structure begins developing in childhood and can be
interpreted as the “self.” The ego is partly conscious and partly unconscious. The ego
operates according to the reality principle; that is, it attempts to help the id get what it wants
by judging the difference between real and imaginary. If a person is hungry, the id might
begin to imagine food and even dream about food. (The id is not rational.) The ego, however,
will try to determine how to get some real food. The ego helps a person satisfy needs through
reality.

3. The superego:

This term means “above the ego,” and includes the moral ideas that a person learns within the
family and society. The superego gives people feelings of pride when they do something
correct (the ego ideal) and feelings of guilt when they do something they consider to be
morally wrong (the conscience). The superego, like the ego, is partly conscious and partly
unconscious. The superego is a child’s moral barometer, and it creates feelings of pride and
guilt according to the beliefs that have been learned within the family and the culture.

Conclusion:

Although these are known as structures, do not take the term literally. Freud did not mean
that these are physical parts of our bodies or our brains. He coined these terms and proposed
this division of the mind as abstract ideas meant to help us understand how personality
develops and works, and how mental illnesses can develop.

Freud theorized that healthy personality development requires a balance between the id and
the superego. These two divisions of the mind are naturally at conflict with one another: The
id attempts to satisfy animal, biological urges, while the superego preaches patience and
restraint. The struggle between these two is an example of intrapsychic conflict—conflict
within the mind.

According to psychoanalytic theory, defense mechanisms are automatic (unconscious)

reactions to the fear that the id’s desires will overwhelm the ego. Freud believed that a
healthy personality was one in which the id’s demands are met but also the superego is
satisfied in making the person feel proud and not

overwhelmed by guilt. If the id is too strong, a person will be rude, overbearing, selfish, and
animalistic. If the superego is too strong, a person is constantly worried, nervous, and full of
guilt and anxiety and is always repressing the id’s desires.

An overly strong id makes one a psychopath, lacking a conscience, or an ogre, selfishly

meeting one’s needs without concern for others. An overly strong superego, on the other
hand, makes one a worrier, a neurotic, so overwhelmed by guilt that it is difficult to get
satisfaction.

ERIKSON THEORY:

Erikson converted Freud’s emphasis to a focus on social relationships into eight psychosocial
stages. These stages became known as the Eight Ages of Man. (As you know, at that time in
history, the word man was used to apply to all human beings.)

Each of Erikson’s eight stages was described as a time of crisis—a time when the personality
would go one way or the other. For example, you’ve likely heard of the identity crisis.
Erikson theorized that during adolescence, we all face a crisis of figuring out who we are.
Each of the stages has this either-or quality.
ALBERT BANDURA’S SOCIAL LEARNING THEORY

Bandura’s Social Learning Theory of Personality is based on the premise that human
behaviour is largely acquired and that the principles of learning are sufficient to account for
the development and maintenance of behaviour. But the earlier learning theorists were unable
to pay sufficient attention about the social context in which behaviour is taking place.
Bandura has done a great deal of work on social learning throughout his career and is famous
for his “Social Learning Theory” which he has recently renamed, “Social Cognitive Theory”.
Bandura is seen by many as a cognitive psychologist because of his focus on motivational
factors and self-regulatory mechanisms that contribute to a person’s behaviour, rather than
just environmental factors. This focus on cognition is what differentiates social cognitive
theory from Skinner’s purely behaviouristic viewpoint.

Bandura theory of social learning can be explained under the following three headings:

1. Reciprocal determinism
2. Self-system
3. Principles of observational learning

Reciprocal Determinism

Human behaviour has often been explained in terms of one-sided determinism. In such
modes of unidirectional causation, behaviour is depicted as being shaped and controlled
either by environmental influences or by internal dispositions. Social cognitive theory
favours a model of causation involving triadic reciprocal determinism. In this model of
reciprocal causation, behaviour, cognition and other personal factors, and other
environmental influences all operate as interacting determinants that influence each other
bidirectionally. Reciprocal causation does not mean that the different sources of influence are
of equal strength. Some may be stronger than others. Nor do that the reciprocal influences all
occur simultaneously. It takes time for a causal factor to exert its influence and activate
reciprocal influences.

Social Cognitive Theory: B represents behaviour, P represents personal factors in the form
of cognitive, affective, and biological events, and E represents the external environment.

Source: Bandura (1986)

Let us consider briefly the major interactional links between the different subsystems of
influence. The P?B of reciprocal causation reflects the interaction between thought, affect
and action. Expectations, beliefs, self- perceptions, goals and intentions give shape and
direction to behaviour. What people think, believe, and feel, affects how they behave
(Bandura, 1986). The E?P segment of reciprocal causation is concerned with the interactive
relation between personal characteristics and environmental influences. Human expectations,
beliefs, emotional bents and cognitive competencies are developed and modified by social
influences. The B?E segment of reciprocal causation in the triadic system represents the two-
way influence between behaviour and the environment. In the transactions of everyday life,
behaviour alters environmental conditions and is, in turn, altered by the very conditions it
creates. Because of the bidirectionality of influence between behaviour and environmental
circumstances, people are both products and producers of their environment. They affect the
nature of their experienced environment through selection and creation of situations.

Thus a complete analysis of behaviour from reciprocal determinism requires consideration of

all three sets of behaviour – cognitive, behavioural, and environmental – influence one
another. Bandura discusses the personal determinants of behaviour in terms of the self-system
and the individual’s self-efficacy. Now we turn to consideration of these concepts.

Self-System

It is evident from the reciprocal determinism that all the three segments are mutually
interactive. Now the question arise that do they have some starting point? Bandura answered
in yes and that point is self-system. “In social learning theory, a self-system is not a psychic
agent that controls behaviour. Rather it refers to cognitive structures that provide reference
mechanisms to set of functions for perception, evaluation and regulation of behaviour”. An
understanding of self-generated influences subsumed in the self-system is necessary for the
explanation and prediction of human behaviour. According to Bandura the three component
processes involved in self regulation of behaviour through the activation of self-prescribed
contingencies. The three components involved in self-system are self-observation,
judgmental processes and self –response.

1) Self-observation: We look at ourselves, our behaviour, and keep tabs on it.

2) Judgment: We compare what we see with a standard. For example, we can compare our
performance with traditional standards, such as “rules of etiquette.” Or we can create
arbitrary ones, like “I’ll read a book a week.” Or we can compete with others, or with
ourselves.

3) Self-response: If you did well in comparison with your standard, you give yourself
rewarding self-responses. If you did poorly, you give yourself punishing self-responses.
These self-responses can range from the obvious (treating yourself to a sunday or working
late) to the more covert (feelings of pride or shame).

4) Self efficacy: A very important concept in psychology that can be understood well with
self-regulation is self-efficacy. If, over the years, you find yourself meeting your standards
and life loaded with self-praise and self-reward, you will have a strong sense of self-efficacy
If, on]the other hand ,you find yourself forever failing to meet your standards and punishing
yourself, you will have a poor sense of self-efficacy. Self-efficacy plays an important role in
the Bandura’s theory of self-system.
According to Bandura self-efficacy is “the belief in one’s capabilities to organise and execute
the courses of action required to manage prospective situations” (1995). In other words, self-
efficacy is a person’s belief in his or her ability to succeed in a particular situation. Bandura
described these beliefs as determinants of how people think, behave, and feel (1994). Since
Bandura published his seminal paper, “Self-Efficacy: Toward a Unifying Theory of
Behavioural Change,” the subject has become one of the most studied topics in psychology.
Why has self- efficacy become such an important topic among psychologists and educators?
As Bandura and other researchers have demonstrated, self-efficacy can have an impact on
everything from psychological states to behaviour to motivation.

The Role of Self-Efficacy

Virtually all people can identify goals they want to accomplish, things they would like to
change, and things they would like to achieve. However, most people also realise that putting
these plans into action is not quite so simple. Bandura and others have found that an
individual’s self-efficacy plays a major role in how goals, tasks, and challenges are
approached.

People with a strong sense of self-efficacy have the following characteristics:

 They view challenging problems as tasks to be mastered.

 They develop deeper interest in the activities in which they participate.
 They form a stronger sense of commitment to their interests and activities.
 They recover quickly from setbacks and disappointments.

On the other hand, people with a weak sense of self-efficacy show the following
characteristics:

 They avoid challenging tasks.

 They believe that difficult tasks and situations are beyond their capabilities.
 They focus on personal failings and negative outcomes.
 They quickly lose confidence in personal abilities (Bandura, 1994).

Sources of Self-Efficacy

How does self-efficacy develop? These beliefs begin to form in early childhood as
children deal with a wide variety of experiences, tasks, and situations. However, the
growth of self-efficacy does not end during youth, but continues to evolve throughout
life as people acquire new skills, experiences, and understanding (Bandura, 1992).

According to Bandura, there are four major sources of self-efficacy.

i) Mastery Experiences: The most effective way of developing a strong sense of efficacy is
through mastery experiences. (Bandura 1994). Performing a task successfully strengthens our
sense of self-efficacy. However, failing to adequately deal with a task or challenge can
undermine and weaken self- efficacy.

ii) Social Modeling: Witnessing other people successfully completing a task is another
important source of self-efficacy. According to Bandura, when a person sees another person
or persons similar to oneself succeeding by one’s sustained efforts, makes the person raise the
belief that they too possess the capabilities that could help them master comparable activities
and succeed.

iii) SocialPersuasion:Banduraalsoassertedthatpeoplecouldbepersuadedto believe that they

have the skills and capabilities to succeed. Consider a time when someone said something
positive and encouraging that helped you achieve a goal. Getting verbal encouragement from
others helps people overcome self-doubt and instead focus on giving their best effort to the
task at hand.

iv) Psychological Responses: Our own responses and emotional reactions to situations also
play an important role in self-efficacy. Moods, emotional states, physical reactions, and stress
levels can all impact how a person feels about their personal abilities in a particular situation.
A person who becomes extremely nervous before speaking in public may develop a weak
sense of self-efficacy in these situations.

Evaluation of Bandura’s Theory

The theory of Bandura has been demonstrated to make powerful predictions and has
generated useful applications in a large number of areas of human behaviour.

Bandura’s theory is well grounded in research. Its terms are very tightly and clearly defined
and so they lend themselves well to empirical research.

Probably the most significant contribution of social cognitive theory is its applied value.

However in spite of the above merits Bandura’s theory has some limitations. These
limitations are given below:

Behaviour has been found to be more consistent than is argued by Bandura’s theory which
focuses a great deal on the situation. Some researchers have argued that the theory lacks
attention to biological or hormonal processes.

Probably of most significance is the criticism that the theory is not unified. Concepts and
processes such as observational learning and self-efficacy have been highly researched but
there has been little explanation about the relationship among the concepts.

CARL ROGER’S THEORY OF PERSONALITY

Carl Rogers was born on January 8, 1902, in Oak Park, Illinois. Raised on a farm from the
age of twelve, Rogers entered the Agricultural College of the University of Wisconsin in
1919, where he graduated with a degree in history. While in college he felt a religious calling
and eventually began training to become a Protestant minister, and after graduating in 1924
he enrolled at the Union Theological Seminary in New York City. From there he transferred
to Teachers College at Columbia University in order to pursue counseling rather than the
strictly religious aspect of his ministerial profession.

He subsequently focused on clinical and educational psychology, writing his doctoral

dissertation on personality adjustment in children. Throughout the 1930s, Rogers worked in
the field of child psychology, and in 1940 he accepted a position as a professor of psychology
at Ohio State University. It was at this time that he began to develop the theories and
methodology for which he would later become renowned. The incipient concepts of Rogers’s
therapeutic approach appeared in his 1942 book Counseling and Psychotherapy, and within
the next few years he developed his concept of the self as the organising element in human
personality and the principles of the “nondirective,” or client-centered, style of therapy.

In 1945 he took a position as professor of psychology and head of the counseling center at the
University of Chicago, where, over the next twelve years, he further refined and articulated
his ideas, publishing Client-Centered Therapy (1951) during this time. A charismatic figure,
Rogers’s influence over students, colleagues, and various collaborators, as well as his
publication of best-selling books such as On Becoming a Person (1961) and Person to
Person (1967) made him the central figure in American humanistic psychology throughout
his lifetime.

Carl Rogers was not only one of the founders of the Humanistic Approach, but also arguably
the most influential therapist in the 20th century. Rogers’s theory is basically
phenomenological, in that it placed a strong emphasis on the experience of the person, their
feelings, their values, and all that is summed up by the expression “inner life”. His theory is
also known as self-theory. The other name of his theory is person-centered theory. His theory
grew out of his own experience in working with individual in the therapeutic relationship

In terms of his theory, there are two fundamental ideas which are particularly worth noting.
First, Rogers talked about healthy development in terms of how individuals perceived their
own being. Healthy individuals will tend to see congruence between their sense of who they
are (self) and who they feel they should be (ideal self). While no one tends to experience
perfect congruence at all times, the relative degree of congruence is an indicator of health.

The second fundamental idea is Rogers’s concept of the conditions for healthy growth, and
the role of a therapist in fostering healthy growth. Through a process Rogers called person-
centered therapy; the therapist seeks to provide empathy, openness, and unconditional
positive regard. Rogers called his technique non- directive therapy, based on the concept that
the therapist is simply a “mirror” who reflects the individual’s thoughts and feelings.

Rogers’s theory can be explained under the following three headings:

1. Enduring aspects of personality

2. Self-actualisation
3. Development of Self

Enduring Aspects of Personality

Rogers’ theory of personality evolved out of his work as a clinical psychologist and
developed as an offshoot of his theory of client-centered (later called person- centered)
therapy. Since the main aim of his theory is to explain the growth and development within the
individual, so his theory does not appear to lay much emphasis on personality development,
rather prefer to devote his attention to such constructs that are of fundamental importance to
his theory. These are: (i) the organism and (ii) the self.

The Organism
Rogers approach to the study of persons is phenomenological and idiographic. His view of
human behaviour is that it is “exquisitely rational”. Furthermore, in his opinion: “the core of
man’s nature is essentially positive” and he is a “trustworthy organism”.

According to Rogers the organism is the locus of all experience, including everything
potentially available to awareness, at any given moment. The totality of experience
constitutes the phenomenal field. The phenomenal field is the individual’s frame of reference
that can only be known to the person. It can never be known to another, except through
empathetic experience and at that level too, can never be known perfectly.

Rogers emphasised that the individual’s way of behaving depends upon the phenomenal field
(subjective reality) and not upon the stimulating conditions (external reality). The
phenomenal field at any given moment is made up of conscious and unconscious
experiences. The person tends to check his or her experiences against the reality. This testing
of reality provides with dependable knowledge of the world so that one is able to behave
realistically. In most of the cases the person accepts his or her experiences as true
representation of reality, while in reality they may not be the true representation. As a result
the person may develop misconceptions about himself/herself and about the external world.

The Self (Real and Ideal)

Rogers developed one of the most systematic models of self, in relation to the personality-
functioning. The self or self-concept, is one of the central concepts in his theory, and the
theory is often referred to as the self-theory of personality. Rogers defined self as the
organised, consistent, conceptual gestalt composed of perceptions of the characteristics of the
“I” or “me”, and the perception of the relationship “I” or “me” to various aspects of life,
together the values attached to those perceptions.

In short, it is one’s picture of him or hers. Rogers further distinguishes two aspects or
subsystems of self: The real self and the ideal self. The real self is the “you” that, if all goes
well, you will become, while the ideal self is what the person would like to be.

By ideal, Rogers is suggesting something not real, something that is always out of our reach,
the standard we can not meet. Thus, Rogers’s personality theory distinguishes between two
personalities. The real self, which is created and developed through the actualising tendency,
it is the self that one can become. The demands of society, however, do not always support
the actualising tendency and we are forced to live under conditions that are out of step with
our tendencies. The ideal self is the ideal created through the demands of society. Rogers
does not see it as something to strive for (that is the real self) but an ideal imposed on us we
can never fully reach. Rogers’ view of ‘hidden’ personality relates to the person one could be
given the right circumstances within society and for an individual to be truly happy (and for
self-actualisation to be realised) their public and private selves must be as similar as possible.
For an individual to be truly happy and for self-actualisation to be realised, the public and
hidden selves must be as similar as possible. Rogers believed that when all aspects of a
person’s life, surroundings and thoughts are in harmony then the ideal state of congruence is
reached (Pervin & Oliver 1997).
Congruity and Incongruity

The importance of the concept of organism and self, in Rogers theory becomes clear when
we examine the idea of congruence and incongruence between this self as perceived, and the
self as actually experienced by the organism. When the symbolised experiences that
constitute the self, faithfully mirror the experiences of the organism, the self and organism
are said to be congruent, that is the individual is believed to be adjusted, mature and fully
functioning. Otherwise, there would be incongruence. According to Rogers, most of the ways
of behaving that are adopted by the organism are those that are consistent with the concept of
self. In some instances, behaviour may be brought about by organic experiences and needs
which have not been symbolised. Such behaviour may be inconsistent with the structure of
the self but in such instances the behaviour is not “owned” by the individual.

Rogers suggests that the incongruent individual who is always on the defensive and cannot be
open to all experiences is not functioning ideally and may even be malfunctioning. They
work hard at maintaining/protecting their self-concept. Because their lives are not authentic
this is a difficult task and they are under constant threat. They deploy defense mechanisms to
achieve this. He describes two mechanisms: distortion and denial.

Distortion occurs when the individual perceives a threat to their self-concept. They distort the
perception until it fits their self-concept. This defensive behaviour reduces the consciousness
of the threat but not the threat itself. And so, as the threats mount, the work of protecting the
self-concept becomes more difficult and the individual becomes more defensive and rigid in
their self-structure.

If the incongruence is immoderate this process may lead the individual to a state that would
typically be described as neurotic. Their functioning becomes precarious and psychologically
vulnerable. If the situation worsens it is possible that the defenses cease to function altogether
and the individual becomes aware of the incongruence of their situation. Their personality
becomes disorganised and bizarre; irrational behaviour, associated with earlier denied aspects
of self, may erupt uncontrollably.

Thus, it may be concluded that psychological adjustment exists when the concept of the self
is such that all the sensory and visceral experiences of the organism are, or may be,
assimilated on a symbolic level into a consistent relationship with the concept of self.
Psychological maladjustment exists when the organism denies awareness of significant
sensory and visceral experiences, which consequently are not symbolised and organised into
the gestalt of the self structure.

When this situation exists, there is a basic or potential psychological tension. Any experience
which is inconsistent with the organisation of the structure of the self may be perceived as a
threat, and the more of these perceptions there are, the more rigidly the self structure is
organised to maintain itself.

4.4.2 Self-Actualisation

According to Rogers, only the single motive is there that impels human beings to action, and
that motive can be described as the actualising tendency. Rogers (1959) maintains that the
human “organism” has an underlying “actualising tendency”, which aims to develop all
capacities in ways that maintain or enhance the organism and move it toward autonomy. This
tendency is directional, constructive and present in all living things.

The actualising tendency can be suppressed but can never be destroyed without the
destruction of the organism (Rogers, 1977). The concept of the actualising tendency is the
only motive force in the theory. It encompasses all motivations; tension, need, or drive
reductions; and creative as well as pleasure-seeking tendencies (Rogers, 1959).

Only the organism as a whole has this tendency, parts of it (such as the self) do not. Maddi
(1996) describes it as a “biological pressure to fulfill the genetic blueprint’. Each person thus
has a fundamental mandate to fulfill one’s potential. This tendency is selective, and pays
attention only to those aspects of the environment which promises to move the person
constructively, in the direction of fulfillment and wholeness. Therefore, as already stated, the
single motivating force is ‘the self-actualisation drive’ and single goal of life is ‘to become
self- actualised’

The Development of Self

Rogers, unlike Freud, Sullivan, and Erikson, did not try to propose a stage theory of
personality development. In other words, Rogers did not explain the personality development
in steps or stages; rather he emphasised the importance of congruence between the self of the
person and his experiences in the development of personality.

Adjustment and psychological health have also been explained in terms of realistic self-
concept that is congruent with self. Rogers maintained that unless we are taught
inappropriately by those whose love we need, our self-concept in based on our own
perceptions, and fits well with our experiences.

If we are taught to have a self-concept that does not match what we actually experience, we
are going to have difficulty. For example, you might learn that nice people never get angry
and then find yourself in a situation in which you are insulted; your self-concept does not
allow you to perceive your feeling of anger accurately.

The greater the discrepancy between our self and our experiences, the greater the
maladjustment and anxiety, and the harder we must reconcile what we believe ourselves and
what we encounter in the world around us.

Rogers also suggests that if there is a large self-experience discrepancy, and if there is no way
to avoid all of the relevant experiences, the defensive system may be unable to handle
anxiety; it may breakdown and result in a disorganisation of personality.

Early in our lives, we each have direct experience with pleasure and pain; for example, we
obviously learn that it is good to eat and bad to be hungry, good to be in mother’s arm and
bad to touch a hot stove and so on. Beyond these simple physical reactions, there is a need for
positive regard. That is, we want to be loved and respected as individuals. Our parents tend to
be the primary source of love and affection, and it is desperately important to maintain their
good will.
We want them to praise us, say that we are good, and express positive feelings toward us.
When we do something they dislike and they let us know it, the experience is painful one. We
strive to alter our behaviour to get back in their good graces.

The crucial problem occurs when the beliefs, values, and perceptions of parents do not fit the
child’s experiences and feelings. Let us look at an example of the process. A three year old
boy is upset when his mother gives birth to a second baby. He must share love and attention
with the new addition, be quiet when the baby is sleeping and so on. From the brother’s
perspective, the situation involves rejection and loss of status: most likely he feels not only
depressed but hostile. The obvious target of his hostility is the new sister. One day his mother
finds him deliberately pinching the sister’s arm to make her cry. What does the mother do?
Her decision at this point is described by Rogers as a critical one in the development of the
boy’s self-concept. The usual response of the mother will be to punish the child and reject
him because of his hostility and force him to love his sister. The conflict for the boy is clear.
Since the need for mother’s love is vitally important, so he may alter his self-concept to
conform to what the mother wanted. In this case, the mother’s reaction might serve to help
give this child a self-concept, inconsistent with his experiences.

Rogers recognised the three crucial points for the parents to keep in mind.

1. 1) First, the child’s feeling must be recognised and accepted.

2. 2) Second, the mother should avoid threatening the child with the most threatening
punishment of all – loss of love.
3. 3) Third, the hostile behaviour must be clearly and unmistakenly rejected and
prevented.

Evaluation

The person-centered approach, being the unique approach to understanding personality and
human relationships, found wide application in various domains such as psychotherapy and
counseling, organisations, and other group settings. Rogers’s greatest contribution may lie in
his encouraging a humane and ethical treatment of persons, approaching psychology as a
human science rather than a natural science.

Rogers’s person-centered approach has been criticised on many grounds. The most important
being the charge that many psychologists tend to impose their views based upon naïve
phenomenology. For instance, Rogers accepted client’s statement to be always true and
reliable, when self-reports normally lack credibility.

Rogers has also been criticised for ignoring unconscious determinants of behaviour, attested
by psycho-analytic investigators over a long period.

It is also criticised on the ground that the theory deals only with surface issues and does not
explore deeper areas.
UNIT-II Attitude & Motivation

1. Attitude - Concept - Significance

2. Factors affecting attitudes –
3. Positive attitude – Advantages
4. Negative attitude- Disadvantages –
5. Ways to develop positive attitude –
6. Differences between personalities having positive and negative attitude.
7. Concept of motivation – Significance
8. Internal and external motives
9. Importance of self- motivation
10. Factors leading to de-motivation

DEFINITION:

An attitude is a positive, negative, or mixed evaluation of an object that is expressed at

some level of intensity. It usually implies feelings that are either positive or negative.

Attitudes are our established ways of responding to people and situations that we have
learned based on the beliefs, values and assumptions we hold and our life experiences.

Our attitude towards a person or event is displaced through our behaviour as a result of
interaction with that person. A person’s attitude represents how he or she feels about
something or their state of mind.

Example:
If one can have a good (or positive) attitude toward their work, it means they feel good
about their work, their job, their organisation, etc.
If one can have a bad (or negative) attitude, it means they dislike their environment no
matter what is going around them.

CONCEPT OF ATTITUDE:

The concept of attitude occupies a very favoured position in social psychology and is
considered very important for every individual who wants success in their life.

Attitudes are evaluative statements, either favourable or unfavourable, concerning objects,

people or events. They reflect how one feels about something.
Example:
When you say “I like Mathematics”, you are expressing your attitude towards the subject of
mathematics.

THREE CONCEPTS OF ATTITUDE:

1. Cognitive Attitude:

Our belief in something is the cognitive attitude.

Example: “Gender discrimination is widespread” - This is an opinion which evaluates the

topic of discrimation based on gender.

2. Affective Attitude:

It is the emotional or feeling segment of attitude.

Example: “I don’t like Jon because he discriminates against minorities.”

3. Behavioural attitude:

It refers to an intention to behave in a certain way toward someone or something.

Example: Employees working in an organisation commonly can follow certain behaviour for
the purpose of betterment of the organisation

SIGNIFICANCE OR IMPORTANCE OF ATTITUDE:

Attitude plays a very important role for achieving the success. It is more important than
education, money, knowledge, intelligence, talents or skills.

It applies to every sphere of life, including one's personal and professional life. Can an
executive be a good executive without a good attitude? Can a student be a good student
without a good attitude? Can a parent, teacher, salesman, employer, employee be good in
their roles without a good attitude?

The foundation of success regardless of your chosen field is attitude. If attitude is such a
critical factor in success, shouldn't you examine your attitude toward life and ask how your
attitude will affect your goals?
Example:
Journalists, friends, armed forces, Specialists and event their father laughed at an idea of an
aeroplane proposed by Orville Wright and Wilbur Wright (Wright brothers). Many people
told “What a silly and insane way to spend money?” “Only birds can fly. Machines cannot
fly!”
The Wright brothers responded we have a dream and we can make it happen”. As a result,
the aeroplanes were invented.
This shows the importance of attitude towards the success.

FACTORS AFFECTING ATTITUDE:

There are primarily three factors that determine our attitude. They are: 1. Environment

2. Experience

3. Education
These are called the triple Es of attitude. Let's evaluate each of the factors individually.

1. Environment

Environment consists of the following:

  Home:
  School:
  Work place:

Parents, Siblings, relatives, Neighbours and friends. Teachers, school staff, seniors, juniors.
Colleagues, superiors and subordinates.

 Media: Television, newspapers, magazines, radio, movies

 Cultural background
 Religious background
 Traditions and beliefs
 Social environment
 Political environment
All of these environments create a culture. Every place, a home, organization or a
country has a culture.
In countries where the government and political environment is honest, generally you
will find that the people are honest, law abiding and helpful. And the reverse is true
too. In a corrupt environment, an honest person has a tough time whereas in an honest
environment, the corrupt one has a tough time. In a positive environment, a marginal
performer's output goes up. In a negative environment, a good performer's output goes
down.

1. 2. Experiences:

Our behaviour changes according to our experiences with people and events in our
life. If we have a positive experience with a person, our attitude toward him becomes
positive and vice versa.

3. Education:

It refers to both formal and informal education, not just academic qualifications.
Knowledge strategically applied translates into wisdom, ensuring success. Education
makes the role of the educator vital. A teacher affects eternity. The ripple effect is
immeasurable.
We are drowning in information but starving for knowledge and wisdom. Education
ought to teach us not only how to make a living but also how to live.
POSITIVE ATTITUDE:

A positive attitude helps you to cope more easily with the daily affairs of life. It brings
optimism into your life and makes it easier to avoid worry and negative thinking. It will bring
constructive changes into your life and make you happier, brighter and more successful.

People with positive attitudes have certain personality traits that are easy to recognize. They
are caring, confident, patient, and humble. They have high expectations of themselves and
others. They anticipate positive outcomes. A person with a positive attitude is like a fruit of
all seasons. He is always welcome.

The Benefits of a Positive Attitude:

These are many and easy to see. But what is easy to see is also easy to miss. To mention a
few, a positive attitude

1. Increases productivity
2. fosters teamwork
3. solves problems
4. improves quality
5. makes for congenial atmosphere
6. breeds loyalty
7. increases profits
8. fosters better relationships with employers, employees, and customers
9. reduces stress
10. helps a person become a contributing member of society and an asset to their country
11. makes for a pleasing personality

Steps to build a Positive Attitude:

Step: 1 Changing the Focus and Looking for the Positive:

We need to become good finders. We need to focus on the positive in life. Let's start looking
for right in a person or situation instead of looking for what is wrong. Even in paradise, fault
finders

what is
will find faults. Most people find what they are looking for. If they are looking for friendship,
happiness and the positive, that is what they get. If they are looking for fights or indifference,
then that is what they get. Looking for the positive does not mean overlooking faults.

Step 2: Making a Habit of Doing It Now:

We have all procrastinated at some time in our lives. Procrastination leads to a negative
attitude. The habit of procrastination fatigues you more than the effort it takes to do it. A
completed task is fulfilling and energizing; an incomplete task drains energy like a leak from
a tank. If you want to build and maintain a positive attitude, get into the habit of living in the
present and doing it now.
Step 3: Developing an Attitude of Gratitude:

Count your blessings, not your troubles. Take time to smell the roses. It is not uncommon to
hear that someone, because of an accident or illness, became blind or paralyzed but won a
million dollars in settlement. How many of us would like to trade places with that person?
Not many. We are so focused on complaining about things we don't have that we lose sight of
the things we have. There is a lot to be thankful for.

Step 4: Getting into a Continuous Education Program:

Let's get some myths out of the way. It is a general belief that we get educated in schools and
colleges. "Do we really get educated in schools and colleges?" Generally, there is a consensus
that some do but most don't. We receive a lot of information in schools and colleges and that
alone is not needed in achieving our goals. We do need information to be educated. But we
need to know the true meaning of education.

Step 5: Building a Positive Self-Esteem:

Self-esteem is the way we feel about ourselves. When we feel good within, our performance
goes up, our relationships improve both at home and at work. The world looks nicer. What is
the reason? There is a direct correlation between feeling and behaviour.

Step 6: Staying away from Negative Influences:

Today's teenagers learn from adult behaviour and the media. They face peer pressure. Peer
pressure is not just limited to teenagers; it is also prevalent in adults. It shows a lack of self-
esteem when people do not have the courage to say "No, thank you," and stay away from
negative influences: What are the negative influences?

NEGATIVE ATTITUDE:

People with negative attitudes will blame the whole world, their parents, teachers, spouse, the
economy and the government for their failures.

Some people criticize no matter what. It does not matter which side you are on, they are
always on the other side. They have made a career out of criticizing. They are "career critics."
They criticize as if they will win a prize at a contest. They will find fault with every person
and every situation. You will find people like this in every home, family, office. They go
around finding fault and telling everybody how bad things are and blaming the whole world
for their problems.
All that they are doing is causing more tension for themselves and for others around them.
They spread negative messages like a plague and create an environment conducive to
negative results. Some people always look at the negative side.

 Who are pessimists? Pessimists

 are unhappy when they have no troubles to speak
 feel bad when they feel good, for fear they will feel worse when they feel better
 spend most of their life at complaint counters
 always turn out the lights to see how dark it is
 are always looking for cracks in the mirror of life
 stop sleeping in bed when they hear that more people die in bed than anywhere else
 cannot enjoy their health because they think they may be sick tomorrow
 not only expect the worst but make the worst of whatever happens
 don't see the doughnut, only the hole
 believe that the sun shines only to cast shadows
 forget their blessings and count their troubles
 know that hard work never hurts anyone but believe "why take a chance?"
MOTIVATION

Concept of Motivation:
Motivation is something that encourages action or feeling. To motivate means to encourage
and inspire. Motivation can also mean to turn on or ignite the feeling or action.
Motivation is powerful. It can persuade, convince and propel you into action. In other words,
motivation can be defined as motive for action. It is a force that can literally change your life.

Motivation is the driving force in our lives. It comes from a desire to succeed. Without
success there is little pride in life; no enjoyment or excitement at work and at home. Often
life becomes like a lopsided wheel giving a bumpy ride.

The greatest enemy of motivation is complacence. Complacence leads to frustration, and

when people are frustrated they give up because they cannot identify what is important.

Significance and types:

Once you understand the principle that motivates the motivator, you can proceed to achieve
your goal and can motivate others too.

Your internal motivation is your drive and attitude. It is contagious. Attitude is the key to
getting the response you want from others. How does a person stay motivated and focused?
One important tool that has been used by athletes for a long time is called auto-suggestion.
Auto suggestions are positive statements made in the present tense and repeated regularly. In
other words it is positive self-talk.

Motivation is classified into two types:

1. External motivation and

2. Internal motivation.

EXTERNAL MOTIVATION

External motivation comes from outside, such as money, societal approval, fame or fear.
Examples of external motivation are fear of getting spanked by parents and fear of getting
fired at work.

A company wanted to set up a pension plan. In order for the plan to be installed, it needed
100% participation. Everyone signed up except John. The plan made sense and was in the
best interest of everyone. John not signing was the only obstacle. John's supervisor and other
co-workers had tried to persuade him without success.

The owner of the company called John into his office and said, "John, here is a pen and these
are the papers for you to sign to enrol into the pension plan. If you don't enrol, you are fired
this minute." John signed right away. The owner asked John why he hadn't signed earlier.
John replied, "No one explained the plan quite as clearly as you did."
Fear Motivation

The advantages of fear motivation are:

 It gets the job done quickly.
 It is instantaneous.
 It prevents loss, by meeting deadlines.
 In the short run the person's performance may improve.

The disadvantages of fear motivation are:

 It is external, which means the motivation is there while the motivator is there. When the
motivator goes, the motivation also goes.
 It causes stress. Performance is limited to compliance.

 In the long run, performance goes down. It destroys creativity.

 They get used to the stick and then need a bigger stick.

Incentive Motivation

External motivation can also take the form of incentives, bonuses, commission, recognition,
etc.
What are the advantages of incentive motivation? The major advantage is that it can work
very well as long as the incentive is strong enough. Think of a donkey with a carrot dangling
in front and with a cart behind. Incentive motivation will only work if the donkey is hungry
enough, the carrot is sweet enough and the load is light enough. From time to time, you have
to let the donkey take a bite of the carrot; otherwise it is going to get discouraged. After the
donkey takes a bite, its stomach is full, and you need to wait for the donkey to get hungry
again before it will pull the cart. This is typically seen in our business environment. The
moment sales people meet their quota, they stop working. This is because their motivation is
limited to meeting their quota. That is external, not internal.

INTERNAL MOTIVATION

Internal motivation is the inner gratification, not for success or winning, but for the fulfilment
that comes from having done it. It is a feeling of accomplishment, rather than just achieving a
goal. Reaching an unworthy goal does not give the gratifying feeling. Internal motivation is
lasting, because it comes from within and translates into self-motivation.

Motivation needs to be identified and constantly strengthened to succeed. Keep your goals in
front of you and read them morning and evening.
The two most important motivating factors are recognition and responsibility.

 Recognition means being appreciated; being treated with respect and dignity; and feeling a
sense of belonging.

 Responsibility gives a person a feeling of belonging and ownership. He then becomes part
of the bigger picture. Lack of responsibility can become demotivating.
Monetary rewards are temporary and short-lived; they are not gratifying in the long run. In
contrast, seeing an idea being implemented can be emotionally gratifying by itself. People
feel that they are not being treated like objects. They feel part of a worthwhile team. The
reward of doing the right thing by itself is motivating.

THE FOUR STAGES FROM MOTIVATION TO DEMOTIVATION

1. Motivated Ineffective
This is the stage when the employee is most open minded, receptive and easy to mold to the
culture of the organization. Training and orientation become imperative.
Professional organizations, on the other hand, take special care to induct people into their
organizations. They explain to them, among other things, the following:

 the hierarchy
 expectations of each other
 do's and don’ts
 parameters and guidelines
 what is acceptable and what is not
 what are the resources

2. Motivated Effective:

This is the stage when the employee has learned what to do and does it with drive and
energy. He has learned the trade and it reflects in his performance. Then he moves on
to the next stage.

3. Demotivated Effective:

After some time the motivation level goes down and the employee starts learning the
tricks of the trade. This is the stage when the employee is not motivated. He continues
doing just enough so that the employer has no reason to fire him but he is really not
motivated.
This stage is detrimental to growth--most people in organizations fall into this third
stage. A motivated professional learns the trade and leaves the tricks to cheats and
crooks, but a demotivated employee start sabotaging the company. His performance is
marginal. He makes fun of the good performers. He rejects new ideas and spreads the
negativity all around.

Our objective is to bring them back to the second stage of motivated effective through
training. An employee ought not to stay in the third stage too long; because from here
either they move back to the second stage, which is being motivated and effective, or
they move into the fourth stage.

4. Demotivated Ineffective:

At this stage, the employer does not have much choice but to fire the employee, which
may be the most appropriate thing to do anyway at this point.
Remember, employers want the same thing as employees do. They want to succeed
 and improve business and if employees help in this objective, then they make
themselves valuable and achieve their own success.

DEMOTIVATING FACTORS:

Some of the demotivating factors are:

 Unfair criticism
 Negative criticism
 Public humiliation
 Rewarding the non-performer which can be demotivating for the performer
 Failure or fear of failure
 Success which leads to complacence
 Lack of direction
 Lack of measurable objectives
 Low self-esteem
 Lack of priorities
 Negative self-talk
 Office politics
 Unfair treatment
 Hypocrisy
 Poor standards
 Frequent change
 Responsibility without authority

MOTIVATING FACTORS:

What we really want to accomplish is self-motivation, when people do things for their own
reasons and not yours. That is lasting motivation.
Remember, the greatest motivator is belief. We have to inculcate in ourselves the belief that
we are responsible for our actions and behaviour. When people accept responsibility,
everything improves: quality, productivity, relationships and teamwork.

A few steps to motivate others:

  Give recognition
  Give respect
  Make work interesting
  Be a good listener
  Throw a challenge
  Help but don't do for others what they should do for themselves
UNIT-III
Self-Concept Concept and Nature of Self Concept, Factors shaping the Self Concept, Self
Esteem, Self-Perception, Self-Regulation, Self-Reliance, Pro-Social Behavior

DEFINITION:

Self-esteem is how we value ourselves; it is how we perceive our value to the world and how
valuable we think we are to others. Self-esteem affects our trust in others, our relationships,
and our work – nearly every part of our lives.

HIGH or POSTIVE SELF ESTEEM:

Positive self-esteem gives us the strength and flexibility to take charge of our lives and grow
from our mistakes without the fear of rejection.

Symptoms and Signs of High Self-Esteem:

Some of the outward signs of high self-esteem:

 Confidence
 Self-direction
 Non-blaming behaviour
 An awareness of personal strengths
 An ability to make mistakes and learn from them
 An ability to accept mistakes from others
 Optimism
 An ability to solve problems
 An independent and cooperative attitude
 Feeling comfortable with a wide range of emotions
 An ability to trust others
 A good sense of personal limitations
 Good self-care
 The ability to say no

Advantages of High Self-Esteem

There is a direct relationship between people's feelings and their productivity. High self-
esteem is evident in respect for one's self, others, property, law, parents and one's country.
The reverse is also true. Self-esteem:

Builds strong conviction.

Creates willingness to accept responsibility.
Builds optimistic attitudes.
Leads to better relationships and fulfilling lives.
Makes a person more sensitive to others' needs and develop a caring attitude. Makes a person
self-motivated and ambitious.
Makes a person open to new opportunities and challenges.
Improves performance and increases risk-taking ability.
Helps a person give and receive both criticism and compliments tactfully and easily.
LOW SELF ESTEEM:

Low self-esteem is a worst condition that keeps individuals from realizing their full potential.
A person with low self-esteem feels unworthy, incapable and incompetent. In fact, because
the person with low self- esteem feels so poorly about him or herself, these feelings may
actually cause the person’s continued low self-esteem.

Symptoms and Signs of Low Self-Esteem:

 Negative view of life

 Perfectionist attitude
 Mistrusting others – even those who show signs of affection
 Blaming behaviour
 Fear of taking risks
 Feelings of being unloved and unlovable
 Dependence – letting others make decisions
 Fear of being ridiculed

INCREASING OUR SELF ESTEEM:

Feelings of low self-esteem often build up over a lifetime, and letting go of ingrained feelings
and behaviours is not an easy task. It may take time, hard work, and it may require
professional counselling. But there are some simple, positive thinking techniques that can be
used to help improve self-esteem. These are called affirmations.

Using affirmations to stop negative self-talk is a simple, positive way to help increase self-
esteem. Affirmations are encouraging messages we can give ourselves every day until they
become part of our feelings and beliefs. Affirmations work best when a person is relaxed. But
since people are often upset

when they are giving themselves negative self-messages, they may need to counter negative
messages with positive ones.

For example, replace the message “I made a stupid mistake, and I am no good at this job,”
with “Yes, I made a mistake but I have learned from it, and now I can a better job.”

Begin each day by looking in the mirror and giving us a positive message. The following
affirmations can help you to work toward a positive self-image:

I respect myself and others

I am lovable and likable
I am confident, and it shows
I am creating loving, healthy relationships I am a good friend to myself and others
I accept myself just as I am
I look great
Life is good, and I like being a part of it.
PERSONALITY HAVING LOW SELF ESTEEM

They are generally gossip mongers.

They have a critical nature. They criticize as if there is a contest going on and they have to
win a prize.
They have high egos they are arrogant and believe they know it all. People with low self-
esteem are generally difficult to work with and for. They tear down others to get a feeling of
superiority. They are closed minded and self-centred.
They constantly make excuses--always justifying failures.
They never accept responsibility--always blaming others.
They have a fatalistic attitude no initiative and always waiting for things to happen.
They are jealous by nature.
They are unwilling to accept positive criticism. They become defensive.
They are bored and uncomfortable when alone.
INTERPERSONAL RELATIONSHIP:

A strong bond between two or more people refers to interpersonal relationship. Attraction
between individuals brings them close to each other and eventually results in a strong
interpersonal relationship.

3.7.1 Forms of Interpersonal relationship

An interpersonal relationship can develop between any of the following:

  Individuals working together in the same organization.

  People working in the same team.
  Relationship between a man and a woman (Love, Marriage).

  Relationship with immediate family members and relatives.

  Relationship of a child with his parents.
  Relationship between friends.

Relationship can also develop in a group (Relationship of students with their teacher,
relationship of a religious guru with his disciples and so on).

Seven Essential Skills to build Strong Inter Relationships:

1. Relaxing Optimistically:

If we are comfortable around others, they will feel comfortable around us. If we appear
nervous, others will sense it and withdraw. If we are meeting someone for the first time,
brighten up as if we've rediscovered a long-lost friend. A smile will always be the most
powerful builder of rapport.
2. Listening Deeply:

Powerful listening goes beyond hearing words and messages; it connects us emotionally with
our communication partner. Listen to what the person is not saying as well as to what he or
she is saying.

Focus intently and listen to the messages conveyed behind and between words. Listening
with our eyes and heart is important. Noticing facial expressions and body postures is also an
enhanced listening.

3. Feeling Empathetically:

Empathy is the foundation of good two-way communication. Being empathetic is seeing from
another person's perspective regardless of your opinion or belief. Treat their mistakes as you
would want them to treat your mistakes. Let the individual know that you are concerned with
the mistake, and that you still respect them as a person. Share their excitement in times of
victory, and offer encouragement in times of difficulty. Genuine feelings of empathy will
strengthen the bond of trust.

4. Responding Carefully:

Choose emotions and words wisely. Measure your emotions according to the person's moods
and needs. Words can build or destroy trust. They differ in shades of meaning, intensity, and
impact. What did you learn when listening deeply to the other individual? Reflect your
interpretation of the person's message back to them. Validate your understanding of their
message.

5. Synchronizing Cooperatively:

When people synchronize their watches, they insure that their individual actions will occur
on time to produce an intended outcome. Relationships require ongoing cooperative action to
survive and thrive.

6. Act Authentically:

Acting authentically means acting with integrity. It means living in harmony with your
values. Be yourself when you are with someone else. Drop acts that create false appearances
and false security. When you act authentically, you are honest with yourself and others. You
say what you will do, and do what you say. Ask for what you want in all areas of your
relationships. Be clear about what you will tolerate. Find out what your relationship partners
want also. Being authentic creates mutual trust and respect.

7. Acknowledge Generously:

Look for and accentuate the positive qualities in others. Humbly acknowledge the difference
that people make to your life. Validate them by expressing your appreciation for their life and
their contributions. If you let someone know that they are valuable and special, they will not
forget you. Showing gratitude and encouragement by words and actions will strengthen the
bonds of any relationship.

DIFFERENCES BETWEEN AGGRESSIVE, SUBMISSIVE AND ASSERTIVE

BEHAVIOURS:

1. Submissive behaviour:

Submissiveness is giving more importance to one's relationship with others at the cost of
one's goals. Difficulty saying NO, letting the other make a decision not being able to make a
request are typical observations with Submissive behaviour. People who are submissive tend
to:

a) Avoid stating their needs and feelings;

b) Communicate their needs and feelings in an apologetic way; and c) Give others rights that
they don’t claim for themselves.

Example: “I’m really sorry. I just don’t have the time to go through those reports with you
now. I’ve got to get all these accounts finished before lunch time. My boss is a real pain,
asking me to do this today. I’d really like to help you. I’ll look at it later if that’s okay?”

2. Aggressive behaviour:

Aggressiveness is giving more importance to your goals than to your relationships. At times
lack

of respect for others, their thoughts, feelings, opinions, values etc. It can also be seen
nonverbal behaviours. Aggressiveness is expressed either directly or passively. Passive
aggression includes gossiping, taunting, cracking a mean joke etc. People who are aggressive
tend to:

a) Encourage others to do things by flattery or manipulation;

b) Ignore the needs and feelings of others, either intentionally or by default; and c) Take
rights for themselves that they don’t give to others.

Example: “Do you think I’ve nothing better to do than check those reports?”

3. Assertive behaviour:

Assertiveness is considered to be the ideal style of communicating. It is about giving equal

importance to and being able to finely balance between the goals and the relationships. It
involves being able to say NO effectively, being able to express thoughts, feeling, opinions
freely. This is logical, thinking behaviour. It is not driven by your emotions. And although it
may be natural for a few people, it tends to be learned behaviour.

People who are assertive tend to:

a) Being clear and direct in what you say;
b) Stating your needs and feelings in a straightforward way; and
c) Standing up for your rights without violating the rights of others.

Example: “I’m unable to help you with those reports this morning. I am doing accounts at
the moment, and I’ll be pleased to help you this afternoon. What time suits you?”

Which behaviour is best?

None of this is necessarily good or bad, but if we want to be better at managing difficult
people, we need to ensure that:

- we should not use submissive or aggressive behaviour.

- we should recognise submissive or aggressive behaviour in others. - we should learn and
use assertive techniques with difficult people.

Assertiveness is a very positive response in any interaction. It makes it clear to the other
person what you are unhappy about and allows you to calmly state your case without
violating their rights.

LATERAL THINKING:

Some Questions and Answers for Lateral thinking:

1. A man built a rectangular house, each side having a southern view. He spotted a
bear. What colour was the bear?
Answer: White. Only at the North Pole can all four walls
be facing south.
2. Is it legal for a man to marry his widow's sister? Answer: No - because he's
dead.
3. You are running in a race. You overtake the second person. What position are you
in?

Answer: If you overtake the second person then you become second.

Lateral thinking, is the ability to think creatively or "outside the box" as it is sometimes
referred to in business, to use your inspiration and imagination to solve problems by looking
at them from unexpected perspectives. It's very important in careers such as advertising,
marketing, the media and art and design.

The Lateral thinking capabilities of a person can be tested by asking him/ her by a set of
questions.

4. In the same race, if you overtake the last person, then you are in what position?

Answer: You can't overtake the last person in a race!

Self-concept refers to the overall understanding an individual has about themselves. It
encompasses beliefs, thoughts, and feelings that form their identity. This includes their
perceptions of their own abilities, traits, and characteristics.

Self-concept is multidimensional and often broken down into:

 Personal identity (who we think we are)

 Social identity (how we perceive ourselves in relation to groups or society)
 Self-esteem (our evaluation of our worth)

It is a dynamic, evolving concept that changes over time based on experiences and
interactions with the environment.

Factors Shaping Self-Concept

1. Family and Upbringing: The attitudes, values, and behaviors imparted by family
members during upbringing greatly influence self-concept. Parenting styles and
family dynamics play a key role.
2. Social Comparisons: People often compare themselves to others, shaping how they
view their abilities, appearance, or success.
3. Cultural Influence: Cultural norms, values, and expectations shape how individuals
perceive themselves and their role in society.
4. Life Experiences: Positive or negative life events like success, failure, or trauma can
significantly influence self-concept.
5. Media: Exposure to media content, social media, and advertising can shape one's
sense of self by influencing perceptions of beauty, success, and happiness.

Self-Perception

Self-perception refers to how individuals view themselves in terms of their attributes,

abilities, and roles. It is closely linked to self-concept but focuses more on the cognitive
processes involved in evaluating oneself. Self-perception theory posits that people infer their
emotions or attitudes by observing their own behavior, especially in ambiguous situations.

For example, if someone notices they are helping others frequently, they might conclude they
are a kind or compassionate person.

Self-Regulation

Self-regulation refers to the ability to control or manage one's emotions, thoughts, and
behaviors to achieve long-term goals. It is a vital aspect of personal growth and self-
improvement, helping individuals stay focused, manage impulses, and maintain discipline.

Key components of self-regulation include:

 Goal setting: Establishing specific, achievable goals.

 Self-monitoring: Keeping track of progress toward goals.
 Self-control: The ability to delay gratification and resist short-term temptations.

Self-Reliance
Self-reliance is the ability to depend on oneself to meet personal needs and make decisions. It
involves confidence in one's capabilities and independence from external help. Self-reliance
fosters a sense of autonomy and can increase self-esteem as individuals learn to solve their
own problems and achieve their goals.

Pro-Social Behavior

Pro-social behavior refers to voluntary actions intended to benefit others. These behaviors
include helping, sharing, donating, volunteering, and cooperating. Factors that promote pro-
social behavior include empathy, moral principles, social norms, and even cultural or
religious beliefs.

Pro-social behavior is often linked to:

 Altruism: The selfless concern for the well-being of others.

 Empathy: Understanding and sharing the feelings of another person.
 Social responsibility: A sense of duty to contribute to the welfare of society or
others.

UNIT IV

BODY LANGUAGE:

Definition:

"Body language is the unconscious and conscious transmission and interpretation of feelings,
attitudes, and moods, through: body posture, movement, physical state, position and
relationship to other bodies, objects and surroundings, facial expression and eye movement,
the process of communicating what you are feeling or thinking by the way you place and
move your body rather than by words”

The study of body language is known as kinesics, which is derived from the Greek word
kinesis, meaning motion.

Importance of Body Language:

Body Language is a significant aspect of modern communications and relationships. Body

Language is therefore very relevant to management and leadership, and to all aspects of work
and business where communications can be seen and physically observed among people.

Body language is also very relevant to relationships outside of work, for example, in families
and parenting, behaving with friends, etc

Communication includes listening. In terms of observable body language, non-verbal (non-

spoken) signals are being exchanged whether these signals are accompanied by spoken words
or not.

Factors of Body Language:

Body language is not just about how we hold and move our bodies.
Body language potentially (although not always, depending on the definition you choose to
apply) encompasses:

 how we position our bodies

 our closeness to and the space between us and other people and how this changes
 our facial expression
 our eyes especially and how our eyes move and focus, etc
 how we touch ourselves and others
 how our bodies connect with other non-bodily things, for instance, pens, cigarettes,
spectacles and clothing
 our breathing, and other less noticeable physical effects, for example our heartbeat
and perspiration

Body language tends not to include the pace, pitch, and intonation, volume, variation, pauses,
etc., of our voice.

Voice type and other audible signals are typically not included in body language because they
are audible 'verbal' signals rather than physical visual ones, nevertheless the way the voice is
used is a very significant (usually unconscious) aspect of communication, aside from the bare
words themselves. Similarly breathing and heartbeat, etc., are typically excluded from many
general descriptions of body language, but are certainly part of the range of non-verbal bodily
actions and signals which contribute to body language in its fullest sense.

More obviously, our eyes are a vital aspect of our body language.
Our reactions to other people's eyes - movement, focus, expression, etc - and their reactions
to our eyes - contribute greatly to mutual assessment and understanding, consciously and
unconsciously.

Our interpretation of body language, notably eyes and facial expressions, is instinctive, and
with a little

thought and knowledge we can significantly increase our conscious awareness of these
signals: both the signals we transmit, and the signals in others that we observe.

Doing so gives us a significant advantage in life - professionally and personally - in our

dealings with others. Body language is not just reading the signals in other people.

PROBLEM SOLVING:

Problem Solving is a mental process wherein an individual analyzes interprets a task or a

problem at hand and chooses from a pool of possibilities to reach the simplest solution. It
involves an individual’s creativity and decision making abilities.

Following steps should be followed while solving a problem:

1. Identifying the problem: It is important to have clarity about what the problem at hand is
and what it demands. The resources required to solve the task and the kind of solutions that
have been used before and have been successes and failures.
2. Forming a strategy: The approach to solving the problem will depend upon the
environment and the available resources. It will differ from individual to individual since
they will have their own preferences and set schemas.

3. Organizing Information: As stated before, it is important to gather as much information

as possible and organizing it, segregating it to identify the gaps. Whether it’s a top down
approach or a bottom up approach, one should be able to identify the source of the problem.

4. Allocating resources and monitoring the process: Once you know the problem, its
source and have organized the information, allocate the resources such as time, money etc,
including past experiences and future impacts. For effective solutions, one also needs to
monitor the progress of the approach to avoid being caught in the vicious circle of escalation
of commitment.

5. Evaluating the Solution: Once the task at hand has been solved, what is its present and
future impact? It can be immediate such as solving a math problem or a long term process
such as a learning curve.

CONFLICT AND STRESS MANAGEMENT:

a) Conflict Management:
 Conflict is a condition where there is opposition, disagreement between two or more
people. This may
be due to lack of communication, differences over certain issues and/or contradiction in
ideas, beliefs and thoughts.
 Conflicts at workplace can hamper the progress of your work and in turn stunts the growth
of the organization.

 Conflicts act as barriers to healthy organizational development. Sometimes, however, how

hard we try; we end up with conflicting thoughts with team members. Therefore it is
necessary to manage conflicts in a way such that it has minimum impact on our lives.
Unresolved conflicts can be hazardous especially at work places. They can lead to
inappropriate behavior such as avoidance, inability to work in teams, verbal assaults, and
overall resentment. In worst cases, some of the employees in the organization become so
hostile that they eventually have to quit their work and separate from the organization.
b) Stress Management:

 All of us are living a fast paced demanding life, dealing with work pressure,
home responsibilities, and other commitments all the time that leads to the stress.
 This stress becomes a part and parcel of our life. However, managing stress is extremely
important. Stress has a lot of harmful effects on our body and mind.

 People under stress often experience headaches, anxiety, depression, negative thoughts,
nausea, anger, frustration etc.
 Hence to avoid these problems, maintaining stress is extremely important.. Regular
Exercising, change the routine work, yoga, meditation and breathing exercises are great ways
to combat stress. The ultimate goal to manage stress is to lead a balanced life.
 Some people with stress is to smoke and consume large amounts of alcohol. Also, avoid
eating or sleeping too much when you are stressed because this will make you lethargic.

 Relax, rejuvenate and recharge yourself so that you can function more efficiently. 4.4
DECISION
MAKING SKILLS:

A Systematic Approach for Making Decisions

In real-life business situations, decisions can often fail because the best alternatives are not
clear at the outset, or key factors are not considered as part of the process. To stop this
happening, you need to bring problem-solving and decision-making strategies together to
clarify your understanding.
A logical and ordered process can help you to do this by making sure that you address all of
the critical elements needed for a successful outcome.

Working through this process systematically will reduce the likelihood of overlooking
important factors. Our seven-step approach takes this into account:

1. Create a constructive environment.

2. Investigate the situation in detail.
3. Generate good alternatives.

4. Explore your options.

5. Select the best solution.
6. Evaluate your plan.
7. Communicate your decision, and take action.

Let’s look at each of these steps in detail.

Step 1: Create a Constructive Environment

Decisions can become complex when they involve or affect other people, so it helps to create
a constructive environment in which to explore the situation and weigh up your options.
Step 2: Investigate the Situation in Detail

Before you can begin to make a decision, you need to make sure that you fully understand
your situation. It may be that your objective can be approached in isolation, but it’s more
likely that there are a number of interrelated factors to consider. Changes made in one
department, for example, could have knock-on effects elsewhere, making the change
counter-productive.

Step 3: Generate Good Alternatives

The wider the options you explore, the better your final decision is likely to be.
Generating a number of different options may seem to make your decision more complicated
at first, but
the act of coming up with alternatives forces you to dig deeper and look at the problem from
different angles.

Step 4: Explore Your Options

When you're satisfied that you have a good selection of realistic alternatives, it’s time to
evaluate the feasibility, risks and implications of each one.
Almost every decision involves some degree of risk. Use Risk Analysis to consider this
objectively by adopting a structured approach to assessing threats, and evaluating the
probability of adverse events occurring – and what they might cost to manage.
Step 5: Select the Best Solution

Once you’ve evaluated the alternatives, the next step is to make your decision. If one
particular alternative is clearly better than the rest, your choice will be obvious. However, if
you still have several competing options, there are plenty of tools that will help you decide
between them.

Group Decisions:

If your decision is being made within a group, there are plenty of excellent tools and
techniques to help you to reach a group decision.
If the decision criteria are subjective, and it's critical that you gain consensus, Multi-Voting
can help your
team reach an agreement.
When anonymity is important, decision-makers dislike one another, or there is a tendency for
certain individuals to dominate the process, use the Delphi Technique to reach a fair and
impartial decision. This uses cycles of anonymous, written discussion and argument,
managed by a facilitator . Participants do not meet, and sometimes they don't even know who
else is involved.
Step 6: Evaluate Your Plan

With all the effort and hard work you’ve already invested in evaluating and selecting
alternatives, it can be tempting to forge ahead at this stage. But now, more than ever, is the
time to "sense check" your decision.
Before you start to implement your decision, take a long, dispassionate look at it to be sure
that you have been thorough, and that common errors haven't crept into the process.

Step 7: Communicate Your Decision, and Take Action

Once you've made your decision, you need to communicate it to everyone affected by it in an
engaging and inspiring way.
Get them involved in implementing the solution by discussing how and why you arrived at
your decision. The more information you provide about risks and projected benefits, the
more likely people will be to support your decision.
4.5 LEADERSHIP AND QUALITIES OF A SUCCESSFUL LEADER:

1. A good leader has an exemplary character. It is of utmost importance that a leader is

trustworthy to lead others. A leader needs to be trusted and be known to live their life with
honesty and integrity. A good leader “walks the talk” and in doing so earns the right to have
responsibility for others. True authority is born from respect for the good character and
trustworthiness of the person who leads.

2. A good leader is enthusiastic about their work or cause and also about their role as leader.
People will respond more openly to a person of passion and dedication. Leaders need to be
able to be a source of inspiration, and be a motivator towards the required action or cause.
Although the responsibilities and roles of a leader may be different, the leader needs to be
seen to be part of the team working towards the goal. This kind of leader will not be afraid to
roll up their sleeves and get dirty.

3. A good leader is confident. In order to lead and set direction a leader needs to appear
confident as a person and in the leadership role. Such a person inspires confidence in others
and draws out the trust and best efforts of the team to complete the task well. A leader who
conveys confidence towards the proposed objective inspires the best effort from team
members.

4. A leader also needs to function in an orderly and purposeful manner in situations of

uncertainty. People look to the leader during times of uncertainty and unfamiliarity and find
reassurance and security when the leader portrays confidence.

5. Good leaders are tolerant of ambiguity and remain calm, composed and steadfast to the
main purpose. Storms, emotions, and crises come and go and a good leader takes these as
part of the journey
and keeps a cool head.
6. A good leader as well as keeping the main goal in focus is able to think analytically. Not
only

does a good leader view a situation as a whole, but is able to break it down into sub parts for
closer inspection. Not only is the goal in view but a good leader can break it down into
manageable steps and make progress towards it.

7. A good leader is committed to excellence. Second best does not lead to success. The good
leader not only maintains high standards, but also is proactive in raising the bar in order to
achieve excellence in all areas

TEAM WORK:

 The process of working collaboratively with a group of people in order to

achieve a goal.
 Teamwork is often a crucial part of a business, as it is often necessary for
colleagues to work well together, trying their best in any circumstance.

ADVANTAGES DISADVANTAGES
Team members have the opportunity to Some individuals are not compatible with team
learn from each other. work.
Potential exists for greater work force Workers must be selected to fit the team as well
flexibility with cross-training. as requisite job skills.
Opportunity provided for synergistic Some members may experience less motivating
combinations of ideas and abilities. jobs as part of a team.
New approaches to tasks may be
Organization may resist change.
discovered.
Team membership can provide social
Conflict may develop between team members
facilitation and support for difficult tasks
or other teams.
and situations.
Communication and information exchange Teams may be time-consuming due to need for
may be facilitated and increased. coordination and consensus.
Teams can stymie creativity and inhibit good
Teams can foster greater cooperation
decision-making if "group think" becomes
among team members.
prevalent.
Evaluation and rewards may be perceived as
Interdependent work flow can be enhanced.
less powerful;
Potential exists for greater acceptance and
"Free-riding" within the team may occur.
understanding of team-made decisions.
Greater autonomy, variety, identity,
Less flexibility may be experienced in
significance,and feedback for workers can
personnel replacement or transfer.
occur.

TIME MANAGEMENT:

 “Time management” is the process of organizing and planning how to divide your time
between specific activities. It is defined as the process of managing time effectively so that
the right time is allocated to the right activity.
 Good time management enables you to work smarter – not harder – so that you get more
done in less time, even when time is tight and pressures are high.

 Failing to manage your time damages your effectiveness and causes stress.

Steps in Time Management:

Time Management includes:

1. Effective Planning
2. Setting goals and objectives
3. Setting deadlines
4. Delegation of responsibilities
5. Prioritizing activities as per their importance
6. Spending the right time on the right activity

1. Effective Planning:

Plan your day well in advance. Prepare a to do List or a “Task Plan”. Sort down the
important activities that need to be done in a single day against the time that should be
allocated to each activity. High Priority work should come on top followed by those which
do not need much of your importance at the moment.

2. Setting Goals and Objectives:

Working without goals and targets in an organization would be similar to a situation where
the captain of the ship loses his way in the sea. Yes, you would be lost. Set targets for
yourself and make sure they are realistic ones and achievable.

3. Setting Deadlines:

Set deadlines for yourself and strive hard to complete tasks ahead of the deadlines. Do not
wait for your
superiors to ask you every time. Learn to take ownership of work. One person who can best
set the deadlines is you yourself. Ask yourself how much time needs to be devoted to a
particular task and for how many days. Use a planner to mark the important dates against the
set deadlines.

4. Delegation of Responsibilities:

Learn to say “NO” at workplace. Don’t do everything on your own. There are other people
as well. One should not accept something which he knows is difficult for him. The roles and
responsibilities must be delegated as per interest and specialization of employees for them to
finish tasks within deadlines. A
person who does not have knowledge about something needs more time than someone who
knows the work well.

5. Prioritizing Tasks:

Prioritize the tasks as per their importance and urgency. Know the difference between
important and urgent work. Identify which tasks should be done within a day, which all
should be done within a month and so on. Tasks which are most important should be done
earlier.

6. Spending the right time on right activity:

Develop the habit of doing the right thing at the right time. Work done at the wrong time is
not of much
use. Don’t waste a complete day on something which can be done in an hour or so. Also
keep some time separate for your personal calls or checking updates on Facebook or
Twitter. After all human being is not a machine.

Advantages of Time Management:

1. Reduction in stress level: The reduction in stress level is main content of time
management. If you follow time management properly then you will get better result. Even
you can relax yourself while enjoying your work. Stress leads to spoiling of work schedule
and distur1bed work schedule can never provide best results. The result will come
undoubtedly but no one can say it will be best or worst.

2. Provides focus on the task: The time management initially provides relief from stress and
later helps you in focusing your target and performance in task. A focused person becomes
successful in less time as compared to those who do more struggle for getting their target in
life. The people always desire to have successful and enjoyable life and that can be obtained
by keeping a focused view about everything and every step.

3. Decrease procrastination: There is much duration in life and it also brings fluctuation.
The particular point in adopting time management is the ability to predict the results and
control the situations. Managing
time isn’t something that requires extra skills, the only need is to have some knowledge
about how to and be dedicated to implement it within your day to day activities.

4. Gain self-confidence: Self-confidence plays a vital role in human life and self-confident
people always have better life than dependent persons. The feel usually comes when you
plan your work properly and take decisions on time for betterment. “Time management never
takes your time, rather provides you extra time.” A person can do anything with confidence
and self trust leads a human being to the next level.
5. A way to the goal: Everybody has a desire to achieve his/her goal in life and dream to get
a relaxing future after attaining target. Managing time allots you time where it has the most
impact. Time management allows every human to spend time on the things that matter most
to them. In this process, time management has a positive aspect to perform and people
consider the scheduling a better option.

6. Challenge your productivity: The capacity of everybody is similar just only habits
differentiate in results. The people who score 100 out of 100 are also human not robots, the
thing is that they follow their dreams. The condition turns turtle with your determination
when you are planning for your next meeting as all the tasks are listed in to-do list. You can
use priorities while setting up the task execution sequence. Productivity is a challenge to
face, as the process of productivity puts human being on the heels. It’s a race
which has to be won by all not by any single. In short, it is a great thing to adopt but also
demands the capacity to handle the pressure.

7. Have an instinct for achievement: Achievement of a task is different whereas bang a

series of success is totally different task. A series of success falls in our kitty only then, when
we make our efforts in a predefined way. Discipline and self-improvement are mandatory.
The communication tools available in variety support, synchronous as fixing meeting time in
form of web conferencing and asynchronous with no fixed time to contribute as discussion
board in form of interaction. The achievement comes with hardworking and dedicated
behavior. Everyone has to adopt time management if they desire to have the taste of success.

8. Time to relax and do recreational activities: Recreation in this era of rush is a blessing
and everybody wants it but only few can grab it. Never miss any event. No need to worry
about missing events as workday is scheduled with reminders and alerts for urgent events.
The blessed ones are those who do work on time and adopt a time table in their life to do
day-to-day chaos. The relaxed life gives motivation to human being and put them on the way
of success. The recreational activities also give family life a boost. People feel more
connected to their families. The one and the only thing to keep in mind is relations need time
and love to boom.
9. Financial Soundness: The success brings financial benefits with itself. A human is
always financially sound if he/ she have planned his/ her life properly and they maintain a
time table of their personal and professional life. The lifelong learning experience promotes
the empowerment of individuals with the knowledge. They can research and find
information. The interpretation in it with sharing provides students opportunities to get
network connectivity.

10. Become Healthy: The health is a blessing for human and it can be achieved by proper
maintenance. Time management is also helpful in making human life healthy; as if a person
will adopt scheduling in his life then he will definitely save sometime for doing exercise and
other health related works. So, he/ she
will become healthy definitely. Once you have decided to plan your time, you have to
discipline yourself and work on self-improvement with health as a key factor.

4.7.3 Disadvantages of Time Management:

It can be pretty hard for someone who doesn’t embrace punctuality and value time. There are
very few downsides to time management. The main disadvantage is of more consumption of
time in making up plans which easily turns out to be against. It can make human life
mechanical too.

1. Non-clear Objectives: The productive behavior is definitely one of the main goals in time
management. Sometimes, it leads to non-clear objectives which usually struck people for
worse. An
unaware person doesn’t know what to do? If you are not being able to do better management
of workload, you will get more struck in non-done tasks in no time.

2. Mismanagement: Organized results to less rework and mistakes but excess organizing
craze leaves a person in blunder. The items, details, and instructions are if forgotten then
leads to extra work and a blame of mismanagement. A person has to do a task more times if
he forgets something. It will lead to fatigue and it happens because of predictive behavior.

3. Can’t say “no”: You might have forgotten an appointment, or missed deadline and all
happened because of working on others task as saying ‘no’ will be tough for you. Such crazy
situations incline life friction. You can avoid creating such problems by planning and
preparing exactly. Nobody can create more time but it can be used in better way by
managing time undoubtedly. It’s always better to keep back because people simply can’t say
no to anyone.

4. Obstacles: Simple actions like shifting commute or getting a work done early, produce
more issues in life. The time management leads you towards an obstacle. When you know
what you need to do, you hate wasting time in idle activities and that leads to disputes and
disturbances. Instead of thinking what to do next, concentrate on steps ahead of work, as
anything can go wrong. The people face many problems due to it.
5. Inactivity: The common misconception makes time management an extra effort. To the
contrary, proper time management makes a human life easier and inactive. If things are
asking for less effort than the usual time, then the consumption of time leads to dullness.
Manage time for Improving life, as time management is all about spending time in right
places, and on the right things but sometime the obsession for doing right makes your life
stagnant.

6. Load of different works at one time: When you work according to time management,
then sometimes in over confidence you take too many tasks in hand. That particular
condition leaves you in total blunder.

The people keep too many expectations from you just because of your flaunting behavior and
at last you feel a load of work on your shoulders. And such confusion creates a
mismanagement situation.

7. Fatigue and stress become part of life: Fatigue and stress is common problem that leads
you to a tired phase. The tiredness leads a human being to irritate and fed up of life. They
also feel demoralized because they again and again think about their unsuccessful attempt of
adopting time management in their life. They consider their unsuccessful attempt as halt in
their way and leave interest in all things. Majority of people make themselves prone to
diseases.

WORK ETHICS:

 Work ethic is a value based on hard work and diligence.

 The belief that work has a moral benefit and an inherent ability to strengthen
character.

4.8.1 Five Factors That Demonstrate a Strong Work Ethic:

 Integrity
 Sense of Responsibility
 Emphasis on Quality
 Discipline
 Sense of Teamwork

GOOD MANNERS AND ETIQUETTES:

Good manners cost us nothing, but may win almost everything. They are the skills of making
people feel easy and comfortable. We can have better relationships with people we know and
meet in day to day life just by behaving well. Courtesy, politeness or having good manners
are an about respecting others and yourself. If you show good manners everywhere you go,
then you are more likely to encourage others to behave in the same way towards you.

THINK - How would you feel if someone?

 Never says 'Please' or 'Thank You' when you help them?

 Shares your things but never shares anything of theirs?
 Snatches the remote, while you are watching TV?
Good manners at home:

Help others at home.

Say 'please' and 'thank you' whenever it is required.

 Never read letters or messages that belong to others.

 Never stay in bathroom longer than time required.
 Never talk back or put when scolded.

 Never tease or tag other members of the family.

 Feel and say sorry, in hurt anyone's feeling.
 Don't switch television programs to suit me.
 Hold the door open for the person coming in, especially if he is carrying something.
 Knock at the door before entering the home of others.
 Share and not grab or keep good things for me.
 Get up in morning as soon as I am called.
 Keep myself and my space/room clean.
 Go for meals on time.