STATE OF MAINE

Chapter 5
Self
Chapter 1 - Table of Contents
Chapter 1 - Table of Contents....................................................................................1
Five Competency Areas.............................................................................................2
Self.........................................................................................................................3
Lean.......................................................................................................................5
Process..................................................................................................................
!ro"p.....................................................................................................................#
Chan$e.................................................................................................................12
S"mmary Scores for C%-P Competencies............................................................1&
The S'ill of Trac'in$(.............................................................................................15
)o* +o yo" +o it,................................................................................................15
Some thin$s to loo' for........................................................................................15
)o* +o yo" "se it,...............................................................................................15
T*o Life an+ Lea+ership -rientations.....................................................................1.
/rivers of the 0eactive Stance................................................................................11
Controllin$............................................................................................................11
Protectin$.............................................................................................................11
Complyin$............................................................................................................11
Self 0eflection Tas'2.............................................................................................11
/evelopment Frame*or' For Practitioners.............................................................1
T*o Stances2 Facilitator vers"s Practitioner........................................................1
3or'sheet2 Three 3ay Facilitation....................................................................1#
Fee+bac' 4o+el......................................................................................................25
Self-Assessment Tools............................................................................................21
The 6ohari 3in+o* 7 8A Graphic Model of Interpersonal Awareness................21
4aslo*9s )ierarchy of :ee+s...............................................................................2&
4yers ;ri$$s Type %n+icators <4;T%=...................................................................21
/-P4 12 Chapter 5 - Self 1 of 3& pa$es
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Development of Continuous Improvement Practitioners --
Five Competency Areas
Factory > Contin"o"s improvement
practitioner +evelopment process
Widget > Contin"o"s %mprovement
Practitioner Certification <Levels 1? 2? 3=
Customer > Any person committin$ to an+
actively participatin$ in C%-P learnin$ an+
practice.
Outcome > %ncrease+ ret"rn on investment to
the ta@payer <o"r investors= an+ $reater val"e
to the c"stomer <en+ "ser=
Self Process Group Change Lean
Self a*areness
%nterpersonal
Self mana$e
Lea+ership
Personal po*er
:e$otiate
Presence
;o"n+aries
0ole
Comm"nication
Conflict
Fee+bac'
Process min+set
Cycles <ABC=
/iscipline+
Systems
All *or'
-"tcomes
Levels
Contractin$
Charterin$
Str"ct"re
/ynamics
Principles
ProCect 4$t.
Sta$es
%ntervenin$
Facilitatin$
;o"n+aries
Contractin$
Charterin$
4eetin$s
Presentations
/esi$n
ProCect 4$t,
Content-Process
Aner$y
0esistance
Loss
Frame*or's
Lea+ership
Theories
Systems
0oles
ProCect 4$t.
;elief *or'
/ynamics
Levels
Dal"e
Dal"e stream
Flo*
P"ll
Perfection
These 5 Lean
concepts in
increasin$ +epth
B brea+th? *ith
the a++ition of
tools to apply the
concepts in a
practical *ay.
Table This table is a list of topic areas - in no partic"lar or+er - that fall in each of the 5 competency
areas. Several topics overlap m"ltiple competency areas.
C"rric"l"m2 Foc"s areas
1
for clinical? mentorin$? self +evelopment for
that month
1! Systematic i+entification an+ elimination of *aste
Pre-*or' for month
0ea+in$ assi$nment
Tools? techniE"es? etc.
Application activity
Clinical > practice s'ills
3or' +evelopment plan
"! 6"st-%n Time
#! Cell"lar an+ Contin"o"s Flo*
$! Lean Tools for Contin"o"s %mprovement
%! 4eas"rin$ E"ality? pro+"ctivity? +elivery? c"stomer service
&! 4eas"rin$ b"siness res"lts2 c"stomer satisfaction an+
profitability
1
Lean content areas a+apte+ from sections of the Lean Certification ;o+y of Fno*le+$e <version 1.5?
-ctober 2555= Society of 4an"fact"rin$ An$ineers.
/-P4 12 Chapter 5 - Self 2 of 3& pa$es
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/-P4 12 Chapter 5 - Self 3 of 3& pa$es
STATE OF MAINE

'rief (escription of )atings
1 > /oes not +o *ell yetG reE"ires +evelopment
2 > )as some 'no*le+$eHs'illG inconsistentG reE"ires +evelopment
3 > Acceptable level *ith s"pervision
& > Acceptable level - 4eets Level 1 stan+ar+
5 > A@cee+s Level 1 stan+ar+ 7 can+i+ate for initiatin$ Level 2 in this area
. > )i$hly s'ille+G one of stren$thsG is able to teach 7
Sho"l+ be completin$ Level 2 an+Hor be$innin$ Level 3 in this area.
The p"rpose of this instr"ment is to provi+e yo" *ith a +evelopment tool to $"i+e
yo"r Co"rney. Io" can thin' of it as a roa+map of the territory. %t is not e@pecte+ that
every C%-Practitioner *ill be a 8.J in all areas? or that this instr"ment covers
everythin$. %t is e@pecte+ that yo" "se this tool to assess *here yo" are? yo"r
stren$ths? an+ yo"r +evelopment nee+s. %t is then e@pecte+ that yo" *ill create a
+evelopment plan for yo"rself? solicit fee+bac' from others? an+ reassess abo"t
every three months.
%nstr"ctions2 Please rate yo"rself on each +imension. 3hen yo" have finishe+ the
entire assessment? $o bac' an+ a++ "p yo"r scores in each section? then transfer
them to the sheet entitle+ 8S"mmary Scores for CompetenciesJ. Kse the res"lts to
create a +evelopmental action plan.
Self
This is what Gestalt Theory says about use of self --
Use of self refers to how one acts upon ones observations, feelins, values, etc!
in order to affect a person or syste"! It involves havin an i"pact, ivin of yourself,
providin a force not presently operatin in the syste", and puttin yourself on the line!
"
J
Self The notion of self as an instr"ment of chan$e can be "n+erstoo+ as an
essential component in the practitionerLs ability to s"ccessf"lly enter into
relationships? navi$ate the 8helpin$J process? an+ fill a *i+e ran$e of roles. An+ at
the en+ of the +ay? 8*e have only o"rselves to "se as instr"ments as *e en$a$e in
lea+in$ others. Therefore? *e nee+ constantly to 'no* o"rselves better.J
#

2
!estalt Theory perspective.
3
;ob Tannenba"m? Ph/? Senior Fac"lty? :TL %nstit"te? 1###.
/-P4 12 Chapter 5 - Self & of 3& pa$es
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Self What the C*-P is e+pected to ,no- and to be able to do
Fno*le+$e 0atin$s 1 " # $ % &
;asic "n+erstan+in$ of the +ynamics of h"man interaction.
Kn+erstan+s emotional intelli$ence B its impact on oneLs
effectiveness.
Fno*s ho* beliefs an+ ass"mptions impact behaviors.
A*are of oneLs o*n personal biases? b"ttons? stren$ths? an+
limitations.
A*are of o*n style an+ impact on others.
Kn+erstan+s the f"ll ran$e of +iversity iss"es present in a $ro"p.
Fno*s the elements of positive comm"nication.
Fno*s the importance of $oo+ bo"n+ary mana$ement.
Fno*s the elements of an effective fee+bac' statement.
Fno*s the ethical $"i+elines for practice as a C%-P.
Kn+erstan+s the ca"ses of conflict an+ vario"s resol"tion metho+s.
A*are of ho* style shifts in vario"s sit"ations.
Fno*s the roles an+ e@pectations of C%-P.
Fno* *hen to as' a E"estion <process= an+ *hen to ans*er a
E"estion <content=.
)o* to *rite a report an+ +oc"ment res"lts.
Able to +o ratin$s 1 " # $ % &
Can +ifferentiate bet*een perceptions <inferences? ass"mptions= an+
facts 7 chec' o"t ass"mptions.
-bserve? trac'? an+ provi+e fee+bac'.
3illin$ness to hol+ self to hi$h stan+ar+s an+ to en$a$e only in
ethical practices.
Ability to say no to *or' *hen yo" an+ the client are not ali$ne+ or
the *or' reE"ires s'ills yo" +o not have.
Ks"ally practices positive comm"nication s'ills.
Kses clear? concise oral an+ *ritten lan$"a$e.
Able to ta'e responsibility for mista'es an+ learn from them.
Able to as' for help.
3or+s? $est"res an+ bo+y lan$"a$e are "s"ally con$r"ent.
Prepare s"ccess stories an+ reports an+ +oc"mentation.
%ncreasin$ a*areness of the impact of myself on $ro"p.
An$a$es in a mentorin$ relationship.
Able to solicit an+ receive fee+bac'.
Able to i+entify an+ p"rs"e personal $ro*th nee+s an+ professional
+evelopment opport"nities.
Ability to e@press o*n tho"$hts an+ feelin$s a"thentically an+
appropriately *ith collea$"es an+ clients.
Able to +istin$"ish bet*een yo"r nee+s an+ the clientLs nee+s.
Able to mana$e bo"n+aries bet*een self an+ the client.
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Self What the C*-P is e+pected to ,no- and to be able to do
Able to effectively ne$otiate *ants an+ +esires *ith peers? clients?
an+ s"pervisors.
4o+els lea+ership behaviors.
%nfl"ences others in the absence of positional po*er.
4ana$es role *hile maintainin$ effective relationships.
As' E"estions effectively.
4o+el "sin$ lean principles in o*n *or'.
Kn+erstan+s an+ mana$es personal 8emotionalJ hoo's.
Able to i+entify personal ass"mptions an+ name them *hen
appropriate.
/ifferentiate bet*een yo"r perceptions an+ yo"r ass"mptions.
Kn+erstan+s the +ifferent facilitative roles an+ is clear an+
appropriate in i+entifyin$ the role bein$ "tiliMe+.
4o+el "se of 8%J lan$"a$e an+ ta'in$ o*nership of opinions? i+eas
an+ s"$$estions.
Able to say *hen +oes not 'no* the ans*er.
Able to lea+- create follo*er-ship in the absence of positional po*er.
Thin' ho* to $et lea+ership s'ills embe++e+ . . . lea+ers in transformational
chan$e create a c"lt"re of empo*erment. Ampo*erment is enhancin$ o"r capacity
to create *hat matters most in o"r lives an+ thro"$h *or'. Ampo*erment is the life
stance of contin"ally foc"sin$ oneLs attention an+ commitment on a +esire+ f"t"re
an+? in the mi+st of the c"rrent sit"ation? ta'in$ action to brin$ that vision into bein$
over time. This ta'es co"ra$e? commitment? an+ persistence.
Lean
Lean C%-PLs m"st possess a soli+ "n+erstan+in$ of the basic principles an+ tools of
Lean an+ an ability to implement in or+er to +rive improvements an+ sho*
meas"rable res"lts. 3e start *ith a +eep "n+erstan+in$ of the core concepts2 val"e?
val"e stream? flo*? p"ll? an+ perfection in tan+em *ith a profo"n+ "n+erstan+in$ of
process min+set. C%-PLs then pro$ress thro"$h the #ouse of $ean, startin$ *ith
val"e stream mappin$ <DS4=.
Lean What the C*-P is e+pected to ,no- and to be able to do
Fno*le+$e 0atin$s 1 " # $ % &
/efinition of Lean an+ <5= principles at the core of Lean philosophy.
Soli+ "n+erstan+in$ of val"e.
Soli+ "n+erstan+in$ of val"e stream.
Soli+ "n+erstan+in$ of flo*.
Soli+ "n+erstan+in$ of p"ll.
/-P4 12 Chapter 5 - Self . of 3& pa$es
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Lean What the C*-P is e+pected to ,no- and to be able to do
Soli+ "n+erstan+in$ of perfection.
)o* to i+entify the 8*i+$etJHpro+"ct pro+"ce+ by a process.
)o* to i+entify the c"stomer an+ the bro'ers an+ fi@ers of a *i+$et.
)o* an+ *hat to meas"re in or+er to +etermine res"lts.
)o* an+ *hat to meas"re in or+er to improve a process.
)o* an+ *hat to meas"re to +emonstrate a ret"rn on investment.
Fno* the stan+ar+s reE"ire+ in mappin$ a val"e stream.
Fno* the *astes an+ ho* to i+entify them.
Fno* the elements of a +ata sheet an+ the calc"lations reE"ire+.
Fno* *hat the 5 3hyLs is an+ ho* to apply it.
Fno* *hat E"estions to as' to +iscover the root ca"se of a problem.
Fno* *hat the 8)o"se of LeanJ is an+ *here to access it.
1= Systematic i+entification an+ elimination of *aste
3aste i+entification an+ elimination < *astes=.
Dal"e Stream 4appin$.
Dal"e analysis.
5S Stan+ar+s an+ /iscipline.
Dis"al 3or'place.
FaiMen ;litM Avents.
4ista'eHerror proofin$.
N"ality at the So"rce H So"rce %nspection.
Contin"o"s %mprovement <FaiMen=.
5-3hyLs Problem Solvin$.
2= 6"st-%n time
Ta't time.
4aterial si$nals <Fanbans=.
P"ll System.
Contin"o"s flo*.
6"st-in-time <6%T=.
N"ic' chan$e-overHset-"p re+"ction.
Total pro+"ctiveHpreventiveHpre+ictive maintenance <TP4=.
Loa+ levelin$.
3= Cell"lar an+ Contin"o"s Flo*
Cell"lar 8man"fact"rin$J.
-ne piece flo*.
Stan+ar+ 3or' <operator instr"ctions? etc.=.
4"lti-process han+lin$.
A"tomation.
Pro+"ction sche+"le.
0o"tin$s.
Flo* analysis charts <spa$hetti +ia$rams? etc.=.
/-P4 12 Chapter 5 - Self 1 of 3& pa$es
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Lean What the C*-P is e+pected to ,no- and to be able to do
&= Lean Tools for Contin"o"s %mprovement
Plan-+o-chec'-act <P/CA= </4A%C=.
0eliability an+ maintainability.
0oot ca"se an+ corrective action.
Flo*chartin$.
Pareto.
Ca"se an+ effect +ia$rams.
Chec' sheets.
)isto$rams.
Scatter an+ concentration +ia$rams.
Control charts <incl"+es SPC=.
Problem-solvin$ storyboar+s.
5= 4eas"rin$ E"ality an+ E"ality improvement
0es"lts.
C"stomer PP4 reCects.
First pass yiel+.
Scrap <internal reCects=.
Process variation.
Cost of E"ality.
.= Cost an+ pro+"ctivity improvement
%nventory t"rns.
0ecor+ acc"racy.
Cycle time? ta't time? an+ thro"$hp"t time.
-perational eE"ipment effectiveness <-AA=.
Labor val"e-a++.
Pro+"ct cost re+"ction.
Chan$eover.
0eso"rce "tiliMation.
Aner$y efficiency.
Performance to loa+ levelin$.
1= /elivery an+ c"stomer service meas"re
Line-items +elivere+ on time to c"stomer reE"irements.
Complete or+er +elivere+ on time to c"stomer reE"irements.
C"stomer lea+ time.
4ista'es in +elivery.
3arranty response? service? etc.
= C"stomer satisfaction
4ar'et share.
0e-or+er rate.
C"stomer s"rvey res"lts.
C"stomer a"+it res"lts.
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Lean What the C*-P is e+pected to ,no- and to be able to do
-ther c"stomer fee+bac'.
Dal"eHimprovement analysis.
C"stomer retention.
C"stomer a*ar+s.
#= Profitability meas"rement
-peratin$ income on 8salesJ an+ assets.
-peratin$ income on space.
Fi@e+ an+ variable costs.
Cash flo*.
Dal"e stream profitability.
Able to +o ratin$s 1 " # $ % &
)elp a client to i+entify the *i+$et? the c"stomer? an+ the o"tcomes.
4eas"re a process an+ effectively comm"nicate the +ata.
Consistently ma'e *or' visible an+ start *ith the +esire+ o"tcomes.
%+entify an activity as val"e vers"s non-val"e a++e+.
Acc"rately complete a +ata sheet an+ comm"nicate meanin$ in plain
lan$"a$e.
Facilitate a team to s"ccessf"lly map a process.
4o+el applyin$ the 5 *hyLs in vario"s sit"ations.
Facilitate an e@periential flo* activity an+ effectively comm"nicate
'ey concepts.
!enerate E"estions that s"pport the client to +iscover an+ learn
abo"t their process.
)elp clientLs i+entify opport"nities for improvement.
Process
Process Averythin$ is a process. )avin$ a process min+set 7 'no*in$ that all *or'
is a process of inp"ts? transformation? an+ o"tp"ts 7 is sometimes referre+ to as
systems thin'in$. /evelopin$ a process min+set is abo"t 8imprintin$J the notion of
8processJ so that it is an a"tomatic filter from *hich one vie*s reality. %t means
seein systems as a collection of processes. This perspective reE"ires an
"n+erstan+in$ of the str"ct"re? f"nctions? an+ +ynamics of or$aniMations an+ the
principles of systems thin'in$. C%-Ps m"st have a *or'in$ 'no*le+$e of the
concepts an+ tools necessary to "n+erstan+ an+ mana$e the critical
interrelationships bet*een the or$aniMation an+ the e@ternal environment? as *ell as
bet*een the +ifferent s"b-systems *ithin the or$aniMation. 3itho"t a process
min+set? the visibility to the *aste an+ the +rive to improve are "s"ally lac'in$ or
absent 7 leavin$ the c"stomer *ith less than satisfyin$ res"lts.
%ro" Ac&er"an' %our (ornerstones of )"erin Mindset! *ae ++,:
/-P4 12 Chapter 5 - Self # of 3& pa$es
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o (onsciousness is causative! Mindset directly i"pact results!
o Abundance! There are "ore than enouh resources and solutions to achieve
desired results!
o -elationship and .holeness! *arts are interconnected and for" interated
wholes that are "ore than the su" of their parts
o (ontinuous process! )verythin is in constant "otion and specific process
dyna"ics influence how results are produced over ti"e!
/-P4 12 Chapter 5 - Self 15 of 3& pa$es
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Process What the C*-P is e+pected to ,no- and to be able to do
Fno*le+$e ratin$s 1 " # $ % &
Fno* *hat process an+ process min+set are? *ith e@amples of them
operatin$ at +ifferent levels an+ in +ifferent conte@ts.
Fno* E"estions to as' *hich *ill help ill"minate the process
connectin$ apparently fra$mente+ activities.
Fno* metho+s of ma'in$ a process visible.
Fno* the phases of the intervention cycle startin$ *ith entry an+
contractin$.
Kn+erstan+ the process of contractin$.
Kn+erstan+ the process of charterin$ as a s"b-set of contractin$.
;e a*are of o*n process.
Fno* the +ifference bet*een process an+ content an+ *hy itLs
important to ma'e it visible.
(OC*P 1 abo.e
Kn+erstan+ the 'ey principles of system thin'in$.
Fno* the +ynamics of open systems an+ close+ systems.
Kn+erstan+ the po*er +ynamics in all hierarchies.
Fno* ho* to +esi$n interventions appropriate to the system iss"e.
Able to +o ratin$s 1 " # $ % &
Consistently probe for o"tcomes before startin$ an activity
/ifferentiate bet*een activities an+ o"tcomes
;e able to help a client i+entify the *i+$et? the process? the c"stomer
an+ the o"tcomes
Able to help teams or $ro"ps "n+erstan+ that their *or' is a process
Kse stan+ar+s as o"tline+ in the materials
Consistently ma'e the process e@plicit in or+er to mana$e an+
improve it more effectively
0o"tinely practice process min+set in +aily *or' Obehaviors,P
/ifferentiate bet*een process an+ content
Appropriately apply tools an+ techniE"es to ma'e process visible
Group
Group Facilitatin$ $ro"p process is a reasone+ an+ intentione+ intervention? on the
part of the C%-Practitioner <facilitator= into the on$oin$ events an+ +ynamics of a
$ro"p *ith the p"rpose of helpin$ that $ro"p attain its state+ en+ more effectively.
&
To +o this *ell? it is necessary to 'no* eno"$h theory? to "n+erstan+ certain concepts
s"ch as sta$es of $ro"p an+ in+ivi+"al +evelopment. Also? it is necessary to be
s'ille+ eno"$h to as' the ri$ht E"estions? present the ri$ht mo+el? stop or enco"ra$e
&
0e++y-Phillips? Cons"ltants to -r$aniMations? 1#.
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the activity? etc. An+? it is critical that facilitators be able to "n+erstan+ an+ be in
control of their o*n beliefs? val"es? an+ nee+s s"fficiently to act <or not act= in *ays
that are appropriate an+ relevant to the $ro"p bein$ facilitate+.
Group What the C*-P is e+pected to ,no- and to be able to do
Fno*le+$e ratin$s 1 " # $ % &
Kn+erstan+s the impact of self on the $ro"p.
Sta$es of $ro"p +evelopment an+ pre+ictable +ynamics.
Fno*s *hat effective an+ ineffective $ro"p behaviors are.
Fno*s the roles reE"ire+ for effective $ro"p f"nctionin$.
Kn+erstan+ the $ro"pLs fears an+ perceive+ ris's.
Fno*s sta$es of $ro"p +evelopment an+ is able to apply.
Fno*s the impact of in+ivi+"al roles on a $ro"p.
Kn+erstan+s the Principles of A+"lt Learnin$ Theory.
Fno*s an+ applies Sch*arMLs /ia$nosis-%ntervention Cycle.
Kn+erstan+s an+ "ses the La++er of %nference 4o+el.
A*are of the intervention options available.
Kn+erstan+s the concept of parallel process an+ ho* to "se it to
+ia$nose $ro"p +ynamics.
Fno*s a variety of approaches to effectively +eal *ith +iffic"lt
behaviors.
Fno*s the elements an+ format of an effective presentation.
Fno*s vario"s tools an+ techniE"es to mana$e an+ s"pport the tas'
an+ process of the $ro"p.
Able to +o ratin$s 1 " # $ % &
Able to role mo+el val"es an+ s'ills of effective $ro"p behaviors.
Able to mana$e o*n personal emotions that are evo'e+ in the $ro"p.
Learn an+ a+apt to an+ appropriately "se the lan$"a$e of the $ro"p.
Able to s"pport an+ enco"ra$e active participation in the $ro"p
process.
4o+els open comm"nication in a *ay that is s"pportive an+ non-
threatenin$.
Able to actively listen B s"mmariMe participant comments an+
concerns.
Atten+ to *hat is not bein$ sai+.
Accept all points of vie* *itho"t C"+$ment.
:ames an+ chec's o"t ass"mptions 7 self an+ others
Able to e@plore $ro"p membersL i+eas an+ opinions from a ne"tral
stance.
Able to as' E"estions that move the $ro"p to a +eeper
"n+erstan+in$.
Ability to reframe comments to acc"rately represent *hat is bein$
sai+.
4onitor *hat is bein$ sai+ an+ ho* information is share+? atten+in$
to both content an+ process.
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Group What the C*-P is e+pected to ,no- and to be able to do
Able to co-facilitate 7 contractin$ "pfront? re$"lar chec'-ins an+
honest comm"nication.
Able to trac' comm"nicationHbehavioral patterns an+ their impact on
the $ro"p.
Able to effectively $ive fee+bac' to $ro"p members.
Able to 'eep the $ro"p foc"se+ on their +esire+ o"tcome.
Able to $enerate $ro"p +isc"ssion.
4ana$e the pace of the meetin$ an+ maintain the foc"s of the
conversation.
)ol+s the $ro"p members to their $ro"n+ r"les.
Able to create a safe environment *here all vie*s are val"e+ an+
honore+.
Able to i+entify an+ name themes emer$in$ in $ro"p +isc"ssion.
Able to shift $ears if +esi$nate+ process is not *or'in$ for the $ro"p.
Able to effectively intervene in the $ro"pLs process s"ch as their
+ecision-ma'in$ an+ problem solvin$.
-ffers toolsHtechniE"es for problem solvin$ an+ +ecision ma'in$
*hen appropriate.
Kses the $ro"p for s"$$estions to s"pport the $ro"p movin$ for*ar+.
Kses a concept"al frame*or' to $"i+e an+ inform $ro"p
interventions.
/emonstrates an "n+erstan+in$ of effective an+ ineffective $ro"p
f"nctionin$.
Kses clear? crisp? concise lan$"a$e *hen intervenin$ in the $ro"p.
Able to +escribe observations *itho"t ma'in$ inferences or a++in$
meanin$.
Conscio"sly selects intervention option base+ on $ro"pLs p"rpose?
+evelopmental sta$e? member s'ills? facilitator contract.
Able to help people e@press their emotions in *ay that enhances
$ro"p effectiveness.
Able to name the conflict in the $ro"p an+ s"pport them to have an
open honest +isc"ssion.
%+entifies areas of a$reement an+ +isa$reement in the $ro"p to help
the $ro"p move for*ar+ an+ to reach a$reement if possible.
Kses the $ro"p $ro"n+ r"les to inform type of intervention an+ timin$
of intervention.
4o+els ma'in$ tho"$ht processes? ass"mptions p"blic.
Affectively "ses the s'ills of a+vocacy inE"iry in the facilitation
process.
Able to present information in clear an+ easy to follo* manner.
Kses appropriate presentation me+i"ms s"ch as han+o"ts?
Po*erPoint? flipchart.
%+entifies p"rpose an+ inten+e+ o"tcomes <meetin$? presentation?
*or'shop? staffin$? etc.=.
/emonstrates confi+ence in the s"bCect matter.
/-P4 12 Chapter 5 - Self 13 of 3& pa$es
STATE OF MAINE

Group What the C*-P is e+pected to ,no- and to be able to do
Able to $ive clear instr"ctions.
Able to pace the presentationH*or'shop appropriately.
Affectively mana$es time bo"n+aries.
An$a$es $ro"p "sin$ learnin$ activities an+ +isc"ssion.
Able to assess appropriate ven"e 7 meetin$? phone conference.
Able to +esi$n a$en+a to meet the $oals an+ +esire+ o"tcomes.
0evie* or +evelops $ro"n+ r"les *ith the $ro"p an+ hol+s members
acco"ntable to their $ro"n+ r"les.
Kses meetin$ tools s"ch as par'in$ lot an+ action items.
S"pports the $ro"ps ability to solve problems an+ ma'e +ecisions.
0evie*s the +ecisions an+ action plans at the en+ of the meetin$.
Ans"res participants clear abo"t ne@t steps.
Con+"cts an eval"ation at the en+ of the meetin$? presentation? etc.
Change
Change As a chan$e a$ent? the C%-P m"st have 'no*le+$e of the chan$e process?
'in+s of chan$e an+ associate+ +ynamics. %n tan+em? the chan$e a$ent m"st have
a frame*or' of "n+erstan+in$ an+ *or'in$ *ith resistance. There are a *i+e variety
of normal? le$itimate bases of E"estionin$? 8resistin$J the p"shes to*ar+ chan$e.
Affective facilitators of chan$e 7 lea+ers? mana$ers? chan$e a$ents? practitioners 7
can "tiliMe a variety of techniE"es of invitin$ s"pport an+ collaboration in chan$e
efforts 7 if they can erase the ne$ative meanin$s of 8resistance.J -ne meas"re of
the importance of a chan$e effort is the +e$ree of resistance that it $enerates.
If you really want to understand a syste", try and chane it! F"rt Le*in
Change What the C*-P is e+pected to ,no- and to be able to do
Fno*le+$e ratin$s 1 " # $ % &
Fno* the characteristics an+ elements of a chan$e process.
Kn+erstan+ the levels of chan$e an+ the +ifferent reE"irements at
each level.
Kn+erstan+ the role an+ impact of min+set in the chan$e process.
;e familiar *ith several frame*or's of "n+erstan+in$ an+ or$aniMin$
a chan$e process.
Kn+erstan+ the role of lea+ership an+ the shiftin$ reE"irements at
vario"s sta$es of the chan$e.
Kn+erstan+ the role of ener$y <resistance= as a companion to all
chan$e initiatives 7 learn to love itQ
/-P4 12 Chapter 5 - Self 1& of 3& pa$es
STATE OF MAINE

Change What the C*-P is e+pected to ,no- and to be able to do
Kn+erstan+ the comm"nication an+ information patterns an+
reE"irements +"rin$ a chan$e.
Fno* the principles of systems chan$e an+ ho* to "se them to
+esi$n a chan$e process.
Fno* tools an+ techniE"es to help a client assess the c"rrent
sit"ation.
Fno* tools an+ techniE"es to help a client create a compellin$ vision
an+ f"t"re state.
Fno* ho* to create temporary str"ct"res.
Kn+erstan+ the phases of $rief an+ 'no* ho* to s"pport others
*hile at vario"s sta$es.
Fno* the elements of $oo+ proCect mana$ement.
Fno* tools an+ techniE"es to s"pport self an+ others to shift limitin$
beliefs.
Kn+erstan+ c"lt"re an+ mechanisms to shift it.
Kn+erstan+ the effects of chan$e on people.
Able to +o ratin$s 1 " # $ % &
Able to lea+ an+ coach others thro"$h a basic chan$e process2 e.$.
chan$in$ a lay-o"t of an office? or chan$e paper flo*.
Able to +eploy lean principles? concepts an+ metho+s locally *ithin a
*or' cell? *or' $ro"p? or val"e stream.
Artic"late an+ name resistance in the client an+ in yo"rself.
Paint an acc"rate pict"re of the possibilities an+ +ilemmas
embe++e+ in the chan$e process.
3or' effectively *ith ambi$"ity? conf"sion? an+ chaos an+ mana$e
associate+ an@iety.
Practice an+ mo+el effective proCect mana$ement.
Assist *ith the plannin$ an+ +esi$n of a chan$e initiative an+ s"pport
line mana$ers *ith helpf"l tools an+ techniE"es.
Provi+e s"pport *ith implementation? eval"ation? an+ s"stainability.
Able to analyMe a sit"ation as an event? pattern? or str"ct"re.
Able to transform the resistance to f"el the chan$e initiative an+
improve the chan$e process an+ str"ct"re.
/-P4 12 Chapter 5 - Self 15 of 3& pa$es
STATE OF MAINE


Summary Scores for CI-P Competencies
/ame RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
Io" can transcribe yo"r ra* scores from the assessment in the col"mns provi+e+ as
a reference point.
0 (imension (ate Score (ate Score
*1 S2LF
Fno*le+$e
/oin$
**1 Lean
Fno*le+$e
/oin$
***1 Process
Fno*le+$e
/oin$
*31 Group
Fno*le+$e
/oin$
31 Change
Fno*le+$e
/oin$
/-P4 12 Chapter 5 - Self 1. of 3& pa$es
STATE OF MAINE

/-P4 12 Chapter 5 - Self 11 of 3& pa$es
STATE OF MAINE

The S,ill of Trac,ing4
%
WHAT IS IT? 8Trac'in$J is the s'ill of noticin$G of observin$ *hat yo" see an+ hear?
an+ then loo'in$ for patterns. Learnin$ the s'ill of trac'in$ helps "s +ifferentiate
bet*een vario"s comm"nication patterns? an+ foc"s on specific patterns that may
occ"r in certain sit"ations. 3e learn to *atch for patterns of behavior? events? or
o"tcomes that occ"r at the $ro"p level an+ that are +ifferent for +ifferent $ro"ps by
vario"s $ro"p memberships or other +istinctions.
Trac'in$ reE"ires that *e s"spen+ C"+$ment? an+ limit o"rselves to simply observin$
- caref"lly an+ acc"rately - *hat is happenin$.
5o- do you do it6
1. ;e specific abo"t the behavior yo" see. !ather the facts.
2. /on9t interpret? C"+$e? or ass"me intention. 6"st +escribe.
3. :otice the impact of the behavior on other people <or on the topic? on the
$ro"p? on the +ecision? etc.=
Some things to loo, for
1. 3hat +ifferences are present in the $ro"p, <Fin+s an+ n"mbers=
2. 3ho is tal'in$, 3ho is silent,
3. 3ho has eye contact *ith *hom,
&. 3ho initiates,
5. 3ho is So"tsi+eS the $ro"p . . . i$nore+? +isco"nte+,
.. 3ho is sh"ttin$ +o*n? or movin$ o"t,
1. 3ho is interr"ptin$ *hom,
. 3ho is silent an+ fille+ *ith feelin$s,
#. 3hat9s bein$ tal'e+ abo"t common themes? topics by +ifference,
15. 3hat $ro"p patterns +o yo" see,
5o- do you use it6
1. -pen a +ialo$"e. :ame *hat yo" trac'. 8)ereLs *hat %Lm noticin$ ....J
2. Create opport"nities for ne* behaviors.
5
Alsie I. Cross Associates? %nc.

/-P4 12 Chapter 5 - Self 1 of 3& pa$es
STATE OF MAINE

T-o Life and Leadership Orientations
&
-- Getting clear about ho- to mo.e for-ard
There are t*o *ays *e sho* "p in o"r lives? in o"r lea+ership? an+ therefore as
facilitators. 3e each have e@perience *ith both an+ both have appropriate
e@pressions. The first is b"ilt aro"n+ the nee+ to react to +iscomfort an+ to thin$s *e
+eem threatenin$ to "s. %ts p"rpose is to ret"rn "s to safety an+ comfort as E"ic'ly
as possible. Altho"$h it feels safer to employ? it may not be.
The secon+ orientation is b"ilt aro"n+ the nee+ to create somethin$ *e *ant? to
move to*ar+? not a*ay from? somethin$ that matters to "s. %ts p"rpose is to compel
"s for*ar+. %t may feel ris'y to employ an+ sometimes isQ 3hat +rives "s in this
stance is a compellin$ nee+ to be an+Hor thrive.
Levers for Change: 3e often +o o"r best *or' from the Creative <conscio"s=
-rientation. The challen$e is that to p"rs"e *hat *e 'no* *e 8m"stJ often p"rs"e
*hat evo'es o"r +eepest fears an+ concerns. 3ill % fail, 3ill % lose othersL respect,
3hat if % C"st +onLt 'no* *hat to +o, T*o thin$s nee+ to happen
1= 3e nee+ to familiariMe o"rselves *ith o"r fearG *hat tri$$ers it? an+ ho* to *or'
*ith it.
2= 3e nee+ to $et clear abo"t *hatLs *orth ris'in$ for? *hat matters to "s eno"$h to
be *illin$ to challen$e o"rselves an+ others.
.
255& A+apte+ by /an )ol+en from ;ob An+erson? So"l 3or's
/-P4 12 Chapter 5 - Self 1# of 3& pa$es
)eacti.e Orientation
ProblemHThreat
An@iety 0eaction
Creati.e Orientation
0es"ltHDision
LoveHCommitment Action
STATE OF MAINE

(ri.ers of the )eacti.e Stance
%n the reactive stance *e are reactin$ to some an@iety that has been tri$$ere+
*ithin "s. -"r responses are so habit"al that *e typically are "na*are of o"r o*n
feelin$s of an@iety. %n this stance *e react "sin$ controllin$? protectin$? an+Hor
complyin$ behaviors to mana$e o"r an@iety. These behaviors are +riven by o"r
nat"ral instinct to feel safe? to feel *orthy? an+ to feel love+.
Controlling
'eha.ior (ri.er
Perfect % nee+ to be ri$htG fla*less in or+er to be accepte+ an+ love+.
/riven % am *hat % achieve. % am o'ay if % am b"sy an+ $et many tas's
accomplishe+.
Ambition % am *hat % achieve. % m"st be s"ccessf"l. % am o'ay if % *in.
A"tocratic % am safe *hen % am in controlG +ominant an+ in char$e.
Protecting
'eha.ior (ri.er
Arro$ance % am o'ay beca"se % am smarter an+ 'no* more than others.
Critical % am o'ay by fin+in$ mista'es an+ errors in others.
/istant % feel safe by maintainin$ +istance. % am o'ay if % am aloof.
Complying
'eha.ior (ri.er
Conservative % am o'ay *hen % $o alon$ *ith the $ro"p.
Pleasin$ % am *hat others thin' of me. %f others approve of me? % am o'ay.
;elon$in$ % am o'ay if % am accepte+ by the $ro"p an+ fit in.
Passive % am safe if % +o not roc' the boatG if % p"t yo"r nee+s before mine an+
+o not e@press my passion.
Self )eflection Tas,
1. 0evie* the above tables of behaviors an+ li'ely +rivers.
2. 0eflect on ho* these may apply to yo".
a. 3hich of these are familiar to yo",
b. Are habit"al responses in certain sit"ations,
c. %s there one $ro"p that yo" *o"l+ +escribe as a +ominant pattern for
yo",
3. Select one or t*o an+ Co"rnal abo"t the li'ely impact of that stance in yo"r role
as a practitioner an+ chan$e a$ent.
&. %s there a ne* story that yo" nee+ to be creatin$ for yo"rself that *o"l+
improve yo"r effectiveness an+ ability to thrive, %f so? *hat is it,
/-P4 12 Chapter 5 - Self 25 of 3& pa$es
STATE OF MAINE

Development Framewor For Practitioners
T-o Stances Facilitator .ersus Practitioner
Stance of Lean Facilitator Stance of C*- Practitioner
Facilitate the $ro"p to the inten+e+
o"tcomes set by the client.
%nfl"ence an+ challen$e the clientLs
inten+e+ o"tcomes if not in ali$nment
*ith overall ;TC $oals.
S"pport the c"rrent or$aniMational
c"lt"re to achieve $oals an+
o"tcomes.
Challen$e the *ay people thin' abo"t
their systems an+ process <c"lt"re
chan$e=.
Anco"ra$e creative thin'in$. Provi+e a ne* lens of vie*in$ ho*
*or' $ets +one 7 a process min+set.
Promote incremental chan$e events 7
in certain places? for certain activities.
Foc"s on creatin$ transformational
chan$e.
Foc"s on parts of the systems <*or'
"nits? +ivision? b"rea"=.
Foc"s on the *hole system
</epartmentsH State !overnmentH
State of 4aine=.
;e professional.
;e a role-mo+el.
/-P4 12 Chapter 5 - Self 21 of 3& pa$es
Development
Framewor For
Practitioners
Theories
3hy +o % +o
*hat % +o,
3alues7 ethics
4y fo"n+ation
8se of Self
Self-a*areness
S,ills
3hat % am able
to +o.
9no-ledge
3hat +o % 'no*,
STATE OF MAINE

Wor,sheet Three Way Facilitation
O.er.ie-
%n each ro"n+ of a three-*ay facilitation? there *ill be a facilitator? an observer an+
$ro"p members. -ver the co"rse of the *ee'? each person *ill have the opport"nity
to be in each of these roles. This enables yo" three +ifferent learnin$ perspectives?
as *ell as +evelopmental s'ill b"il+in$.
;e$in by +eci+in$ *ho *ill be the facilitator an+ *ho *ill observe that person.
The remainin$ people *ill be the $ro"p members. %n each practice session rotate
thro"$h the roles of facilitator an+ observer? to ens"re that everyone has an
opport"nity to be in each of these roles. Fac"lty *ill let yo" 'no* ho* m"ch time is
allotte+ for each ro"n+.
Group :ember
As a $ro"p member? yo"r Cob is to en$a$e in the $ro"pLs tas'. The tas' is a real
tas' so be yo"rself an+ f"lly en$a$e in the *or' of the $ro"p as yo" normally
*o"l+. ?;e a*are of yo"rself in the $ro"p? noticin$ ho* yo" contrib"te? *hat tho"$hts
yo" are havin$? ho* yo" are feelin$? *hat yo" are sensin$? an+ *hat yo" *ant or
nee+ from the $ro"p.
Facilitator
As the facilitator? yo"r Cob is to facilitate the $ro"p aro"n+ the assi$ne+ tas'.
Aach practice session *ill be foc"sin$ on a partic"lar content area an+ process s'ill
set. ;efore be$innin$ yo"r practice? be s"re yo" are clear abo"t the p"rpose?
+esire+ o"tcomes? an+ process foc"s of yo"r ro"n+ of facilitation. Kse yo"r s'ills to
$"i+e the $ro"p thro"$h their tas'. A@periment *ith ne* s'ills or techniE"es that yo"
normally +o not "se. This is a learnin$ opport"nity for yo"? challen$e yo"rself to
$ro* an+ +evelop.
Obser.er
As the observer? yo"r Cob is to observe the facilitator *or'in$ *ith the $ro"p an+
to provi+e feedbac, to the facilitator abo"t the facilitation. Pay attention to ho* the
facilitator en$a$es the $ro"pG emer$in$ themes in the $ro"pLs +isc"ssionG the impact
of the facilitatorLs interventions on the $ro"p an+ in+ivi+"alsG an+ misse+
opport"nities. Aach practice session *ill have a partic"lar process foc"s so it *ill be
important to observe the facilitatorLs practice in those i+entifie+ areas as *ell. %t *ill
be helpf"l to ta'e notes on *hat yo" observe? so yo" can $ive that person specific
e@amples. 0emember? the intention of yo"r fee+bac' is to assist the facilitator in
their professional +evelopment. Provi+in$ fee+bac' is an important practitioner s'ill.
/-P4 12 Chapter 5 - Self 22 of 3& pa$es
STATE OF MAINE

Conclusion
At the en+ of each ro"n+? the facilitator ma'es a statement abo"t hisHher
e@perience an+ feelin$s abo"t the facilitation. The observer then shares hisHher
observations *ith the facilitator "sin$ the <&= step process belo*. /o not replay the
facilitation. ;e selective an+ offer some relevant points.
1= /escribe *hat yo" observe+ the facilitator +o <or not +o=
2= /escribe the impact on the $ro"p? the tas'? person? yo"? etc.
3= Share ass"mptions? or interpretations <o*n them as yo"r o*n? "se 8%J=
&= -ffer 1 or 2 possible alternative interventions for the facilitator to consi+er
Feedbac, :odel
Effective Feedback
Fee+bac' is perception. :ot fact.
Fee+bac' is specific an+ observable.
Fee+bac' is timely.
Fee+bac' is both positive an+ +evelopmental.
Fee+bac' is non-C"+$mental.
Fee+bac' is "sef"l in $ro"p settin$s.
Feedback Model
/escribe the behavior2 Specific an+ concrete. 3hat % sa* yo" +o or hear+
yo" say.
%mpact2 -n the $ro"p? some members? or one member. Specific an+
concrete.
%nference2 The meanin$ % ma+e.
0ecommen+ations2 S"$$estions for the Practitioner to consi+er
Feedbac, Trac,ing 7 Al*ays be very specific
3hen yo" sai+ H +i+ the behavior
% sa* H hear+ i"pact on the participant and/or roup
The inference % ma+e *as assu"ption, "eanin "ade
Another possible intervention mi$ht be to
say H +o H not say H not +o
alternative interventions
/-P4 12 Chapter 5 - Self 23 of 3& pa$es
STATE OF MAINE

Self-Assessment !ools
The ;ohari Windo- 7 8A Graphic Model of Interpersonal Awareness
6oe L"ft B )arry %nham? American psycholo$ists? +evelope+ the 6ohari 3in+o* in
1#55 for loo'in$ at interpersonal a*areness? comm"nication? an+ relationships. The
6ohari 3in+o* can help in+ivi+"als "n+erstan+ the val"e of self-+isclos"re of traits?
feelin$s? an+ behaviors an+ enco"ra$e in+ivi+"als to $ive an+ accept fee+bac' in
or+er to increase self-a*areness. %t can help? if +one *ell? in+ivi+"als an+ $ro"ps
b"il+ more-tr"stin$ relationships *ith one another? a++ress iss"es? an+ *or' more
effectively as a team.
As a tool? it can be helpf"l in increasin$ o"r open or 8p"blicJ aspect <T1= an+
+ecreasin$ the other three areas. ;y bein$ honest an+ open *ith o"r feelin$s an+
fee+bac'? others *ill 'no* *ho *e are? o"r stren$ths B nee+s? an+ *ill 'no* *hat
s"pport to provi+e. An+ conversely? *e? if they +o li'e*ise? *ill 'no* ho* to s"pport
them.
%n the e@ercise? the s"bCect 0can be either an individual or a roup/tea"1 is $iven
a list of 55 a+Cectives an+ pic's five or si@ that the s"bCect feels +escribes hisHher o*n
personality. PeersHcollea$"es of that in+ivi+"al are $iven the same list? an+ each
pic's five or si@ a+Cectives that +escribe the s"bCect. These a+Cectives are then
mappe+ into the fo"r 6ohari E"a+rants in or+er to complete the *in+o*. The
a+Cective not selecte+ by anyone are place+ in the Kn'no*n E"a+rant.
/-P4 12 Chapter 5 - Self 2& of 3& pa$es
STATE OF MAINE

/-P4 12 Chapter 5 - Self 25 of 3& pa$es
STATE OF MAINE

The four <uadrants are
11 The public area =Open - >rena!? *hich contains traits that are openly 'no*n an+
may be tal'e+ abo"t - an+ *hich may be seen as stren$ths or *ea'nesses. This is
the self that *e choose to share *ith others an+ that others also see. #ow "uch
insiht I have!
%ncreasin$ the siMe of this E"a+rant relative to the
others is important to the effective f"nctionin$ an+
pro+"ctivity of a team 7 its ability to comm"nicate openly
an+ +evelop relationships base+ on tr"st an+ +ecrease
miscomm"nication an+ mis"n+erstan+in$. %f the
in+ivi+"al is ne* to a team? the -pen area is li'ely to be
small. As the in+ivi+"al becomes more establishe+?
heHshe mi$ht feel more comfortable see'in$ fee+bac' from the others? so that the
lar$er ;lin+ area *ill +ecrease an+ the -pen area increase. Similarly? the person
may also feel more comfortable an+ safe in sharin$ information not alrea+y 'no*n to
the others 7 so +ecreasin$ the )i++en area an+? a$ain? increasin$ the -pen.
Lea+ers an+ 4ana$ers play an important role an+ m"st ta'e responsibility in
promotin$ a c"lt"re of open? pro+"ctive? an+ s"pportive comm"nication an+ creatin$
an environment of tr"st an+ sharin$.
A@amples2 Io"r name? yo"r position? yo"r eye color? yo"r vision for yo"r *or'? yo"r
val"es? love +eer-h"ntin$? etc.
"1 The una-are area ='lind!? *hich contains thin$s that others observe that the
person +oesn9t 'no* abo"t. They co"l+ be positive <the 2ohari ad3ectives are
essentially positives= or ne$ative <4ohari= traitsHbehaviors an+ *ill affect the *ay that
others act to*ar+s "s. .hat we are prepared to learn fro" others or to e5perience!
%t is "p to the in+ivi+"al *hether or not to see' fee+bac' from others 7 yet
+ecreasin$ this area is an important part of self-+evelopment an+ $ro*th? of
increasin$ self-a*areness an+ self-act"aliMation? an+ improvin$ the "se of self.
)o*ever? it is also "p to the others to +eci+e *hether an+ ho* to $ive fee+bac' to
the person 7 +eci+in$ this can often be a comple@ an+ +iffic"lt matter. )o*ever?
others sho"l+ not +eliberately *ithhol+ information necessary to the effective
pro+"ctivity an+ *ell-bein$ of the personHteam. %n any event? fee+bac' sho"l+
al*ays be sensitive? constr"ctive? an+ s"pportive.
Lea+ers an+ 4ana$ers sho"l+ ass"re that the environment is a safe an+ learnin$
one? in *hich the in+ivi+"al can ta'e ris's an+ ma'e chan$es.
/-P4 12 Chapter 5 - Self 2. of 3& pa$es
STATE OF MAINE

A@amples2 8Io" *ere very mo+est abo"t the s"ccess of yo"r proCect.J 83hen yo"
m"lti-tas' in meetin$s? % $et the impression yo" +o not val"e this team or its *or'.J
#1 The pri.ate area =5idden - Facade!? *hich contains aspects of o"r self that *e
'no* abo"t an+ 'eep hi++en from others. %t is important to "n+erstan+ that it is "p to
the in+ivi+"al *hether or not to self-+isclose this information. #ow "uch self-
disclosure we are prepared to ive with others!
%t is also important to +ifferentiate bet*een those feelin$s? information? an+
e@periences that are really personal an+ those that relate to the $ro"pHteam an+ its
an+ yo"r performanceHp"rposeH*or'. Aven *or'-relate+ hi++en aspects can incl"+e
opinions? hi++en a$en+as? motivations? attit"+esHbiases? preC"+ices? etc. As
appropriate? effort sho"l+ be ma+e to self-+isclose those pertinent to the pro+"ctivity
an+ effectiveness of the team into the -pen area. This? too? increases the tr"st?
cooperation? an+ effectiveness *ithin the $ro"pHteam.
6"st as in the ;lin+ area? this +isclos"re reE"ires an open? safe <non-C"+$mental=?
an+ s"pportive *or' environment an+ lea+ersHmana$ers *ho *ill promote an+ mo+el
this.
A@amples2 Plannin$ to apply for a position that another team member is intereste+
in. The private life of a relative *ho also *or's for the same or$aniMation. /isli'in$
b"t still bein$ nice to another team member.
$1 The un,no-n area =8n,no-n!? *hich contains thin$s that nobo+y 'no*s abo"t
"s - incl"+in$ o"rselves. This may be beca"se *e9ve never e@pose+ those areas of
o"rselves? or beca"se they9re b"rie+ +eep in o"r s"bconscio"s. <-r? of co"rse?
beca"se the a+Cective +oes not apply Q= 6ont &now what dont &now!
This E"a+rant presents an opport"nity? challen$e? an+ potential +an$er. These
traits? feelin$s? an+ e@periences may be E"ite close to the s"rface or b"rie+ +eeper?
even in the personLs s"bconscio"s.
For e@ample? thro"$h self-+iscovery? othersL observations? an+ m"t"al enli$htenment?
it may represent an opportunity to brin$ o"t? +iscover nat"ral talents that are
"n'no*n or abilities that have been "n+er-estimate+ or "n+er-+evelope+. A
challene for behaviors base+ on e@periences one +i+ not realiMe. ;iases that one
*as not a*are of b"t that infl"ence+ behaviors. A daner in that represse+?
s"bconscio"s? tra"matic feelin$s an+ e@periences are not appropriate for the 6ohari
3in+o* an+ sho"l+ be a++resse+ in a clinical mo+ality.
/-P4 12 Chapter 5 - Self 21 of 3& pa$es
STATE OF MAINE

The %% ad?ecti.es "se+ in 6ohari
able
acceptin$
a+aptable
bol+
brave
calm
carin$
cheerf"l
clever
comple@
confi+ent
+epen+able
+i$nifie+
ener$etic
e@troverte+
frien+ly
$ivin$
happy
helpf"l
i+ealistic
in+epen+ent
in$enio"s
intelli$ent
introverte+
'in+
'no*le+$eable
lo$ical
lovin$
mat"re
mo+est
nervo"s
observant
or$aniMe+
patient
po*erf"l
pro"+
E"iet
reflective
rela@e+
reli$io"s
responsive
searchin$
self-assertive
self-
conscio"s
sensible
sentimental
shy
silly
spontaneo"s
sympathetic
tense
tr"st*orthy
*arm
*ise
*itty

/-P4 12 Chapter 5 - Self 2 of 3& pa$es
STATE OF MAINE

:aslo-@s 5ierarchy of /eeds
Abraham 4aslo*? American behavioral
<h"manist= psycholo$ist? first p"blishe+ his
hierarchy of h"man nee+s in 1#&3 in his first
boo'? 4otivation an+ Personality.
)e +efine+ classes of h"man nee+s an+
propose+ that there is an or+er of importance
to these nee+s that +rives an+ motivates "s
all. )e conten+e+ that as lo*er or+er nee+s
are met? the in+ivi+"al *ill not stay there b"t
*ill move on to meet hisHher hi$her or+er
nee+s -- an+ that the hi$her-or+er nee+ *ill not be a motivator "ntil the lo*er level
nee+ has been met. 4aslo* +efine+ five or+ers of nee+s? +isc"sse+ belo*? in
ascen+in$ importance.
The Self-Act"aliMation level +iffers from the other fo"r. 4aslo* has +efine+ this
as a rowth level vers"s a deficit level 7 the nat"re of the other fo"r. This means that
in this last level yo"r nee+s can never really be 8metJ as they mi$ht be in the other
fo"r? that there really is no homeostasis -- that the more yo" $ro*? the more yo"
strive for becomin$ more of *hat yo" co"l+ be. That is? the *orl+ 'eeps
e@pan+in$U.
'
2
*
/
G
/
2
2
(
S
31
Self-
>ctualiAation
Sense of achievin$ oneLs f"ll potential? to be the best one can be.
To learn? e@plore? +iscover? an+ createG to appreciate bea"tyG to
strive for personal $ro*th? inte$ration? an+ f"lfillmentG to meet
spirit"al nee+s.
To be able to be really self-actuali7in, you will have to have at
least substantially "et your lower order needs! .hen lower order
needs have not been "et 0no/poor food, no shelter/war"th, low
self-estee", in the "iddle of social/ political unrest, no
fa"ily/relationships1, al"ost all people will find it challenin if not
i"possible to focus on personal self-actuali7ation! 8ery few people
-- Maslows esti"ated only about 9: -- are able to focus on self-
actuali7ation: principally, he said, because of societal hindrances!
(
2
F
*31
2steem B Self-
)espect
Sense of personal *orth? respect? an+ a"tonomy.
Lo*er or+er respect of others? stat"s? fame $lory? reco$nition?
attention? rep"tation? +i$nity? +ominance <Some have also a++e+ a
+istinct si@th class of nee+2 Po*er - the need for influence over the
actions of others, either individually or in roups!1
)i$her or+er stable hi$h level of self-respectHself-esteem? self-
confi+ence? competence? achievement? mastery? in+epen+ence?
free+om? val"e as a person in the *orl+.
/-P4 12 Chapter 5 - Self 2# of 3& pa$es
STATE OF MAINE

*
C
*
T
/
2
2
(
S
;ou are findin yourself concerned with self-actuali7ation but all of
your invest"ents < retire"ent were in )nron = you will probably
focus aain on >afety/>ecurity 4eeds until those are larely "et!
;ou "ay also find your self-estee" and achieve"ent eroded and
feel helpless/without control and wea&!
***1
Social C Lo.e D
'elonging
0elations *ith others? e@presse+ as both $ivin$ an+ receivin$
frien+ship? comra+eship? or love. :ee+ for frien+s? mates? chil+ren?
affectionate relationships? sense of comm"nity? membership in
$ro"ps? career. This nee+ for belon$in$ can sometimes overcome
both physiolo$ical an+ sec"rity nee+s
;ou lived in 4ew ?rleans < your 3ob disappeared, you have no real
ho"e, no co""unity or roup "e"bership, and your fa"ily now
has scattered all over the country@!!all you can thin& about is
"oney and relationships!
**1
SafetyBSecurity
Protection from +an$er? from threats. Safe circ"mstances? stability?
protections. Str"ct"re? or+er? some limits. 6ob sec"rity? ins"rance?
etc.
If your safety is threatened, it is unli&ely that you will be concerned
about achievin your full potential at wor& or whether or not you
said the riht thin in a "eetin!
*1
Physiological
The basic s"rvival reE"irements of *armth? foo+? an+ shelter.
-@y$en? *ater? foo+Hn"trients? *armth? restHsleep? e@cretion?
free+om from pain? repro+"ctionHse@? etc. These are consi+ere+
the stron$est nee+s in that if none of the nee+s *ere bein$ met?
these *o"l+ be a++resse+ first. The p"sh is for homeostasis 7 the
re$"lation of a consistent? constant environment. 0emember that
these nee+s can easily infl"ence an+ control tho"$hts an+
behaviors an+ can ca"se sic'ness? pain? +iscomfort? an+ +eath.
%or e5a"ple, when you are cold, ho"eless, and hunry, it is li&ely
that your security, social syste"s, and self-respect will have
bro&en down! ?r, for e5a"ple, even within this need, if you cant
breath, then water and food are not i"portant!
%or e5a"ple, a pri"itive "an who is hunry will be hihly "otivated to stal& a wild ani"al to
obtain food, even ris&in his life 0inorin safety and security needs1! After &illin the ani"al
and eatin what he needs and now "otivated to satisfy his security needs, he "ay cure the
re"ainin "eat and store it for future consu"ption 0safety and security needs1! .hen
plenty is stored away, he "iht then thin& of as&in friends to co"e over and share his food
0needs for acceptance and social interaction1! .hen those needs are "et, he "any decide
to e5peri"ent with a new and "ore flavorful way of preparin his food 0needs for
achieve"ent, self-estee"1! %inally, if those needs are reasonably satisfied he "iht decide
to paint pictures of the ani"als he has &illed on the walls of his cave 0need for self-
actuali7ation1!
A
1
Gordon, Tho"as! $eader )ffectiveness Trainin, $!)!T! 4ew ;or&' G! *! *utna"s >ons! +BAA! pp!99-9C!
/-P4 12 Chapter 5 - Self 35 of 3& pa$es
STATE OF MAINE

/-P4 12 Chapter 5 - Self 31 of 3& pa$es
STATE OF MAINE

There isnLt necessarily? ho*ever? a clear? linear
path of +evelopment to*ar+ self-act"aliMation.
For e@ample? if yo" e@perience+ si$nificant an+Hor
tra"matic problems in yo"r +evelopment? yo" may
fin+ part of yo"rself still fi@e+ on those nee+s2
chil+ren of +ivorce *ho may have tro"ble
establishin$ or tr"stin$ in committe+ relationshipsG
persons *ho e@perience+ ne$lectHab"se?
emer$encies? or societal +isor$aniMationH*ar an+
are fi@e+ on ass"rin$ safety? foo+? an+Hor moneyG
etc. <4ote' Maslows wor& was based on healthy individuals discoverin/developin
to their full potential < so he would consider this neurotic!1 %t is interestin$ to reflect
that very yo"n$ chil+ren also $o thro"$h +evelopmental sta$es very similar to these
classes of h"man nee+s.
>re there any implications in this for a -or, en.ironment6
Thomas !or+on in his L.A.T. boo' provi+es e@amples2 )e points o"t that
opport"nities for satisfyin$ Level %D B D can be hin+ere+ for staff in lo*er-level Cobs
that are ri$i+ly +efine+ an+ ti$htly controlle+ *ith little or no room for personal
+irection? +ecision-ma'in$? an+ initiative. -r in instances *here lea+ership is
arbitrary an+ a"thoritative? staff may fear cens"re or Cob insec"rity 7 an+ as a res"lt
foc"s on meetin$ their safety an+ sec"rity nee+s an+ are "nmotivate+ to achieve
hi$her levels. Knable to satisfy their hi$her or+er nee+s at *or'? he contin"es? they
*ill try to satisfy them a*ay from their Cobs? res"ltin$ in staff *ho may feel "ninvolve+
in the or$aniMation an+ its p"rpose an+ may *or' C"st eno"$h to 'eep their Cobs an+
contin"e to be pai+. 0emember that $ro"pHteam members may be at very +ifferent
levels in meetin$ their in+ivi+"al nee+s an+ that this can an+ *ill affect the *or'
bein$ +one in any $iven sit"ation.
So? *hat co"l+ res"lt in a staff motivate+ to achieve an+ accomplish *ith hi$h
p"rpose, AE"itable *a$esG Cob sec"rityG $ro"p cohesiveness <%? %%? %%%=G an+ an
in+ivi+"al an+ $ro"p problem-solvin$? +ecision-ma'in$ c"lt"re *hich can provi+e the
opport"nity for satisfyin$ socialHinteraction nee+s <%%%=? self-esteem an+ stat"s <%D=?
an+ even self-+evelopment <D=.
/-P4 12 Chapter 5 - Self 32 of 3& pa$es
STATE OF MAINE

:yers 'riggs Type *ndicators =:'T*!
%n part +ra*n from Carl !. 6"n$Ls fo"r psycholo$ical types? cate$ories of
personality types *ere concept"aliMe+ by Fatherine C. ;ri$$s in the early 1#55s an+
later operationaliMe+ by her +a"$hter %sabel ;ri$$s 4yers. The 4;T% $aine+
c"rrency in the latter part of the 1#55s.
T52 :'T */(*C>TO)S
The 4;T %n+icators classify the *ays in *hich *e vie* the *orl+ aro"n+ "s? +eal
*ith it? an+ react to it. Li'e all similar personality profile tools? they are not infallible or
comprehensive? an+ it is possible to behave Sa$ainst Type.S The 4;T% profile is?
ho*ever? a $oo+ pre+ictor of ho* yo"9ll thin' an+ behave in most sit"ations an+ *ith
most people. An+? if yo" an+ yo"r collea$"es are a*are of each otherLs 4;T%
profiles? this can help yo" operate more effectively to$ether an+ in teams.
The 4;T% is comprise+ of fo"r separate pairs of thin'in$ an+ behavin$
preferences <not aptit"+es= there are no positive or ne$ative scalesG there are no
ri$hts or *ron$s. There is no ri$ht or best profile 7 there is no C"+$ment of $oo+ or
ba+ abo"t any profile.
Io" i+entify yo"r o*n profile by completin$ a E"estionnaire <the comple@ity? val"e?
an+ "se vary +epen+in$ on the version of the E"estionnaire yo"Lve chosen=. Ks"ally?
it9s more helpf"l to +o this profilin$ as part of a $ro"p - either a *or' team or in a
trainin$ class. %n this conte@t? yo" have an opport"nity to compare profiles an+
"n+erstan+ ho* yo" can <or can9t= interact in the best an+ most pro+"ctive *ay *ith
others. The 4;T% profile provi+es yo"r fo"r-letter type for each of the fo"r cate$ories
<see chart on ne5t pae= *ith a possible si@teen <1.= combinations.
Io" can "se this information in several *ays
First? it provi+es a str"ct"re for yo" to reflect on yo"r preferre+ *ays to +eal
*ith the *orl+ aro"n+ yo". ;eca"se there are "sef"lHhelpf"l an+ not so helpf"l
feat"res of each preference <+epen+in$ on the partic"lar circ"mstances=? it9s
helpf"l to 'no* *hat they are li'ely to be so that yo" a+C"st accor+in$ly.
Secon+? the profilin$ information can help yo" to "n+erstan+ ho* yo"
relateH*or' *ith other people? *ho *ill most often have a +ifferent profile. %tLs
possible that yo" mi$ht feel more comfortable *ith someone *ith the same or
similar type? ho*ever -- +epen+in$ on the nat"re of the +isc"ssion an+Hor tas'
at han+? yo" *ill *ant an+ nee+ <an+ appreciate havin$= people *ith a variety
of types.
/-P4 12 Chapter 5 - Self 33 of 3& pa$es
STATE OF MAINE

3hile many people ten+ to "se the 4;T% as a E"ic' shorthan+? this can act"ally
be very mislea+in$ -- the meanin$s an+ implications of the types and the
relationships an+ interactions of the preferences are s"btle an+ comple@.
:'T*
Extra-
version
2

*
Intro-
version
2B* Preference >ttitude to-ardB*nterest in the
-orld around you1
The A@trovert <A= is more intereste+ in o"ter
*orl+ of people an+ thin$s? *hile the %ntrovert <%=
is more concerne+ *ith the inner *orl+ of
concepts an+ i+eas.
Sensing
S

/
Intuition
SB/ Preference 5o- you gatherBprocess
information about the -orld1
The Sensin$ <S= person ta'es in the act"ality or
facts abo"t their s"rro"n+in$s <"sin$ their five
senses=? *hile the %nt"itive <:= *ill prefer loo'in$
at the connections bet*een *hat9s happenin$
an+ the possibilities that mi$ht follo*.
Thinking
T

F
Feeling
TBP Preference 5o- you e.aluateBma,e
decisions about that information1
The Thin'er <T= prefers to a+opt lo$ical
processes to arrive at an impersonal fin+in$?
*hile the Feelin$ <F= person eval"ates by
personal? s"bCective means? the emotions that
are invo'e+.
Judging
;

P
Perceiving
;BP Preference 5o- you relate to the -orld1
The 6"+$in$ <6= person prefers an or+ere+ life
an+ is res"lts-oriente+? *ith +ecisions ma+e an+
concl"sions +ra*n? *hile the Perceivin$ <P=
person is $oo+ at m"lti-tas'in$? open to ne*
i+eas? not rea+y to +eci+e.
%t is important to 'eep in min+ that these types reflect preferences? +onLt imply a
E"ality attrib"te <better than its co"nterpart=? an+ +onLt necessarily have the same
*or+ meanin$ or intent as they are commonly "se+. For e@ample? bein$ 2udin
+oes not mean yo" are C"+$mental or Perceivin$ that yo" are someho* more
perceptive than someone 2udin! -r that a Thin&in person thin's better than a
%eelin one? or the other *ay aro"n+.
Chec' o"t the follo*in$ *ebpa$e for a be$innin$ overvie* if yo"Lre intereste+ in
more information
http2HHen.*i'ipe+ia.or$H*i'iH4yers-;ri$$s
/-P4 12 Chapter 5 - Self 3& of 3& pa$es