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

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Human Relations: Interpersonal, Job-Oriented SkillsCHAPTER 1A FRAMEWORK FOR INTERPERSONAL SKILL DEVELOPMENTThe first chapter sets the stage for improving interpersonal relations in organizations by presenting aframework for interpersonal skills development and training. Students who follow the presented frameworkwill increase the probability of enhancing their interpersonal relations in the workplace.CHAPTER OUTLINE AND LECTURE NOTESMany people are held back from promotions and pay raises, and even lose their jobs, because of poorinterpersonal relations (relationships with people.)I. PLAN OF THE TEXTIn each chapter, a three-part strategy is presented for achieving interpersonal effectiveness required in today’sworkplace.1.Key concepts required for understanding a particular aspect of interpersonal relationships arepresented.2.Specific suggestions or behaviour guidelines for improvement are provided3.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 othersso they can be put into practice. Interpersonal skills are sometimes referred to assoft skills, whereas technicalskills are referred to ashard skills.II. A MODEL FOR IMPROVING INTERPERSONAL SKILLSA five-part learning model is presented for acquiring and improving interpersonal skills.A. Goal or Desired State of AffairsA goal helps provide motivation and makes it possible to exercise the self-discipline necessary to followthrough on your plans. Key points for effective goal setting include the following:1.State each goal as a positive statement2.Formulate specific goals3.Formulate concise goals4.Set realistic goals as well as stretch goals5.Set goals for different time periods

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Chapter 1: A Framework for Interpersonal Skill DevelopmentPage 2B. Assessment of Current RealityThe person needs to assess how far away he or she is from reaching the goal. Soliciting feedback from othersabout one’s distance from the goal is helpful.C. An Action PlanActions must be taken to improve interpersonal relations. Implementing the plan requires self-discipline anda series of steps.D. Feedback on ActionsThe person obtains feedback on the consequences of his or her actions. Short- and long-term measures ofeffectiveness are important.E. Frequent PracticeFor the new skill to be long lasting it must be integrated into the person’s usual way of conducting himself orherself. After a skill is integrated into a person’s repertoire, it becomes a habit.III. IDENTIFICATION OF DEVELOPMENTAL NEEDSAn individual is most likely to develop new skills when she or he feels the need for change. A specific area inwhich a person needs to change is referred to as adevelopmental need. Self-analysis, thinking through pastfeedback, and soliciting new feedback are helpful in identifying developmental needs. Feedback fromperformance appraisals also is useful.A. Universal Needs for Improving Interpersonal RelationsSome 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 differences2.Self-esteem and self-confidence3.Interpersonal communication4.Behaving appropriately when using digitaldevices5.Developing teamwork skills6.Group problem solving and decisionmaking7.Cross-cultural relations8.Resolving conflicts with others9.Becoming an effective leader10.Motivating others11.Helping others develop and grow12.Positive political skills13.Customer service skills14.Enhancing ethical behaviour15.Personal productivity andstressmanagement16.Job search and career-management skills

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Chapter 1: A Framework for Interpersonal Skill DevelopmentPage 3IV. DEVELOPING INTERPERSONAL SKILLS ON THE JOBOpportunities exist in the workplace for developing interpersonal skills that can be a valuable supplement tomore formal training.A. Informal LearningInformal learning is the acquisition of knowledge and skills that takes place naturally outside of a structuredlearning environment. One study showed that up to 70 percent of learning takes place informally. Learninginterpersonal skills informally can take place through such means as observing a co-worker, manager, orteam leader deal with a situation. Formal and informal learning of interpersonal skills supplement each othernaturally.B. Specific Developmental ExperiencesCertain workplace experiences are particularly suited to interpersonal skills development. These experiencesare1.Unfamiliar responsibilities2.Proving yourself3.Problems with employees4.Influencing without authority5.Having a difficult manager.

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Chapter 1: A Framework for Interpersonal Skill DevelopmentPage 4ANSWERS TO CASE QUESTIONSInterpersonal Relations Case 1-1: Nobody Likes MeThis modest case, points to a major human relations problem: some workers are so unpopular that it is asource 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) Imake negative comments about myself too readily, (8) Very few people listen to me, (13) Peoplefind 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 workshopabout 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 pressurewith her own analytical work, she was observant enough to notice that Baxter was experiencingdifficulty. Also, she asked Phil a question that suggests she has good listening skills.Interpersonal Relations Case 1-2: Sumera Sets Some GoalsThis short case illustrates a scenario that takes place regularly in thousands of workplaces—goal settingthat 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 onrefining them so they will more likely be translated into action. Garth might also tell Betty Louthat 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 goodstarting point would be to direct Betty Lou to be more specific in terms of what she hopes toachieve. Such questions could include the following: What is the end state of being a greatbrand? What do you mean by “getting in good” with more buyers? What do you mean by gettingPasta 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 outstandingmarketing 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 DevelopmentPage 5ANSWERS TO DISCUSSION AND REVIEW QUESTIONS1.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 bean example of (b) informal learning.5.Universal training needs can be defined as (d) common areas for improvement that almost everyonecould benefit from in training6.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 oftechnology, 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 factorfavouring 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’scareer?In looking at oneself objectively one can understand why he or she reacts one way or another in agiven 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 tothe 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 maybe lacking. Sometimes what a person reads in a book such as this one is merely an affirmation ofwhat they already suspected they knew. This text can help to pinpoint problem areas and suggeststrategies for improvement that may have previously eluded a reader, particularly once he or sherecognizes 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 Previousstudents 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 informallearning.

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Chapter 1: A Framework for Interpersonal Skill DevelopmentPage 6COMMENTS ABOUT QUIZZES AND EXERCISESApplying the Model for Improving Interpersonal Skills(Skill-Building Exercise 1-1)The model for improving interpersonal skills is aimed at developing skills; additionally, becoming effectivein applying the model is a valuable skill in itself. Instructors may direct students to use this model for theirown improvement, starting with a basic, yet still important, interpersonal skill. (The text illustrates how astudent 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 personaldevelopment in the interpersonal sphere. One approach to this exercise is to request each student to presentone developmental need and action plan to the class. After the presentations are complete, students are askedto interpret what they heard. Experience has shown that students often ask the instructor to identify his or hermost pressing developmental need, so be prepared!

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Human Relations: Interpersonal, Job-Oriented SkillsCHAPTER 2UNDERSTANDING INDIVIDUAL DIFFERENCESUnderstanding individual differences is a key contributor to developing effective interpersonalrelationships in organizations. Individual differences are the variations in how people respond to thesame situation based on personal characteristics.CHAPTER OUTLINE AND LECTURE NOTESThis chapter outlines several major sources of individual differences on the job.1.PERSONALITYIndividual differences in personality greatly influence interpersonal relationships. Personality refersto those persistent and enduring behaviour patterns that tend to be expressed in a wide variety ofsituations.A.Eight Major Personality Factors and TraitsMany psychologists believe that the basic structure of the human personality is represented by fivebroad factors, described below. Three other factors, self-monitoring of behaviour, risk-taking andthrill-seeking, and optimism have also received much attention. All eight factors have a substantialimpact on interpersonal relations and job performance. Recent evidence has emphasized thecontribution of genes, and strips of DNA in particular, in forming personality. The genes bias themind to react to similar experiences in different ways. Environment heavily influences how geneswill express themselves. Despite the genetic influence, most people can improve their standing onkey personality factors.1.Extraversion. Deals with traits associated with being outgoing, such as gregarious andassertive.2.Emotional stability(orNeuroticism). Deals with mental health factors ranging from beingcalm and secure to being depressed or unstable.3.Agreeableness. Deals with being friendly and cooperative.4.Conscientiousness. Generally implies being dependable.5.Opennessto experience. Relates to having a well-developed intellect.6.Self-monitoring of behaviour. Relates to observing and controlling how we appear toothers by how we act and what we say.7.Risk-taking and thrill-seeking.Refers to an individual’s propensity toward taking risksand pursuing thrills in terms of motivation and need.8.Optimism. Refers to a tendency to experience positive emotional states and typically tobelieve in positive outcomes of most activities.Depending on the job, any one of the preceding personality factors can be important for success. Anextensive study shows theBig Five Factors(factors 1 to 5 on the preceding list) appear to apply topersonality structure in different cultures. Personality structure is universal. A combination ofpersonality 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 DifferencesPage 22.COGNITIVE STYLES AND PERSONALITY TYPESA.Cognitive StylesPersonality also influences a person’s cognitive style, which is the mental processes used toperceive 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 isthe basis for the Myers-Briggs Type Indicator, a tool developed from Carl Jung’s analysis of howwe gather and evaluate information.1.Introverted versus Extroverted. Based upon whether one is oriented toward the innerworld 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 typesare more flexible and open to new information.Figure 2-2 summarizes the highlights of each personality type with some comments aboutoccupational and environmental preferencesB.Guidelines for Dealing with Different Personality TypesTo match one’s approach to dealing with a given personality type, one must first arrive at anapproximate 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, emphasizefriendliness and warmth; (2) when relating to an introverted individual, move slowly and toleratesilence; (3) when relating to a disagreeable person, be patient and tolerant; (4) when relating to aconscientious person, grant freedom and do not nag.3.COGNITIVE ABILITYCognitive ability (also referred to as mental ability or intelligence) is one of the major sources ofindividual differences that affect job performance and behaviour. Intelligence is the capacity toacquire and apply knowledge, including solving problems. Abstract problems can best be solved byintelligent workers. Understanding the intelligence of others can improve one’s ability to relate tothem.A.Components of Traditional IntelligenceIntelligence consists of ag (general) factoralong withs (special) factorsthat contribute to problem-solving ability. The g factor helps explain why some people perform so well in so many differentmental 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 DifferencesPage 34.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 IntelligenceTo overcome the limitations of the traditional idea that intelligence mostly involves the ability tosolve abstract problems, the concept of thetriarchic theory of intelligencehas been proposed,consisting of three subtypes:analytical,creative, andpractical. The analytical subtype is thetraditional intelligence needed for solving difficult problems. The creative subtype is the type ofintelligence required for imagination and combining things in novel ways. The practical subtype isthe type of intelligence required for adapting to your environment to suit your needs. Figure 2-3illustrates this theory.C.Multiple IntelligencesAccording to the theory ofmultiple intelligences, people know and understand the world indistinctly different ways and learn in different ways. The eight intelligences, or faculties, are asfollows: (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 ofintelligence.D.Emotional IntelligenceHow effectively people use their emotions has a major impact on their success.Emotionalintelligencerefers 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 intelligenceare1.Self-awareness– the ability to understand your own moods, emotions, and needs as well astheir impact on others.2.Self-management– the ability to regulate one’s own emotions and consistently act withintegrity3.Social awareness– includes having empathy for others, having intuition for work problemsas well as having the ability to interpret nonverbal communication.4.Relationship management- includes being able to communicate clearly, disarm conflicts,and build strong personal bondsEmotional intelligence incorporates many of the skills and attitudes necessary to achieve effectiveinterpersonal relations in organizations.E.Guidelines for Relating to People of Different Levels and Types of IntelligenceIt is possible to develop intuitively a sense for the mental quickness of people and the types of mentaltasks they perform best. Several suggestions are given for relating differently to people of different

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Chapter 2: Understanding Individual DifferencesPage 4types and levels of intelligence. For example, when working with a person, with a high cognitiveskill, you may present ideas in more technical depth than you would when working with a person oflower cognitive skill in that area.4.VALUES AS A SOURCE OF INDIVIDUAL DIFFERENCESA value refers to the importance a person attaches to something, and values are another source ofindividual differences. Values are closely tied in withethics, the moral choices a person makes.Value differences often stem from age or generational differences. Table 2-1 lists some valuescommonly held by specific generations.A.Classification of ValuesAn 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 linksbetween values and goals.B.Generational Differences in ValuesValue differences often stem from age or generational differences. Table 2-2 summarizes thesestereotypes, but please keep in mind that these are only generalizations and have numerousexceptions.C.How Values are LearnedPeople acquire values in the process of growing up, and many values are learned by the age offour. 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 morethan ever before.D.Clarifying Your ValuesValue-clarification exercises ask you to compare the relative importance you attach to differentobjects and activities. Self-Assessment Quiz 2-2 provides insight into value clarification.E.The Mesh between Individual and Job ValuesWhen one’s individual values are “meshed” or in congruence with those required by the job, jobperformance is likely to be higher. A person suffersperson-role conflictwhen personal valuesclash with demands made by the organization.F.Guidelines for Using Values to Improve Interpersonal RelationsValues are an important driver of interpersonal effectiveness. One approach would be to establish thevalues a person will use in relationships with others on the job, and then use those values as a firmguideline in working with others. Also, express your concern to employers when you believe thatyour values are being compromised.

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Chapter 2: Understanding Individual DifferencesPage 5ANSWERS TO CASE QUESTIONSInterpersonal Relations Case 2-1: Capitalizing on Hidden Talent at Westmont Centre1.What do you recommend that the board should do in terms of approving Gagnon’s plan for hiringabout five people with intellectual deficiencies to work at Westmont?a)Individual answers will vary, depending in part on the students’ personal histories andattitudes towards individuals with intellectual deficiencies. This can be seen as anexample of what the Board would have debated in its meeting.2.Assuming that the workers with mild intellectual deficiencies are hired, what recommendationscan 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 ofIntelligences” if they are having difficulties making recommendations. Samplerecommendations 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 understandhis/her task; using basic vocabulary without being patronizing; ask employees to repeat theinstructions, etc.2)Gagnon mentioned a few potential jobs at the Centre for workers with light intellectualdeficiencies. What other tasks would you recommend?a)Again, individual answers will vary. Tasks should be designed to meet, not frustrate, theindividuals 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 withdemands 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 AssociatedGoals) to determine what type of values are being demonstrated by both Bruce andLucille. (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 wasfacing?Direct students to the “Guidelines for Using Values to Improve Interpersonal Relations” ifthey are having difficulty answering this question4)IsBruce 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 DifferencesPage 6ANSWERS TO DISCUSSION AND REVIEW QUESTIONSMultiple Choice1.The personality factor of agreeableness is associated with the traits of (b) courteous andcooperative.2.Individuals who score high in self-monitoring are more likely to (b) adjust their behaviour togain positive reactions from others.3.The theory of multiple intelligences proposes that (c) people learn in different ways and thushave different strengths.4.Which of the following is not a component of emotional intelligence? Answer: (a)introversion5.Person-role conflict occurs when (a) personal values conflict with the values and demands ofan organization.Short Answer6.Why is responding to individual differences considered to be the cornerstone of effectiveinterpersonal relations?a.Responding to individual differences is so important because the opposite is to relate topeople mechanically and reflexively. When a person adapts to another person’suniqueness, good rapport is the likely result.7.How can knowledge of major personality factors help a person form better interpersonal relationson the job?a.Knowledge of key personality factors can help people individualize their approaches toother people. As a basic example, if a person appears to be introverted, the person sizinghim or her up might use a laid-back approach.8.Suppose a high self-monitoring person is attending a company-sponsored social event, andthat 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 innerdiscomfort with the situation. Self-monitoring people are tactful enough to put on agood show.9.How can you use information about a person’s values to help you relate more effectively tohim or her?a.Knowledge of a person’s values can enhance establishing rapport with the individualby making an appeal to those values, If you know, for example, that the person hasstrong professional values, you can emphasize career and work in casualconversations 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 DifferencesPage 7surprised by the results? In what ways was the assessment very typical of you? If youdisagree with the results, how are you different from the profile and assessment?a.Individual answers will varyCOMMENTS ABOUT QUIZZES AND EXERCISESThe Risk-Taking Scale (Self-Assessment Quiz 2-1)The risk-taking scale helps students to consider a dimension of their personality that may help themto define their comfort zone for risk-taking. Students should remember to answer the questions basedon 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 classdiscussion. 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 withdifferent personality types. Studying the guidelines will also give useful clues how to behave whenone 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 importanceof reacting to one of the major dimensions of behaviour—mental ability. Many people have notstopped 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 makeunfavourable judgments about workers to justify laying them off. This role play might demonstratehow 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 SkillsCHAPTER 3BUILDING SELF-ESTEEM AND SELF-CONFIDENCEThis chapter focuses on two of the biggest building blocks for more effective human relations: thenature and development of self-esteem and self-confidence.CHAPTER OUTLINE AND LECTURE NOTESI. THE MEANING OF SELF-ESTEEM, ITS DEVELOPMENT AND CONSEQUENCESUnderstanding the self is important. A particularly important role is played by self-esteem, theoverall evaluation people make about themselves whether positive or negative. Our self-concept iswhat we think about ourselves whereas self-esteem is what we feel about ourselves.A. How Self-Esteem DevelopsSelf-esteem develops and evolves throughout our lives based on interactions with people, events, andthings. Early-life experiences have a major impact on self-esteem. People who were encouraged tofeel 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 worthwhileactivities, and then feeling proud of these accomplishments. To develop self-esteem people need toimprove their skills for dealing with the world.A study with Dutch college students found that self-esteem was related to procedural fairness andleadership that encourages self-rewards. Fair procedures had a stronger impact on self-esteem when theleader encourages self-rewards.B. The Consequences of High Self-EsteemHigh self-esteem has many positive consequences for people, as well as a few potential negative ones, asoutlined 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 theircompetence and worth, andhave a positive perception of their ability to cope with problems and adversity. The core self-evaluationincludes 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 wererelated 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 mentalhealth. Peoplewith high self-esteem feel good about themselves and have a positive outlook on life. Positive self-esteemalso 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 underservedinsults, they still profit from negative feedback.

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Chapter 3: Building Self-Esteem and Self-ConfidencePage 24.Organizational Success.Workers with high self-esteem develop and maintain favorable work attitudesand perform at a high level. High self-esteem individuals value reaching work goals more than do lowself-esteem individuals. The combined effect of workers having high self-esteem helps a companyprosper. Self-esteem is a critical source of competitive advantage in an information society because it isassociated with such behaviors as being creative and innovative, and taking the initiative to solveproblems. Workers with high self-esteem are more likely to be able to cope with new challenges regularlybecause they are confident they can master their environment.5.Potential Negative Consequences. High self-esteem can have some negative consequences particularlybecause individuals with high self-esteem work hard to preserve their high status relative to others, suchas undermining them.A general point about the consequences of self-esteem is that our own reference group has the biggestimpact on self-esteem.II.ENHANCING SELF-ESTEEMFollowing are five approaches to enhancing self-esteem that relate to how self-esteem develops. Each ofthese approaches has a skill component, such as learning to avoid situations that make you feelincompetent.A. Attain Legitimate AccomplishmentsTo repeat, accomplishing worthwhile activities is a major contributor to self-esteem in both children andadults. To be real, self-esteem must be based on something true. Social science research suggests thissequence of events: Person establishes a goal; person pursues the goal; person achieves the goal; persondevelops esteem-like feelings. [Ask class members what life experiences have boosted their self-esteem.]B. Be Aware of Personal StrengthsDeveloping an appreciation of strengths and accomplishments can improve self-esteem. A good startingpoint is for a person to list his or her strengths and accomplishments on a word processing document orpaper. A useful technique is to discuss strengths in a small group, with each member receiving a turn.C. Rebut the Inner CriticRebut the voice inside you that sends negative messages about your capabilities. Rebutting criticalstatements made about you might also be considered another way of appreciating your strengths.D. Practice Self-NurturingTreat 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 welldone.

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