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Solution Manual for Human Relations: Interpersonal, Job-Oriented Skills, Fourth Canadian Edition

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    Human Relations: Interpersonal, Job-Oriented Skills CHAPTER 1 A FRAMEWORK FOR INTERPERSONAL SKILL DEVELOPMENT The first chapter sets the stage for improving interpersonal relations in organizations by presenting a framework for interpersonal skills development and training. Students who follow the presented framework will increase the probability of enhancing their interpersonal relations in the workplace. CHAPTER OUTLINE AND LECTURE NOTES Many people are held back from promotions and pay raises, and even lose their jobs, because of poor interpersonal relations (relationships with people.) I. PLAN OF THE TEXT In each chapter, a three-part strategy is presented for achieving interpersonal effectiveness required in today’s workplace. 1. Key concepts required for understanding a particular aspect of interpersonal relationships are presented. 2. Specific suggestions or behaviour guidelines for improvement are provided 3. Self-quizzes and other activities are presented to give the student the opportunity to improve. Much of the book is about interpersonal skills training, which is the teaching of skills in dealing with others so they can be put into practice. Interpersonal skills are sometimes referred to as soft skills , whereas technical skills are referred to as hard skills . II. A MODEL FOR IMPROVING INTERPERSONAL SKILLS A five-part learning model is presented for acquiring and improving interpersonal skills. A. Goal or Desired State of Affairs A goal helps provide motivation and makes it possible to exercise the self-discipline necessary to follow through on your plans. Key points for effective goal setting include the following: 1. State each goal as a positive statement 2. Formulate specific goals 3. Formulate concise goals 4. Set realistic goals as well as stretch goals 5. Set goals for different time periods

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    Chapter 1: A Framework for Interpersonal Skill Development Page 2 B. Assessment of Current Reality The person needs to assess how far away he or she is from reaching the goal. Soliciting feedback from others about one’s distance from the goal is helpful. C. An Action Plan Actions must be taken to improve interpersonal relations. Implementing the plan requires self-discipline and a series of steps. D. Feedback on Actions The person obtains feedback on the consequences of his or her actions. Short- and long-term measures of effectiveness are important. E. Frequent Practice For the new skill to be long lasting it must be integrated into the person’s usual way of conducting himself or herself. After a skill is integrated into a person’s repertoire, it becomes a habit. III. IDENTIFICATION OF DEVELOPMENTAL NEEDS An individual is most likely to develop new skills when she or he feels the need for change. A specific area in which a person needs to change is referred to as a developmental need . Self-analysis, thinking through past feedback, and soliciting new feedback are helpful in identifying developmental needs. Feedback from performance appraisals also is useful. A. Universal Needs for Improving Interpersonal Relations Some areas for skill improvement in interpersonal relations are found among managerial, professional, technical, and sales personnel. A universal training need is an area for improvement common to most people. The text is organized around universal needs, as follows: 1. Understanding individual differences 2. Self-esteem and self-confidence 3. Interpersonal communication 4. Behaving appropriately when using digital devices 5. Developing teamwork skills 6. Group problem solving and decision making 7. Cross-cultural relations 8. Resolving conflicts with others 9. Becoming an effective leader 10. Motivating others 11. Helping others develop and grow 12. Positive political skills 13. Customer service skills 14. Enhancing ethical behaviour 15. Personal productivity and stress management 16. Job search and career-management skills

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    Chapter 1: A Framework for Interpersonal Skill Development Page 3 IV. DEVELOPING INTERPERSONAL SKILLS ON THE JOB Opportunities exist in the workplace for developing interpersonal skills that can be a valuable supplement to more formal training. A. Informal Learning Informal learning is the acquisition of knowledge and skills that takes place naturally outside of a structured learning environment. One study showed that up to 70 percent of learning takes place informally. Learning interpersonal skills informally can take place through such means as observing a co-worker, manager, or team leader deal with a situation. Formal and informal learning of interpersonal skills supplement each other naturally. B. Specific Developmental Experiences Certain workplace experiences are particularly suited to interpersonal skills development. These experiences are 1. Unfamiliar responsibilities 2. Proving yourself 3. Problems with employees 4. Influencing without authority 5. Having a difficult manager.

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    Chapter 1: A Framework for Interpersonal Skill Development Page 4 ANSWERS TO CASE QUESTIONS Interpersonal Relations Case 1-1: Nobody Likes Me This modest case, points to a major human relations problem: some workers are so unpopular that it is a source of concern to them. 1. What developmental needs does Phil Baxter appear to have? Using Self-Assessment Quiz 1-1 as a guide, here are some of Baxter’s development needs: (5) I make negative comments about myself too readily, (8) Very few people listen to me, (13) People find me boring, and (18) It is difficult for me to find things to talk about with others. 2. If you were Marge Caitlin, what would you recommend that Baxter do? Baxter’ situation seems serious enough to speak with a mental health professional. At the same time he could probably benefit from reading, study, and a human relations workshop about getting along well with others. 3. From the little evidence that you have, what is your opinion of Catlin’s interpersonal skills? The little evidence suggests positive interpersonal skills for Caitlin. Despite being under pressure with her own analytical work, she was observant enough to notice that Baxter was experiencing difficulty. Also, she asked Phil a question that suggests she has good listening skills. Interpersonal Relations Case 1-2: Sumera Sets Some Goals This short case illustrates a scenario that takes place regularly in thousands of workplaces—goal setting that could stand refinement. 1. If you were Garth, what would you tell Betty Lou about her goals without hurting her feelings? Garth might tell Betty Lou that all her goals have good intent but that she needs to work on refining them so they will more likely be translated into action. Garth might also tell Betty Lou that her goals would all help the company if they were achieved. 2. What suggestions can you offer Betty Lou to improve her goal statement? Betty Lou will do well to follow the guidelines for goal setting outlined in Figure 1-3. A good starting point would be to direct Betty Lou to be more specific in terms of what she hopes to achieve. Such questions could include the following: What is the end state of being a great brand? What do you mean by “getting in good” with more buyers? What do you mean by getting Pasta Mucho “all over Facebook and Twitter”? 3. How might interpersonal skills contribute to Betty Lou attaining her goals? Attaining Betty Lou’s will require considerable interpersonal skill. Becoming an outstanding marketing executive requires a high-level of interpersonal skill. “Getting in good with buyers” also implies that Betty Lou is adept at working well with people.

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    Chapter 1: A Framework for Interpersonal Skill Development Page 5 ANSWERS TO DISCUSSION AND REVIEW QUESTIONS 1. Interpersonal skills can also be referred to as (c) soft skills. 2. An effective goal should be (a) specific. 3. According to the text, a developmental need is (b) a specific area a person needs to change. 4. Sitting beside a co-worker to learn a function in a spreadsheet that you are unfamiliar with would be an example of (b) informal learning. 5. Universal training needs can be defined as (d) common areas for improvement that almost everyone could benefit from in training 6. Why do people need soft skills in an era of high technology? Soft skills are important in an era of high technology for several reasons. Despite the presence of technology, human problems exist. People still need to be motivated to work at full capacity; communication problems still arise; conflicts must be resolved; and so forth. Another factor favouring soft skills is that the era of information technology has created much depersonalization. Soft skills are therefore helpful in humanizing the workplace. 7. How could doing a thorough job with Self-Assessment Quiz 1-1 have a major impact on a person’s career? In looking at oneself objectively one can understand why he or she reacts one way or another in a given situation or conflict. It also could point to tangible ways that one can grow, skills-wise. 8. Based on what you have learned so far in this text, and your own intuition, how would you respond to the statement, “You can’t learn how to get along with people from reading a book”? Often people already have a good idea of what interpersonal skills they possess and where they may be lacking. Sometimes what a person reads in a book such as this one is merely an affirmation of what they already suspected they knew. This text can help to pinpoint problem areas and suggest strategies for improvement that may have previously eluded a reader, particularly once he or she recognizes a problem. 9. Give an example of a skill you might have learned informally at any point in your life. Answers will vary but should include an informal, rather than formal, learning situation Previous students have cited excellent examples of informal learning, including both hard skills and soft skills. One student explained how he learned to become a butcher by observing experienced butchers. Dealing with customer complaints is another skill set many people have learned through informal learning.

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    Chapter 1: A Framework for Interpersonal Skill Development Page 6 COMMENTS ABOUT QUIZZES AND EXERCISES Applying the Model for Improving Interpersonal Skills (Skill-Building Exercise 1-1) The model for improving interpersonal skills is aimed at developing skills; additionally, becoming effective in applying the model is a valuable skill in itself. Instructors may direct students to use this model for their own improvement, starting with a basic, yet still important, interpersonal skill. (The text illustrates how a student could use this model to improve his/her ability to give recognition.) What Are Your Developmental Needs? (Self-Assessment Quiz 1-1) This exercise is placed first in the text because it sets the stage for serious thinking about personal development in the interpersonal sphere. One approach to this exercise is to request each student to present one developmental need and action plan to the class. After the presentations are complete, students are asked to interpret what they heard. Experience has shown that students often ask the instructor to identify his or her most pressing developmental need, so be prepared!

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    Human Relations: Interpersonal, Job-Oriented Skills CHAPTER 2 UNDERSTANDING INDIVIDUAL DIFFERENCES Understanding individual differences is a key contributor to developing effective interpersonal relationships in organizations. Individual differences are the variations in how people respond to the same situation based on personal characteristics. CHAPTER OUTLINE AND LECTURE NOTES This chapter outlines several major sources of individual differences on the job. 1. PERSONALITY Individual differences in personality greatly influence interpersonal relationships. Personality refers to those persistent and enduring behaviour patterns that tend to be expressed in a wide variety of situations. A. Eight Major Personality Factors and Traits Many psychologists believe that the basic structure of the human personality is represented by five broad factors, described below. Three other factors, self-monitoring of behaviour, risk-taking and thrill-seeking, and optimism have also received much attention. All eight factors have a substantial impact on interpersonal relations and job performance. Recent evidence has emphasized the contribution of genes, and strips of DNA in particular, in forming personality. The genes bias the mind to react to similar experiences in different ways. Environment heavily influences how genes will express themselves. Despite the genetic influence, most people can improve their standing on key personality factors. 1. Extraversion . Deals with traits associated with being outgoing, such as gregarious and assertive. 2. Emotional stability (or Neuroticism ). Deals with mental health factors ranging from being calm and secure to being depressed or unstable. 3. Agreeableness . Deals with being friendly and cooperative. 4. Conscientiousness . Generally implies being dependable. 5. Openness to experience . Relates to having a well-developed intellect. 6. Self-monitoring of behaviour . Relates to observing and controlling how we appear to others by how we act and what we say. 7. Risk-taking and thrill-seeking. Refers to an individual’s propensity toward taking risks and pursuing thrills in terms of motivation and need. 8. Optimism . Refers to a tendency to experience positive emotional states and typically to believe in positive outcomes of most activities. Depending on the job, any one of the preceding personality factors can be important for success. An extensive study shows the Big Five Factors (factors 1 to 5 on the preceding list) appear to apply to personality structure in different cultures. Personality structure is universal. A combination of personality factors will sometimes be more closely associated with job success than one factor alone. The specific trait of dependability may be the most important contributor to job performance.

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    Chapter 2: Understanding Individual Differences Page 2 2. COGNITIVE STYLES AND PERSONALITY TYPES A. Cognitive Styles Personality also influences a person’s cognitive style, which is the mental processes used to perceive and make judgments from information. Some people are more analytic and systematic, while others are more intuitive in solving problems. The information presented in this section is the basis for the Myers-Briggs Type Indicator, a tool developed from Carl Jung’s analysis of how we gather and evaluate information. 1. Introverted versus Extroverted . Based upon whether one is oriented toward the inner world or to the outer world. 2. Thinking versus Feeling . Based on whether one bases decisions on logic or on feeling. 3. Sensing versus Intuiting. The former focuses on details and the latter on broad issues. 4. Judging versus Perceiving. Judging types seek resolution to issues while Perceiving types are more flexible and open to new information. Figure 2-2 summarizes the highlights of each personality type with some comments about occupational and environmental preferences B. Guidelines for Dealing with Different Personality Types To match one’s approach to dealing with a given personality type, one must first arrive at an approximate diagnosis of the individual’s personality. Fourteen suggestions are presented in the text. Four of these suggestions are as follows: (1) When relating to an extraverted individual, emphasize friendliness and warmth; (2) when relating to an introverted individual, move slowly and tolerate silence; (3) when relating to a disagreeable person, be patient and tolerant; (4) when relating to a conscientious person, grant freedom and do not nag. 3. COGNITIVE ABILITY Cognitive ability (also referred to as mental ability or intelligence) is one of the major sources of individual differences that affect job performance and behaviour. Intelligence is the capacity to acquire and apply knowledge, including solving problems. Abstract problems can best be solved by intelligent workers. Understanding the intelligence of others can improve one’s ability to relate to them. A. Components of Traditional Intelligence Intelligence consists of a g (general) factor along with s (special) factors that contribute to problem- solving ability. The g factor helps explain why some people perform so well in so many different mental tasks. The following seven mental ability factors have been consistently identified: 1. Verbal comprehension : understanding the meaning of words and information. 2. Word fluency : the ability to use words quickly and easily. 3. Numerical acuity : the ability to handle numbers.

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    Chapter 2: Understanding Individual Differences Page 3 4. Spatial perception : the ability to visualize forms and objects in three dimensions. 5. Memory : having a good rote memory. 6. Perceptual speed : the ability to perform tasks requiring visual perception. 7. Inductive reasoning : the ability to discover a rule or principle and apply it to a problem. B. Practical Intelligence To overcome the limitations of the traditional idea that intelligence mostly involves the ability to solve abstract problems, the concept of the triarchic theory of intelligence has been proposed, consisting of three subtypes: analytical , creative , and practical . The analytical subtype is the traditional intelligence needed for solving difficult problems. The creative subtype is the type of intelligence required for imagination and combining things in novel ways. The practical subtype is the type of intelligence required for adapting to your environment to suit your needs. Figure 2-3 illustrates this theory. C. Multiple Intelligences According to the theory of multiple intelligences , people know and understand the world in distinctly different ways and learn in different ways. The eight intelligences, or faculties, are as follows: (1) linguistic, (2) logical-mathematical, (3) musical, (4) spatial, (5) bodily/kinesthetic, (6) intrapersonal, (7) interpersonal, and (8) naturalist. People are weak or strong in various areas of intelligence. D. Emotional Intelligence How effectively people use their emotions has a major impact on their success. Emotional intelligence refers to qualities such as understanding one’s own feelings, having empathy for others, and regulating one’s emotions to one’s own benefit. The four key factors of emotional intelligence are 1. Self-awareness – the ability to understand your own moods, emotions, and needs as well as their impact on others. 2. Self-management – the ability to regulate one’s own emotions and consistently act with integrity 3. Social awareness – includes having empathy for others, having intuition for work problems as well as having the ability to interpret nonverbal communication. 4. Relationship management - includes being able to communicate clearly, disarm conflicts, and build strong personal bonds Emotional intelligence incorporates many of the skills and attitudes necessary to achieve effective interpersonal relations in organizations. E. Guidelines for Relating to People of Different Levels and Types of Intelligence It is possible to develop intuitively a sense for the mental quickness of people and the types of mental tasks they perform best. Several suggestions are given for relating differently to people of different

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    Chapter 2: Understanding Individual Differences Page 4 types and levels of intelligence. For example, when working with a person, with a high cognitive skill, you may present ideas in more technical depth than you would when working with a person of lower cognitive skill in that area. 4. VALUES AS A SOURCE OF INDIVIDUAL DIFFERENCES A value refers to the importance a person attaches to something, and values are another source of individual differences. Values are closely tied in with ethics , the moral choices a person makes. Value differences often stem from age or generational differences. Table 2-1 lists some values commonly held by specific generations. A. Classification of Values An almost automatic response to classifying values is that people have either good or bad values, with bad values typically meaning values that are not aligned with yours. Table 2-1 shows some links between values and goals. B. Generational Differences in Values Value differences often stem from age or generational differences. Table 2-2 summarizes these stereotypes, but please keep in mind that these are only generalizations and have numerous exceptions. C. How Values are Learned People acquire values in the process of growing up, and many values are learned by the age of four. Family has always been a major influence in shaping values, attitudes, and beliefs; however, media (television and the Internet in particular) now influence children’s values more than ever before. D. Clarifying Your Values Value-clarification exercises ask you to compare the relative importance you attach to different objects and activities. Self-Assessment Quiz 2-2 provides insight into value clarification. E. The Mesh between Individual and Job Values When one’s individual values are “meshed” or in congruence with those required by the job, job performance is likely to be higher. A person suffers person-role conflict when personal values clash with demands made by the organization. F. Guidelines for Using Values to Improve Interpersonal Relations Values are an important driver of interpersonal effectiveness. One approach would be to establish the values a person will use in relationships with others on the job, and then use those values as a firm guideline in working with others. Also, express your concern to employers when you believe that your values are being compromised.

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    Chapter 2: Understanding Individual Differences Page 5 ANSWERS TO CASE QUESTIONS Interpersonal Relations Case 2-1: Capitalizing on Hidden Talent at Westmont Centre 1. What do you recommend that the board should do in terms of approving Gagnon’s plan for hiring about five people with intellectual deficiencies to work at Westmont? a) Individual answers will vary, depending in part on the students’ personal histories and attitudes towards individuals with intellectual deficiencies. This can be seen as an example of what the Board would have debated in its meeting. 2. Assuming that the workers with mild intellectual deficiencies are hired, what recommendations can you make to the supervisors for their training and supervision? a) Direct students to the “Guidelines for Relating to People of Different Levels and Types of Intelligences” if they are having difficulties making recommendations. Sample recommendations may include having step-by-step pictures at the different work stations; expecting that it will take more than one demonstration for the new employee to understand his/her task; using basic vocabulary without being patronizing; ask employees to repeat the instructions, etc. 2) Gagnon mentioned a few potential jobs at the Centre for workers with light intellectual deficiencies. What other tasks would you recommend? a) Again, individual answers will vary. Tasks should be designed to meet, not frustrate, the individuals intellectual ability. Interpersonal Relations Case 2-2: “We’ve Got to Make Our Numbers” 1) What is the nature of the conflict Bruce Malone is facing? a) Malone is facing “person-role conflict” (conflict that occurs when personal values clash with demands made by the organization.) 2) What type of values is Lucille demonstrating? a) Students may wish to refer to Table 2-1 (A Classification of Values and Associated Goals) to determine what type of values are being demonstrated by both Bruce and Lucille. (Student responses may include: power, achievement, or security.) 3) What do you recommend Bruce should have done to work his way out of the problem he was facing? Direct students to the “Guidelines for Using Values to Improve Interpersonal Relations” if they are having difficulty answering this question 4) Is Bruce too naïve for a career in business? a) Individual answers will vary and may be based on students’ own values and goals.

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    Chapter 2: Understanding Individual Differences Page 6 ANSWERS TO DISCUSSION AND REVIEW QUESTIONS Multiple Choice 1. The personality factor of agreeableness is associated with the traits of (b) courteous and cooperative. 2. Individuals who score high in self-monitoring are more likely to (b) adjust their behaviour to gain positive reactions from others. 3. The theory of multiple intelligences proposes that (c) people learn in different ways and thus have different strengths. 4. Which of the following is not a component of emotional intelligence? Answer: (a) introversion 5. Person-role conflict occurs when (a) personal values conflict with the values and demands of an organization. Short Answer 6. Why is responding to individual differences considered to be the cornerstone of effective interpersonal relations? a. Responding to individual differences is so important because the opposite is to relate to people mechanically and reflexively. When a person adapts to another person’s uniqueness, good rapport is the likely result. 7. How can knowledge of major personality factors help a person form better interpersonal relations on the job? a. Knowledge of key personality factors can help people individualize their approaches to other people. As a basic example, if a person appears to be introverted, the person sizing him or her up might use a laid-back approach. 8. Suppose a high self-monitoring person is attending a company-sponsored social event, and that person dislikes such events. How is he or she likely to behave? a. The high self-monitor will act like he or she is having a good time despite some inner discomfort with the situation. Self-monitoring people are tactful enough to put on a good show. 9. How can you use information about a person’s values to help you relate more effectively to him or her? a. Knowledge of a person’s values can enhance establishing rapport with the individual by making an appeal to those values, If you know, for example, that the person has strong professional values, you can emphasize career and work in casual conversations with him or her . 10. When you examined your results from the Golden Personality Type Profiler, were you

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    Chapter 2: Understanding Individual Differences Page 7 surprised by the results? In what ways was the assessment very typical of you? If you disagree with the results, how are you different from the profile and assessment? a. Individual answers will vary COMMENTS ABOUT QUIZZES AND EXERCISES The Risk-Taking Scale (Self-Assessment Quiz 2-1) The risk-taking scale helps students to consider a dimension of their personality that may help them to define their comfort zone for risk-taking. Students should remember to answer the questions based on what they believe about themselves right now, not how they wish they could be. Clarifying Your Values (Self-Assessment Quiz 2-2) This self-assessment quiz provides an excellent opportunity for both introspection and class discussion. It contributes an immediate example of individual value differences. Personality Role Plays (Skill Building Exercise 2-1) To perform these role plays well, students will have to carefully study the guidelines for dealing with different personality types. Studying the guidelines will also give useful clues how to behave when one has high standing on a particular personality trait such as openness to experience. For example, the sensation-type individual will be digging for details about the expense account abuses. Adapting to People of Different Mental Abilities (Skill-Building Exercise 2-2) Helping an Intellectually Challenged Worker Get Started (Skill-Building Exercise 2-3) A potential contribution of these two exercises is that they may sensitize students to the importance of reacting to one of the major dimensions of behaviour—mental ability. Many people have not stopped to think of the importance of dealing with people differently based on their mental abilities. The Value Conflict Role Play (Skill-Building Exercise 2-4) A high level of diplomacy is required to deal with the person-role conflict of being asked to make unfavourable judgments about workers to justify laying them off. This role play might demonstrate how difficult it is for some people to cling to their values when their job might be at stake.

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    Human Relations: Interpersonal, Job-Oriented Skills CHAPTER 3 BUILDING SELF-ESTEEM AND SELF-CONFIDENCE This chapter focuses on two of the biggest building blocks for more effective human relations: the nature and development of self-esteem and self-confidence. CHAPTER OUTLINE AND LECTURE NOTES I. THE MEANING OF SELF-ESTEEM, ITS DEVELOPMENT AND CONSEQUENCES Understanding the self is important. A particularly important role is played by self-esteem, the overall evaluation people make about themselves whether positive or negative. Our self-concept is what we think about ourselves whereas self-esteem is what we feel about ourselves. A. How Self-Esteem Develops Self-esteem develops and evolves throughout our lives based on interactions with people, events, and things. Early-life experiences have a major impact on self-esteem. People who were encouraged to feel good about themselves and their accomplishments by others are more likely to enjoy high self- esteem. Praise alone does not build self-esteem. Instead, it results from accomplishing worthwhile activities, and then feeling proud of these accomplishments. To develop self-esteem people need to improve their skills for dealing with the world. A study with Dutch college students found that self-esteem was related to procedural fairness and leadership that encourages self-rewards. Fair procedures had a stronger impact on self-esteem when the leader encourages self-rewards. B. The Consequences of High Self-Esteem High self-esteem has many positive consequences for people, as well as a few potential negative ones, as outlined in Table 3-1. In contrast, people with low self-esteem are likely to have less career success, poorer mental health, and profit less from feedback. 1. Career Success . People with positive self-esteem understand their competence and worth, and have a positive perception of their ability to cope with problems and adversity. The core self-evaluation includes self-esteem. A ten-year study with 300 participants found that people with a higher core self- evaluation tended to have higher incomes. General mental ability and physical attractiveness also were related to income. Perhaps being smart and physically attractive contributed to high self-esteem. 2. Good Mental Health . A major consequence of high self-esteem is good mental health. People with high self-esteem feel good about themselves and have a positive outlook on life. Positive self-esteem also contributes to good mental health because it helps us ward off being troubled by feelings of jealousy, and acting aggressively toward others because of our jealousy. 3. Profiting from Feedback . Although people with high self-esteem can readily shrug off underserved insults, they still profit from negative feedback.

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    Chapter 3: Building Self-Esteem and Self-Confidence Page 2 4. Organizational Success. Workers with high self-esteem develop and maintain favorable work attitudes and perform at a high level. High self-esteem individuals value reaching work goals more than do low self-esteem individuals. The combined effect of workers having high self-esteem helps a company prosper. Self-esteem is a critical source of competitive advantage in an information society because it is associated with such behaviors as being creative and innovative, and taking the initiative to solve problems. Workers with high self-esteem are more likely to be able to cope with new challenges regularly because they are confident they can master their environment. 5. Potential Negative Consequences . High self-esteem can have some negative consequences particularly because individuals with high self-esteem work hard to preserve their high status relative to others, such as undermining them. A general point about the consequences of self-esteem is that our own reference group has the biggest impact on self-esteem. II. ENHANCING SELF-ESTEEM Following are five approaches to enhancing self-esteem that relate to how self-esteem develops. Each of these approaches has a skill component, such as learning to avoid situations that make you feel incompetent. A. Attain Legitimate Accomplishments To repeat, accomplishing worthwhile activities is a major contributor to self-esteem in both children and adults. To be real, self-esteem must be based on something true. Social science research suggests this sequence of events: Person establishes a goal; person pursues the goal; person achieves the goal; person develops esteem-like feelings. [Ask class members what life experiences have boosted their self-esteem.] B. Be Aware of Personal Strengths Developing an appreciation of strengths and accomplishments can improve self-esteem. A good starting point is for a person to list his or her strengths and accomplishments on a word processing document or paper. A useful technique is to discuss strengths in a small group, with each member receiving a turn. C. Rebut the Inner Critic Rebut the voice inside you that sends negative messages about your capabilities. Rebutting critical statements made about you might also be considered another way of appreciating your strengths. D. Practice Self-Nurturing Treat yourself as a worthwhile person. Nurture and care for yourself in ways that show how valuable, competent, deserving and lovable you really are. One example is to administer self-rewards for a job well done.

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