Lecture 1 - Personal Development Planning PDF

Lecture 1 - Personal Development Planning Is the Process of Improving oneself Through Conscious habits and activities IT2090 Lecture 1 - Personal Development Planning 1  In this Lecture you will...

Lecture 1 - Personal Development Planning Is the Process of Improving oneself Through Conscious habits and activities IT2090 Lecture 1 - Personal Development Planning 1  In this Lecture you will learn: Personal Development Planning Stages in Personal Development Five Core Aspects of Self-Awareness Cognitive Style Reflective Practice Models of Reflective Practice SWOT Analysis Goal Setting / Planning IT2090 Lecture 1 - Personal Development Planning 2  Personal Development Planning Why we need PDP? Industry is rapidly changing, if we don’t change/develop we will become obsolete Taking personal responsibility over self development – It is our responsibility to develop ourselves “The only journey is the journey within.” IT2090 Lecture 1 - Personal Development Planning 3  Personal Development Planning Video : The Rebirth of the Eagle Inspiring Story - Change for Survival 4 IT2090 Lecture 1 - Personal Development Planning  Personal Development Planning PDP is a record of achievements, learning experiences and plans It is prepared in order to recognise your achievements, understand how you gained your existing skills, plan to enhance them further and develop new ones IT2090 Lecture 1 - Personal Development Planning 5  Personal Development Planning IT2090 Lecture 1 - Personal Development Planning 6  Personal Development Planning PDP is driven by: Reflecting: how past skills are gained, reasons on successes and failures Planning: how you are going to develop a certain skill that you want or need to face the future/to complete your degree, follow a specific career or achieve a personal goal IT2090 Lecture 1 - Personal Development Planning 7  Personal Development Planning It involves you building up a record of achievements, personal reflections and plans for self-improvement The more you practise PDP, you are aware of your skills, the more developed they will become the better your sense of personal achievement your focus on your goals/gaps IT2090 Lecture 1 - Personal Development Planning 8  Stages in Personal Development Understanding oneself (e.g. Identifying your skills, qualities, attributes and style) Deciding where you want to be in the future Deciding what you need to learn or change (the gap) Identifying and applying methods of learning IT2090 Assessing your progress Lecture 1 - Personal Development Planning 9  Stages in Personal Development Understanding oneself (e.g. Identifying your skills, qualities, attributes and style) Deciding where you want to be in the future Deciding what you need to learn or change (the gap) Identifying and applying methods of learning IT2090 Assessing your progress Lecture 1 - Personal Development Planning 10  Understanding oneself (What is Self-Awareness ?) Self-awareness is the ability to see yourself clearly and objectively through reflection and introspection (self examination). Ref : Course web IT2090 Lecture 1 - Personal Development Planning 11  Self-Awareness – Study area of Social Science What is difference between social sciences and physical sciences ? Physical – inanimate (non-living) objects SCIENCE Biological – living things IT2090 Lecture 1 - Personal Development Planning 12  Self-Awareness – Study area of Social Science What is difference between social sciences and physical sciences ? Science - All matter, living and non-living, is composed of the same basic ingredients- atoms and molecules Cleary, however, human behavior cannot be understood on the basis of either physical or biological science alone IT2090 Lecture 1 - Personal Development Planning 13  Self-Awareness – Study area of Social Science What is difference between social sciences and physical sciences ? Examples Sociology Social Science Psychology Political science Economics is the discipline that investigates the interrelationships among people IT2090 Lecture 1 - Personal Development Planning 14  Five Core Aspects of Self-Awareness Core Self-evaluation Underlying personality Values Personal standards and moral judgment Cognitive Style Discuss in next lectures ….. Information acquisition and evaluation Attitudes towards Change Adaptability and responsibility Emotional Intelligence Emotional and awareness and control IT2090 Lecture 1 - Personal Development Planning 15  Five Core Aspects of Self-Awareness Core Self-evaluation Underlying personality Values Personal standards and moral judgment Cognitive Style -------- Lecture 2 Information acquisition and evaluation Attitudes towards Change Adaptability and responsibility Emotional Intelligence Emotional and awareness and control IT2090 Lecture 1 - Personal Development Planning 16  Cognitive Style Information acquisition and evaluation Cognitive comes from the Latin cognito, meaning to Apprehend or understand Cognition- A general term including all mental processes by which people become aware of and understand the world. (This explain why people are different) Comprehensively discuss in Lecture 2 : with individual student evaluations on core aspects IT2090 Lecture 1 - Personal Development Planning 17  Reflective Practice In order to learn effectively it is not enough to simply have an experience In order to maximise the learning potential of the situation before it is lost, we need to reflect on the experience Reflecting is an important stage of the PDP process You need to reflect in order to improve and develop your skills and knowledge; the idea is that you learn from your successes and mistakes IT2090 Lecture 1 - Personal Development Planning 18  Reflection and Reflective Practice Reflection is the purposive, deliberate revisiting of an experience, to explore and extract the learning offered by the experience. Reflection promotes deep learning in personal and professional development and improvement of practice. IT2090 Lecture 1 - Personal Development Planning 19  Reflective Practice Individual learners capacity to engage with an experience. Reflect critically on it. Deduce the lessons learnt that need to be applied to future activity. IT2090 Lecture 1 - Personal Development Planning 20  Reflection and Reflective Practice Approaches to Learning Surface Learning Deep Learning Intention to complete the task and Intention to understand and seek meaning. memorize information. Attempt to relate concepts to existing experience. No distinction between new ideas and Distinguish between new ideas and existing existing knowledge. knowledge Critical evaluation of events. Facts learned out with a meaningful Facts learned in the context of meaning. framework. Knowledge Understanding IT2090 Lecture 1 - Personal Development Planning 21  Reflection and Reflective Practice Achievement of Expertise 1.Level 1 - Novice stage Adherence to taught rules, little discretionary judgment. 2.Level 2 - Advanced Beginner All aspects and attributes are given equal importance. 3.Level 3 - Competent Practitioner Able to perform routine procedures. 4.Level 4 – Proficient Practitioner Can differentiate between different aspects and situations. 5.Level 5 – Expert Practitioner Has deep, implicit and unconscious understanding. IT2090 Lecture 1 - Personal Development Planning 22  Models of Reflective Practice Gibbs Model Peters DATA model IT2090 Lecture 1 - Personal Development Planning 23  Gibb’s Reflective Cycle https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle IT2090 Lecture 1 - Personal Development Planning 24  The DATA Model DESCRIBE The area of practice which you feel needs improvement or change ANALYSE The factors contributing to the problem area of practice. THEORISE Possible ways to improve the practice, and suggest ways forward ACT On your theory, by trying out the new practice to see how it works IT2090 Lecture 1 - Personal Development Planning 25 IT2090 Lecture 1 - Personal Development Planning 26 Personal Development Plan In professional world this is called as professional development plan Starts with a goal or a gap analysis Ex: Goal Setting: Want to get A+ for SE Improve Body Mass Index (BMI) from 28 to 25 (Gap 3 units) Note : Your BMI, which stands for body mass index, is a measure of body fat in relation to your height and weight. Prepare a strategic plan to achieve your target Use SWOT Analysis SW Internal Factors, OT External Factors SO Favourable (Helps you to achieve your goals) WT Unfavourable (Blocks your progress) IT2090 Lecture 1 - Personal Development Planning 27  Example : Software Company Technology Stack & Competency Matrix # VERTICAL/DISCIPLINE TECHNOLOGIES AND PLATFORMS 1 Enterprise Application Development Java Enterprise (J2EE), Java SE, Spring Data JPA, Hibernate, RESTful/SOAP, C++ 2 Development Frameworks Spring Boot, Spring Security, Spring Cloud, Spring MVC 3 Front-end Technologies Angular 7, ReactJS, HTML5, JavaScript, jQuery, Bootstrap 4 Software Architecture Patterns Microservices, Docker, Swamp Clustering, Kubernetes, Oracle SOA, Amazon Web Services (AWS), Apache Kafka Message Queue, Eureka Service Registry + Zuul, Nginx Load Balancing, JWT 5 Mobile Development Android (Native Android, Kotlin, Flutter) and iOS (Objective-C, Swift, Flutter) 6 Microsoft Windows Application Development Stack C#.NET, ASP.NET MVC, Entity Framework/EF Core 7 POS Application Development C, C++, Android, Verix, Ingenico 8 Application Performance Monitoring Prometheus, Grafana, New Relic 9 Centralized Log Management SLF4J, Log4j, Log4j 2, Elasticsearch, Logstash, Kibana, Filebeat 10 Server-side Caching Redis 11 Source Code Analysis SonarQube, JaCoCo, Git 12 Quality Assurance (QA) & Quality Control (QC) SonarQube, Apache JMeter, JUnit, Selenium WebDriver, Appium, Gatling, Rest Assured, Wireshark, FindBugs, Mockito, TestNG 13 Automation Deployment Jenkins, Atlassian Bamboo, Maven, Gradle, Docker, Kubernetes, RunDeck 14 Security Testing & Compliance Nessus, Burp Suite, Apktool, Jadx, Dex2jar, OWASP ZAP, sqlmap, Nmap, Frida, Appknox, Acunetix, MobSF, Wireshark, Metasploit, WAFW00F 15 Integrated development environment (IDEs) NetBeans, Eclipse, Android Studio, Xcode, IntelliJ IDEA, Oracle SQL Developer 16 Operating Systems Red Hat, CentOS, Sun Solaris, Microsoft Windows Server 17 Application Servers WildFly, JBoss, IBM WebSphere, Oracle WebLogic Server, GlassFish 18 Databases Oracle 11g/12c, Microsoft SQL Server, MySQL, IBM DB2, MongoDB, SQLite, Firebase 19 Data Center & Network Operations Center (NOC) Server Virtualization (VMware), Cloud Service (Google), SIEM, DRBD, iTop Support Ticketing System 20 Project Management Microsoft Project, Atlassian Jira, Confluence 21 UI/UX Web Accessibility Standards, Responsive Designs, UX Philosophy, UX Tools, Figma, InVision, Adobe Creative Suite, HTML5, CSS3, Sass, Bootstrap, Web 3.0, Grunt, TDD (Front-end), JavaScript, Angular 7, jQuery, Cordova, Ionic, Video & Audio Editing, Autodesk 3ds Max, 2D & 3D Animations IT2090 Lecture 1 - Personal Development Planning 28  Senior Full Stack Software Engineer (.Net) About the job The Software Engineer is a technical member of the development team. They are responsible for designing, coding, and reviewing the work done in the team. They participate in all aspects of the agile software development lifecycle, from inception to support. Software Engineers embrace continuous personal improvement in their own learning process and team improvement. Software Engineers demonstrate competence in technical decision making and problem solving. They independently manage their contributions and proactively raise impediments. They fully understand the processes and support adoption by the team. Software Engineers are a positive influence on the culture of the team and help other team members meet their objectives. IT2090 Lecture 1 - Personal Development Planning 29  Senior Full Stack Software Engineer (.Net) Essential Duties & Responsibilities Contributes independently to multiple functional and technical areas within a product. Designs and scopes new features. Creates artifacts/documents that are valuable to the team. Continued ownership of technical growth including: Product and business knowledge Problem solving skills Technical knowledge Process knowledge Acts as a good citizen within the team technically and culturally. Ensures quality of code written or reviewed. Adheres to quality/technical team standards. IT2090 Lecture 1 - Personal Development Planning 30  Senior Full Stack Software Engineer (.Net) Essential Duties & Responsibilities Reviews code according to their expertise. Ensures that their deliverables meet the scheduled commitments. Makes decisions in their area of responsibility that help maintainability, reuse, and performance. Initiates conversations to get the support/clarity necessary to carry out a task. Constructively challenges existing perspectives and proposed solutions inside the team. Proactively assists in accomplishing team-level technical goals. Initiates knowledge sharing with other team members. Evaluates alignment of work with strategic initiatives and company goals. Able to diagnose issues and provide solutions for multiple functional and technical areas within a product. Can independently frame problems and perform relevant research for small (1 team- sprint) effort. IT2090 Lecture 1 - Personal Development Planning 31  Senior Full Stack Software Engineer (.Net) Skillset Required Front-end technology: Expertise in front-end technologies, including JavaScript / Typescript, CSS3 and HTML5 and third-party libraries such as Angular. Development languages: Knowledge of server-side programming languages including C# /.Net, Database and cache: Familiarity with DBMS technology, including SQL Server Web Services: Experience with SOAP, REST, JSON. Good writing and communication skills Ability to visualize a proposed system and be able to build it. Preferred Dev Ops: Comfortable to use DevOps environment(Ex: Ansible, Terraform) IT2090 Lecture 1 - Personal Development Planning 32  Senior Full Stack Software Engineer (.Net) About the job The Software Engineer is a technical member of the development team. They are responsible for designing, coding, and reviewing the work done in the team. They participate in all aspects of the agile software development lifecycle, from inception to support. Software Engineers embrace continuous personal improvement in their own learning process and team improvement. Software Engineers demonstrate competence in technical decision making and problem solving. They independently manage their contributions and proactively raise impediments. They fully understand the processes and support adoption by the team. Software Engineers are a positive influence on the culture of the team and help other team members meet their objectives. IT2090 Lecture 1 - Personal Development Planning 33  SWOT Analysis A SWOT Analysis is a tool for identifying your Strengths and Weaknesses, and for examining the Opportunities and Threats to your goals SWOT Analysis helps you to focus your activities into areas where you are strong and where the greatest opportunities lie IT2090 Lecture 1 - Personal Development Planning 34  SWOT Analysis What skills or experience do you already possess? Give examples to evidence these if you can. Strengths What do you do well? What do other people see as being your strengths? Consider this from your own point of view and from the point of view of the people who know you. Don't be modest - be realistic. If you are having any difficulty with this, try writing down a list of your characteristics. Some of these will probably be strengths. IT2090 Lecture 1 - Personal Development Planning 35  SWOT Analysis What could you improve on? Weaknesses What do you do badly? What should you avoid? Do other people consider you to have weaknesses that you do not agree with? Why do they think that? Do you see weaknesses in yourself that others do not see as being a problem? IT2090 Lecture 1 - Personal Development Planning 36  SWOT Analysis Opportunities What resources are available to you? Consider the networking opportunities that will be available to you. How will you make best use of these? What are the interesting trends you are aware of in the graduate employment market? How can you develop yourself according to these? Are there any other learning opportunities, in addition to those offered by your degree programme, that you are interested in exploring? IT2090 Lecture 1 - Personal Development Planning 37  SWOT Analysis What obstacles do you face? Threats Could any of your weaknesses seriously threaten your opportunities? What are they? Do you have past experience of trying and failing to achieve your goals? IT2090 Lecture 1 - Personal Development Planning 38  Goal Setting (Plan) IT2090 Lecture 1 - Personal Development Planning 39 Solid Goal Characteristics S – Specific M – Measurable A – Achievable R – Result – based T – Time specific IT2090 Lecture 1 - Personal Development Planning 40  Model for Relating Goals to Performance and Satisfaction (Locky and Latham model) IT2090 Lecture 1 - Personal Development Planning 41 PDP Exercise Set a goal or understand a gap in your skills Do a SWOT by keeping that goal/gap in mind Write down Plan strategies to achieve the goal/gap IT2090 Lecture 1 - Personal Development Planning 42 Final Words Form a habit of doing this regularly when you see a gap in your skills Or When you set a target for life IT2090 Lecture 1 - Personal Development Planning 43 Questions ? IT2090 Lecture 1 - Personal Development Planning 44  Cognitive Style & Cognitive Processes “Cognitive style refers to the way individuals think, perceive, and remember information,. Cognitive Processes includes Perception and attribution, personality and attitudes, motivation & Positive Psychology” Sanjeeva Perera Senior Academic Fellow - Faculty of Computing  Lecture 2 – Cognitive Style and Cognitive Processes Cognitive style refers to the way individuals think, perceive, and remember information. It is a concept used in cognitive psychology to describe the unique patterns of thought that people employ to develop their knowledge base about the world around them. Cognitive style plays a significant role in personal development planning, influencing how individuals approach learning, problem-solving, and decision- making. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 2  In this Lecture you will learn: Cognitive Style Cognitive Style Test Cognitive Processes Perception and Attribution Personality and attitudes Big Five Personality Test Locus of Control Test Motivation Positive Psychology IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 3  Five Core Aspects of Self-Awareness Core Self-evaluation Underlying personality Values Personal standards and moral judgment Cognitive Style --------→ Lecture 2 Information acquisition and evaluation Attitudes towards Change Adaptability and responsibility Emotional Intelligence Emotional and awareness and control IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 4 Cognitive Style How we perceive, interpret and respond to information Knowing (emphasis on facts, details and data) Planning (emphasis on structure, preparation and planning) Creating (prefer experimenting, non-rational thinking, and creativity) Cools, E. & Van den Broeck, H. (2007) Development and validation of the Cognitive Style Indicator. The Journal of Psychology, 141, 359-387. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 5 Cognitive Style (1) Are you a person who can be described as follows: Focus on facts and details, likes precision Like to solve problems/make decisions Like to do things correctly Good at presenting data based on evidence Dislike unexpected behaviour? IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 6 Cognitive style (2) Or, are you are person who can be described as follows: Like careful preparation, planning and structure Think things through logically Organise material logically Likes rules and routine? IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 7  Cognitive Style (3) Or, finally, are you are person who can be described as follows: Like experimentation Creative – likes to brainstorm Happy with uncertainty and risk-taking Imaginative and emotional Likes many insights? Cognitive Style 1. Knowing 2. Planning 3. Creating IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 8 Does Cognitive Style matter? People often use preferred style no matter what the problem is for a given problem, some students focus of getting more information whilst others will introduce more procedures. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 9 Possible Problems Knowing Slow decision making, resistant to innovation, intolerant of multiple views Planning Intolerant of ambiguity, resistant to change, stunned by confusion, can’t handle illogical issues/views Creating Resistant to structure, wants to break rules, can make mistakes, can ignore data and facts. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 10 Cognitive Style Test Cognitive Style Indicator Test and Scoring (CoSI) – XLS file attached to Course web IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 11  Cognitive Processes Cognitive comes from the Latin cognito, meaning to Apprehend or understand Cognition- A general term including all mental processes by which people become aware of and understand the world. (This explain why people are different)  Cognitive process (Hardwired vs Softwired) The term hardwired suggests that a behavior or thought is innate and natural; that is, just the way it is. The macro-structure of the brain (including the basic plan anatomy, structure, and processing) are mostly hardwired and can't be modified. However, the human brain is also soft-wired; it is modifiable These Cognitive processes are (softwired) 1. Perception and attribution 2. Personality and Attitudes 3. Motivational needs & Processes 4. Positive Psychological Capacities IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 13 Perception and attribution Perception : The process by which people select, organize, interpret, retrieve, and respond to information. Perceptual information is gathered from: ▪ Sight. ▪ Hearing. ▪ Touch. ▪ Taste. ▪ Smell. Perception vs. Reality (Video-Dove commercial) Perception is more complex and much broader that sensation(Physical senses). Perceptual Process (Filter) defined as complicated interaction of selection, organization, and interpretation. This Filter will completely change, modify the sensory data (Vision, hearing, touch, smell and taste). IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 14 Perceptual Selectivity –External Factors Contrast ( External stimuli that stand out against the background) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 15 Attribution Definition: The ways in which people come to understand the causes of their own and others’ behaviors Most often an unconscious process (i.e., people are not normally aware of making attributions) People are constantly attributing the behavior of themselves and others to either internal (i.e., personal) or external (i.e., situational) causes. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 16 Types of Attributions IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 17 Attribution Biases Fundamental Attribution Error - tendency to make attributions to internal causes when focusing on someone else’s behavior Self-serving Bias - tendency to attribute one’s own successes to internal causes and one’s failures to external causes IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 18 Personality and Attitudes Personality The unique qualities of an individual and how those qualities affect understanding of themselves and others Is Personality Changeable? 30 40 genetics trained-permanent trained-adjustable 30 IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 19 Big Five Personality Test https://www.outofservice.com/bigfive/ IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 20  Big Five Personality Test – Sample Result IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 21  Core Self Evaluation Traits Self-Esteem Your belief as to your competence and your image High self-esteem – positive attitudes, feelings, and satisfaction Locus of Control Generalized Self Efficacy Neuroticism (emotional stability) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 22  Personality Characteristics Self-Esteem Feelings of Self Worth Success tends Failure tends to increase to decrease self-esteem self-esteem IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 23  Personality Characteristics in Students Locus of Control Internal External People and I control what circumstances happens to me! control my fate! IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 24  Locus of Control Test Locus_of_Control_-_Test_and_Scoring XLS file attached to course web Source: Whetton, D. and Cameron, K.(2007) Developing Management Skills (edition 8, 2011, is now available). This is adapted from the original test designed by Julian Rotter in the 1960s. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 25  Personality Characteristics Generalized Self-Efficacy - beliefs and expectations about one’s ability to accomplish a specific task effectively Sources of self-efficacy Prior experiences and prior success Behavior models (observing success) Persuasion Assessment of current physical & emotional capabilities IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 26 Attitude Model genetics Informational/ Cognitive (i.e. beliefs) Attitude Behavior socialization Affective (i.e. emotions) Measurable in observable the brain with fMRI learning (functional Magnetic Resonance Imaging) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 27  Motivation Motivation is a Latin word Motive …..> English “Mover” Motivation is a process that start with a physiological or psychological deficiency or need that activates a behavior or a drive that is aimed at a goal or incentive. NEEDS ------------------------------------------------> DRIVES ------------------------------------------------> INCENTIVE OR DEFICIENCY Needs : e.g. when body deprived of food and water Drives (motives) : e.g. hunger and thirst drives Incentives : e.g. Eating food and drinking water Why are people motivated to do those things? VIDEO (TV Commercials Anti boredom) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 28 The Art of Possibility Zander and Zander (2002) A shoe factory sent two marketing scouts to a region in Africa to study the prospects for expanding business. One sends back a telegram saying, SITUATION HOPELESS STOP NO ONE WEARS SHOES The other writes back victoriously, GLORIOUS BUSINESS OPPOTURNITY STOP THEY HAVE NO SHOES”. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 29  Positive Psychology “Positive psychology is the scientific study of what makes life most worth living” (Peterson, 2008). It is different to other approaches in the field as it has a focus on the strengths of a individual and what could make them function at a greater level, as opposed to focusing on repairing someone so they can function at a ‘normal’ level. Positive Psychology can help to change your outlook, and small shifts in perspectives can help to facilitate bigger changes. Video - Prof. Fred Luthans on Psychological Capital IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 30  Positive Psychology (application of Positive Phycology) Sigiriya rock, Sri Lanka A Wonder work of King Kasiyappa (fortress built during 477 - 495 AD). IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 31  Positive Psychology (application of Positive Phycology) The Sea of Parakrama (Parakrama Samudraya) Mahā Parākaramabāhu constructed extensive irrigation systems (from 1153 to 1186 – 12th Century) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 32 Positive psychology States Several important positive psychology states are emerging to help in both the better understanding and effective application of positive psychology Optimism Resilience Positive psychology Hope States Confidence Psychological Well-Being (Happiness) Emotional Intelligence IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 33 Optimism- Prof. Martin Seligman: attribution of failures Optimistic - Cognition and Emotion External (not their fault), Unstable (temporary setback), Specific(problem only in this situation) attributions Pessimistic Internal (their own fault), Stable (will last long time) and Global (it happens every time) attributions IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 34 Resilience “a class of phenomena characterized by patterns of positive adaptation in the context of significant adversity or risk” Beyond simple adaptation and coping, it is the ability to rebound and bounce back from adversity (e.g. Tsunami in Sri Lanka) In the beginning scientists thought it was for a select few gifted children. Now we know otherwise, that it can be enabled. In the beginning scientists thought it was fixed, now we know it can be developed. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 35  Think about how you can use your strengths to build resilience to challenges. IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 36 Hope and Happiness Multiple pathways to Hope accomplish goal Agentic Capacity (“will power”) agency or goal directed energy Pathways Thinking (“way power”) No pathways to accomplish goal, no subsequent hope the goal will be accomplished? IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 37 Hope and Happiness (Continued) Happiness or Subjective Well-Being (SWB) The Role of Goals Aspiration goals that are set too high or too low have been found to be detrimental to SWB (i.e. anxiety on the too high end and boredom on the too low end) Across Cultures → Job Satisfaction Wealthier nations have higher level of SWB IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 38 Confidence - Self Efficacy “Orville Wright did not have a pilot’s license” Video - Wright brothers: Wilbur and Orville Wright, inventors of the airplane So, what did he have? Confidence Video - Lion vs Man - Stealing meet from Lions IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 39 Sources of Self-Efficacy Situational (e.g. complexity of the task) cognitive (e.g. Perception of one’s ability) If people see others like themselves succeed by sustained effort, they believe that they ,too, have the capacity to succeed. “Can do” approach Very tired or lot of pressure less confidence. Excellent physical and mental condition high confidence IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 40  Emotional Intelligence IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 41 Types of Emotions Positive Primary Emotions Other Descriptors Love/affection Acceptance, adoration, longing, devotion, infatuation Happiness/joy Cheerfulness, contentment, bliss, delight, amusement, enjoyment, enthrallment, thrill, euphoria, zest Surprise Amazement, wonder, astonishment, shock Negative Primary Emotions Other Descriptors Fear Anxiety, alarm, apprehension, concern, qualm, dread, fright, terror Sadness Grief, disappointment, sorrow, gloom, despair, suffering, dejection Anger Outrage, exasperation, wrath, indignation, hostility, irritability Disgust Contempt, disdain, abhorrence, revulsion, distaste Shame Guilt, remorse, regret, embarrassment, humiliation IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 42 Daniel Gardner’s Multiple Intelligences Original Intelligences Characteristics 1. Logical/mathematical Processes analytically, calculates, quantifies 2. Verbal/linguistic Thoughts through words, uses word to nurture 3. Interpersonal Understands others, processes through interaction, empathizes, humor 4. Intrapersonal Thinks in quiet, likes to be alone, goal oriented 5. Visual/spatial Uses mental models, thinks three dimensionally, pictures how to get places or solve problems 6. Musical Sensitivity to pitch, melody, rhythm 7. Bodily/kinesthetic Physical movement, involves the whole body, processes by jumping or dancing “New” Intelligences Characteristics 8. Naturalist Need to be with/survive in nature, strength in categorization in nature or urban world 9. Existential Not religion per se, knowing why you are here, personal mission 10. Emotional Emotionally mature, recognize own anger, reacts to emotions of self and others IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 43 Emotional Intelligence (EI) (Continued) Emotional Intelligence in the Workplace Definition: the capacity for recognizing our own feelings and those of others, for motivating ourselves, and managing emotions well in ourselves and in our relationships. Emotional Intelligence at Work – Video (IQ vs EI) First Moon Landing 1969 – Video (Neil Armstrong was the first man to set foot on the moon with his legendary words "One small step for man, a giant leap for mankind.“) IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 44 Victoria dam Story (application of Positive Phycology) වික්ටෝරියා ්ේල්ල ්ෙන්වා ්ේ.ආර් ජයවර්ධන එලිස්ෙත් රැජිණ්ෙන් ආධාර ෙත් හැටි IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 45 Positive psychological capital: Beyond human and social capital IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 46 Positive psychological capital: Beyond human and social capital Traditional Economic Capital (What you have) Human Capital (What you Know) Social Capital (Who you Know) Positive Phycological Capital IT2090 (who you are) Lecture 2 - Cognitive Style & Cognitive Processes 47  Five Core Aspects of Self-Awareness Core Self-evaluation Underlying personality Values Personal standards and moral judgment Covered During this lecture ….. Cognitive Style Information acquisition and evaluation Attitudes towards Change Adaptability and responsibility Emotional Intelligence Emotional and awareness and control IT2090 Lecture 2 - Cognitive Style & Cognitive Processes 48  Values, Beliefs, Attitude and Character “Form the basis of how we see ourselves as individuals, how we see others, and how we interpret the world in general.” Sanjeeva Perera Senior Academic Fellow - Faculty of Computing Agenda Values Beliefs Attitudes Character IT2090 Lecture 3 - Values, beliefs, attitudes and Character 2 Values: What are they? The principles that help you to decide what is right and wrong, and how to act in various situations – Oxford Dictionary The importance of a value system is that once internalized it becomes, consciously or subconsciously, a standard or criterion for guiding one’s action. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 3 List of Values: Integrity: Acting in accordance with strong moral and ethical principles. It involves being honest, reliable, and consistent in one's actions and words. Kindness: Showing consideration and concern for others, being friendly, generous, and compassionate. Honesty: Being truthful and sincere in one's words and actions, free from deceit and fraud. Financial Security: Ensuring stability and protection of one's financial resources, having enough savings and income to maintain a comfortable standard of living. Freedom: Having the power to act, speak, or think as one wants without restraint or hindrance. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 4 List of Values: Family: Valuing the relationships and connections with one's immediate and extended family members. Friends: Valuing the relationships and connections with one's friends and social network. Love: Prioritizing emotional attachment, affection, and care towards others, including romantic partners, family, and friends. Justice: Believing in fairness, fair treatment, and equal rights for all individuals.t Empathy: Understanding and sharing the feelings of others, being able to put oneself in someone else's shoes. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 5 List of Values: Learning: Valuing knowledge, personal growth, and self-improvement, constantly seeking opportunities to learn and develop new skills. Creativity: Valuing innovation, originality, and imagination in one's work and life. Loyalty: Being devoted and faithful to one's commitments, responsibilities, and relationships. Courage: Being brave, bold, and fearless in the face of adversity, taking risks, and standing up for what one believes in. Happiness: Prioritizing positive emotions, joy, and well-being in one's life. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 6 List of Values: Health: Valuing physical, mental, and emotional well-being, taking care of one's body and mind. Spirituality: Believing in a higher power or a transcendent reality, having a sense of purpose and meaning in life. Responsibility: Taking ownership and accountability for one's actions, decisions, and consequences. Respect: Recognizing and valuing the worth and dignity of all individuals, treating others with kindness and politeness. Generosity: Being willing and able to give and share one's time, resources, and talents with others. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 7 List of Values: Gratitude: Appreciating and expressing thanks for the good things in one's life, being thankful for the people, experiences, and opportunities. Patience: Being able to tolerate delay, trouble, or suffering without getting angry or upset. Humility: Being modest, respectful, and unassuming in one's self-image and abilities. Ambition: Having a strong desire and determination to achieve success, to be the best in one's field or area of expertise. Adventure: Seeking out new, exciting, and challenging experiences, being open to taking risks and exploring new territories. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 8 List of Values: Personal Development Values are integral to personality, personal development encompasses the ongoing process of self-improvement and self-awareness, guided by those values IT2090 Lecture 3 - Values, beliefs, attitudes and Character 9  Lecture 3 - Values, beliefs, attitudes and Character URL Attendance WE 10 IT2090 Foundation, Focus, and Future values Foundation values: The values we need in place to have a solid foundation to our lives If our foundation values are threatened or if we are stressed, satisfying these values will demand most of our energy, pulling us away from our focus and future values. Who are habitually very stressed may live out much of their lives in this area. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 11 Foundation, Focus, and Future values Here are some foundational values that resonate across humanity: Integrity: Upholding honesty, transparency, and moral principles even when faced with challenges. Compassion: Demonstrating empathy, kindness, and concern for others’ well-being. Respect: Treating everyone with dignity, regardless of differences in background, beliefs, or status. Justice: Advocating for fairness, equality, and the protection of rights. Courage: Facing adversity, taking risks, and standing up for what is right. Wisdom: Seeking knowledge, learning from experiences, and making informed choices. Gratitude: Appreciating life’s blessings and expressing thankfulness. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 12 Foundation, Focus, and Future values Focus values: These are those value priorities in our lives that describe, our present world view, our criteria for decision making, our attitude toward relationships, and the focus of most of our energy. We therefore tend to be more aware of our focus values than we are of our foundation or future values. Focus values can evolve over time based on our life circumstances, experiences, and personal growth IT2090 Lecture 3 - Values, beliefs, attitudes and Character 13 Foundation, Focus, and Future values Here are some examples of focus values: Health and Well-Being: Prioritizing physical and mental health, self-care, and overall well-being. Family and Relationships: Nurturing meaningful connections with loved ones, fostering trust, and investing time in relationships. Personal Growth: Continuously learning, developing skills, and expanding our knowledge. Work Ethic and Excellence: Striving for excellence, being diligent, and maintaining a strong work ethic. Creativity and Innovation: Encouraging originality, thinking outside the box, and embracing creativity. Financial Responsibility: Managing finances wisely, saving, and making informed financial decisions. Environmental Stewardship: Taking care of the planet, reducing our ecological footprint, and promoting sustainability. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 14 Foundation, Focus, and Future values Future values: These represent what is important to us about the future we are moving into. Because they are not yet fully developed, but at the same time are important to us, they motivate us to grow and develop – pulling us into the future every moment of our lives. Our future values evolve as we learn, grow, and adapt. They serve as a compass, guiding us toward the life we envision for ourselves. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 15 Foundation, Focus, and Future values Here are some examples of future values: Purpose and Meaning: Seeking a life that feels purposeful and meaningful, whether through career, relationships, or personal pursuits. Legacy: Considering the impact we want to leave behind—how we’ll be remembered by future generations. Adventure and Exploration: Desiring new experiences, travel, and pushing boundaries. Financial Independence: Striving for financial stability and freedom. Learning and Innovation: Embracing lifelong learning, curiosity, and adaptability. Healthspan: Focusing on quality of life as we age, rather than just lifespan. Social Impact: Contributing positively to society, whether through activism, volunteering, or philanthropy. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 16 Value of values ! When we practice, actualize or embody our priority values, we experience our lives as meaningful, significant and important. ! Values help us understand why we believe what we believe – and, if we wish, to change it. ! Shared values are the basis of relationship – the better we understand our own and others’ values, the more likely we are to have meaningful and fulfilling relationships. ! If we value something, we will go after it – we will be motivated by it. Thus, if we understand our values, we also know what motivates us. ! Knowing our own values makes us more tolerant of others’ values – and of them as people – and so leads us to appreciate diversity. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 17 Value of values ! Being aware of our values helps us answer some of the big coaching questions such as ‘Who am I?’ and ‘What is the difference I want to make?’ ! Discerning our future values enables us to act more intentionally and move smoothly into future phases of our lives. ! Knowing our foundation values helps us deal better with difficulty and stress and return to equilibrium more quickly. ! Teams that are unaware of their value priorities will tend to operate at the lowest common denominator world view; self aware teams can operate at the highest common denominator IT2090 Lecture 3 - Values, beliefs, attitudes and Character 18  Value Test “This test is designed to help individuals discover their core values through a series of simple but developing exercises.” Sanjeeva Perera Senior Academic Fellow - Faculty of Computing Value Test https://personalvalu.es. One popular personal "Value" test is offered by the website https://personalvalu.es. This test is designed to help individuals discover their core values through a series of simple but developing exercises. The website explains that values are things that are especially important to us and can be described as goals that we want to achieve in the long term. They can shape us as a human being and determine how we are perceived by others. The test results can help individuals make decisions that are in line with their personal values, serving as a compass for them to follow in moments of doubt. Value test 1. Click https://personalvalu.es. 2. Please select at least ten values from the list below. 3. Once completed you get list of your most important values. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 20 Beliefs IT2090 Lecture 3 - Values, beliefs, attitudes and Character 21 Beliefs “Beliefs are constructs that we hold to be true, especially one without proof” “Belief is the state of mind in which a person thinks something to be the case with or without there being empirical evidence to prove that something is the case with factual certainty” -Wikipedia IT2090 Lecture 3 - Values, beliefs, attitudes and Character 22 Beliefs Video - Asian and Western Dinner Etiquette – Differences Jack is having a meal with his Japanese girlfriend. What problems is he having? And how many mistakes does he make? Customs: common or established practices. Manners: behaviour regarded as appropriate in a particular society. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 23 Attitude Attitude is a mindset or a tendency to act in a particular way due to both an individual’s experience and temperament. An attitude includes three components: an affect (a feeling), cognition (a thought or belief), and behavior (an action). Although the feeling and belief components of attitudes are internal to a person, we can view a person’s attitude from his or her resulting behavior. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 24 Attitude Model genetics Informational/ Cognitive (i.e. beliefs) Attitude Behavior socialization Affective (i.e. emotions) Measurable in observable the brain with fMRI learning (functional Magnetic Resonance Imaging) IT2090 Lecture 3 - Values, beliefs, attitudes and Character 25 Attitude Attitudes may simply be an enduring evaluation of a person or object (e.g., “I like John best of my coworkers”), or An emotional reactions to objects and to people (e.g., “I dislike bossy people” or “Jane makes me angry”). Attitudes also provide us with internal cognitions or beliefs and thoughts about people and objects (e.g., “Jane should work harder” or “Sam does not like working in this department”). Attitudes cause us to behave in a particular way toward an object or person (e.g., “I write clearly in patients’ charts because it upsets me when I can’t read someone else’s handwriting”). IT2090 Lecture 3 - Values, beliefs, attitudes and Character 26 Attitude Positive Attitude Negative Attitude Individuals who have a positive attitude will People with a negative attitude ignore the pay attention to the good, rather than bad in good and pay attention to the bad in people, people, situations, events, etc. situations, events, etc. Positive attitudes are rewarded. It means the Negative attitudes are punished in order to individual is encouraged to do the same thing discourage the same action in future. in future. If we think positive thoughts we will surely If we think negative thoughts we will experience such emotions as joy, love, definitely have negative feelings such as gratitude, peace, and hope. anger, disappointment, irritation, envy, etc. A person with a “negatives attitude” tends to Having a “positive attitude” means a person believe their best days are in the past. There believes everything happens for the best in is nothing to “look forward to” and considers the end. it a waste of time and energy. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 27 Attitude Positive Attitude Negative Attitude It is a pessimistic mindset of a person It is an optimistic approach of a who is not capable of handling critical person to achieve good results. issues. It can achieve long-term goals easily It can achieve some initial goals but and in time not the long-term goals It is a process of solving problems. It is a process of looking for problems. A person with a negative attitude pays A person with a positive attitude pays attention to other people’s attention to the virtues of others. shortcomings. These persons always see These persons see only limitations. opportunities. IT2090 Lecture 3 - Values, beliefs, attitudes and Character 28 Watch the Video : To gain a deeper understanding of how self-reflection and seeing our own reflection can impact our attitudes Having A Good Attitude & Being Courteous in the Office Part 1 (Video) Having A Good Attitude & Being Courteous in the Office Part 2 (Video) IT2090 Lecture 3 - Values, beliefs, attitudes and Character 29 Character Group of qualities that make a person, group or thing different from others. What is “good character?” One definition is 1. “knowing the good, desiring the good and doing the good”; i.e., the head, the heart, the hand. 2. “understanding, caring about and acting on core ethical values such as honesty, responsibility, respect, hard work and caring for others.” IT2090 Lecture 3 - Values, beliefs, attitudes and Character 30 How Character develops Your values shape your beliefs Your beliefs shape your attitudes Your attitudes shape your behaviors/actions. Your behaviors/actions shape your habits Your habits shape your character Your character shapes your destiny IT2090 Lecture 3 - Values, beliefs, attitudes and Character 31  Values Exercise (attached to Course web) Values exercise STEP 1: Start with a Beginner’s Mind STEP 2: Create Your List of Personal Values STEP 3: Chunk Your Personal Values into Related Groups STEP 4: Highlight the Central Theme of Each Value Group STEP 5: Determine Your Top Personal Core Values STEP 6: Give Your Personal Values Richer Context STEP 7: Test the Ecology of Each Value IT2090 Lecture 3 - Values, beliefs, attitudes and Character 33 Johari window exercise Johari Window: A graphic model of awareness in interpersonal relations Developed by Joseph Luft (1916– 2014) and Harrington Ingham (1916–1995) in 1955 Façade - mystery IT2090 Lecture 3 - Values, beliefs, attitudes and Character 34  Johari Window IT2090 Lecture 3 - Values, beliefs, attitudes and Character 35 Concluding remarks Knowing values, beliefs and attitudes helps us to develop a compelling character, to live a remarkable professional life Industry always emphasize, “We hire individuals with good values and attitudes, because with those qualities, developing their technical skills is a simple task” Know thyself – Socrates Knowing yourself is the beginning of all wisdom – Aristotal IT2090 Lecture 3 - Values, beliefs, attitudes and Character 36 Exercise - Write “About Me” paragraph to a CV highlighting your core values. This may contain 5-6 Sentences (60~75 words). - Complete Johari window exercise by getting feedback from your parents, friends, teammates, teachers - Write a reflective journal on an incident/situation in real life that you faced where content discussed in this lecture will be useful/can be put into practice IT2090 Lecture 3 - Values, beliefs, attitudes and Character 37 Questions ? IT2090 Lecture 3 - Values, beliefs, attitudes and Character 38  Teams for Teamwork “Working in a team encourages personal growth, increases satisfaction, and reduces stress.” Sanjeeva Perera Senior Academic Fellow - Faculty of Computing  What is a team ? ❖ “Team is a group of people who are interdependent with respect to information, resources, knowledge and skills and who seek to combine their efforts to achieve a common goal” Professor Leigh Thompson ❖“A team is a group of people working toward a common goal.” IT2090 Lecture 4 - Teams for Teamwork 2 The Nature of a Team What is the difference between Groups and Team ? A working group’s performance is a function of what its members do as individuals. A Team’s performance includes both individual results and what we call “collective work products” Video – Group vs Team 3  A team can be..  Large – (20-30) Ex: IT Department Lecturers, Senate  Small - (2-5) Ex: Board of Directors, Surgeons of a surgery  Short Term Ex: event committee Long Term Ex: Parliament standing committee for Public Relations IT2090 Lecture 4 - Teams for Teamwork 4 Team Development Stages There are five stages to group development Forming Storming Norming Performing Adjourning - Dr. Bruce Tuckman IT2090 Lecture 4 - Teams for Teamwork 5 Team Development Stages Bruce Tuckman (1965) five stages of team development IT2090 Lecture 4 - Teams for Teamwork 6 What is a Team Role? A Team Role came to be defined as: “A tendency to behave, contribute and interrelate with others in a particular way.” -Dr Meredith Belbin IT2090 Lecture 4 - Teams for Teamwork 7  Role IT2090 Lecture 4 - Teams for Teamwork 8  Role Set of behaviors required or expected of the person occupying a certain position in a group. There are two types of roles : 1. Formal Role - dictated by the structure of the organizations (coach, team captain). 2. Informal Role - evolve from the group's dynamics. Role Acceptance - important to enhance a group’s structure. IT2090 Lecture 4 - Teams for Teamwork 9 Belbin Team Role Theory Dr R.Meredith Belbin, a British Researcher identified 9 Team Roles "The types of behaviour in which people engage are infinite. But the range of useful behaviours, which make an effective contribution to team performance, is finite. These behaviours could be grouped into a set number of related clusters to which the term ‘Team Role’ is applied.“ Meredith Belbin | Taken from: Team Roles at Work IT2090 Lecture 4 - Teams for Teamwork 10 Belbin Team Role Theory The nine team roles Thought Focused Roles 1. 2. 3. Plant Monitor Evaluator Specialist } People Focused Roles } 4. Coordinators 5. Resource Investigators 6. Team workers 7. 8. 9. Implementers Shapers Completer-Finishers } Action Focused Roles IT2090 Lecture 4 - Teams for Teamwork 11 Belbin’s Team Roles http://www.belbin.com 12  Belbin’s Team Roles Team Role:“A tendency to behave, contribute, and interrelate with others in a particular way.”(Meredith Belbin) http://www.belbin.com IT2090 Lecture 4 - Teams for Teamwork 13 Belbin's Team Role Theory Dr R.Meredith Belbin, a British Researcher identified mainly 3 Team Roles Action Oriented- (Shaper, implementer, completer finisher) - See obstacles as challenges, courageous to push things, extroverted and stimulate others. They put ideas and concepts into practical actions. Disciplined, work systematically and efficiently, perfectionist but may be inflexible and sometimes reluctant to delegate and may insult others feelings. IT2090 Lecture 4 - Teams for Teamwork 14  cont. People Oriented- (Coordinator, Team worker, Resource Investigator) ▪ Supportive and caring to the people. negotiator, flexible ▪ Diplomatic and popular but poor at making difficult decisions. ▪ Extroverted, overly optimistic but lose enthusiasm quickly IT2090 Lecture 4 - Teams for Teamwork 15  cont. Thought Oriented- (Plant, Monitor Evaluator, Specialist) ▪ Bring new ideas and concepts, innovators, knowledgeable, pride themselves for their ability, introverted, impractical, poor communicators ▪ Carefully weigh pros and cons, critical thinker, unemotional to others. ▪ Tend to be single-minded and professional. IT2090 Lecture 4 - Teams for Teamwork 16 Problems with Roles Role Overload Role Conflict Role Ambiguity Rigidity Territoriality Abdication Human Nature IT2090 Lecture 4 - Teams for Teamwork 17 Problems with Roles Role Overload : This can leave the member exhausted, attempting to get more done in less time. Stress builds and productivity falls. Personal defeat can isolate the member from the group and shatter communication. IT2090 Lecture 4 - Teams for Teamwork 18 Problems with Roles Role Conflict : This is when the members of a group each have a different expectation of another's responsibilities. This person will feel torn and unable to come to terms with the group identity, which can also occur when there is a moral or ethical dilemma with another of the group. IT2090 Lecture 4 - Teams for Teamwork 19 Problems with Roles Role Ambiguity : This is when a role is left too vague or undefined, and the individual does not know what is expected of them by the group. Members experiencing role ambiguity find their self confidence drops and due to that efficiency slows to a crawl. Without an identity relative to the other group members, an individual cannot perform and they will often isolate and shy away from the other group members. IT2090 Lecture 4 - Teams for Teamwork 20 Problems with Roles Role Ambiguity : Inter role conflict results from the differing requirements of two or more roles that must be played at the same time. In 2005, Maithripala Sirisena assumed the presidency in Sri Lanka. Simultaneously, he held the position of Chairman of the SLFF Political Party (Opposition). This dual role created a situation of role ambiguity and led to conflicts with Prime Minister Ranil Wickremesinghe. IT2090 Lecture 4 - Teams for Teamwork 21 Problems with the Role Concept Rigidity: Sometimes prevents flexibility, other potentials IT2090 Lecture 4 - Teams for Teamwork 22 Problems with the Role Concept Abdication: Relinquish the duties of a role, creating a gap in teamwork. Avoiding contributing within another’s role just because it is someone else’s responsibility. IT2090 Lecture 4 - Teams for Teamwork 23 Problems with the Role Concept Territoriality: Reluctance to get contribution from others to the role assigned to someone, Guard his role/personal space IT2090 Lecture 4 - Teams for Teamwork 24 Problems with the Role Concept Human nature: The annoying habit of being unpredictable, straying from expected role and inconsistency in same role across the individuals IT2090 Lecture 4 - Teams for Teamwork 25 Handling the problems Solid, unemotional discussion Role re-delegation until responsibilities have settled comfortably on the correct person. Self-evaluation and Personality testing can also aid in correct role placement and determination, such as : IT2090 Lecture 4 - Teams for Teamwork 26 Alternative to the Role Concept Empowering Focus on Multiskilling people (all-rounders) IT2090 Lecture 4 - Teams for Teamwork 27 Successful team Works together toward common goals Perceive relevance of the group tasks Mutual respect for members Diversity of member skills/experience Individual communication style IT2090 Lecture 4 - Teams for Teamwork 28 Teamwork ?  Teamwork “It is the ability to work together toward a common vision. It is the fuel that allows common people to attain uncommon results.” -Andrew Carnegie IT2090 Lecture 4 - Teams for Teamwork 30 Teams don’t work without teamwork. It is that energy which keeps a team together and makes the teamwork. Unless the players have teamwork skills, they can not perform better. Teamwork is cooperation between members with diverse skills and background to achieve a common goal. The Dysfunctions of Groups and Teams- Symptoms of Groupthink What do we as group members do about this? Video - Groupthink 33 Conclusion When people come together as a team, share a dream, and focus on reaching their goals together, there’s a very good chance they’ll accomplish what they set out to do! IT2090 Lecture 4 - Teams for Teamwork 34 Questions ? IT2090 Lecture 4 - Teams for Teamwork 35  Team Leadership “Must be able to build cohesive and productive work and project teams in order to achieve the required outputs, either as a work unit or as a component within the organization..” Sanjeeva Perera Senior Academic Fellow - Faculty of Computing Agenda What is leadership? Identify the traits and skills of an effective leader Key leadership theories Examine the role, duties and responsibilities of a Team Leader Understand the limits of authority in a Team Leader role Develop a plan to develop your own leadership potential Most parts of this lecture is taken from University of Exeter, UK – Leadership Skills module IT2090 Lecture 5 - Team Leadership 2 What is Leadership? "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." Prof. Warren Bennis IT2090 Lecture 5 - Team Leadership 3 Definition of leadership there is still considerable controversy. According to leadership guru Warren Bennis “The End of Leadership” – Leadership cannot exist without the full inclusion, initiatives, and the cooperation of employees. (one cannot be a great leader without great followers) IT2090 Lecture 5 - Team Leadership 4 Why Controversy ? Leadership depend on many factors. For example, business environment. Cool and calm business environment vs. Highly volatile environment Captain of a Ship vs. Rafting on white water IT2090 Lecture 5 - Team Leadership 5  Captain of a ship vs Rafting on white water http://farm1.static.flickr.com/81/246651511_4852ce4613_z.jpg IT2090 Lecture 5 - Team Leadership 6 Cool and calm business environment vs. Highly volatile environment Captain of a ship vs Rafting on white water IT2090 Lecture 5 - Team Leadership 7  Leadership Theories and Models IT2090 Lecture 5 - Team Leadership 8 Leadership Perspectives 1- Trait Perspective 4-Transformational Leadership 2-Behavior Perspective Perspective Perspectives 3-Contingency Perspective IT2090 Lecture 5 - Team Leadership 9  Leadership Perspectives 1-Trait Perspective IT2090 Lecture 5 - Team Leadership 10 Leadership Theories Early Theories: Great Man Theories Leaders are exceptional people, born with innate qualities, destined to lead Term 'man' was intentional - concept was primarily male, military and Western IT2090 Lecture 5 - Team Leadership 11 Leadership Theories Early Theories: Trait Theories Research on traits or qualities associated with leadership are numerous Traits are hard to measure. For example, how do we measure honesty or integrity? Trait Theories Don Stephen Senanayake was the first Prime Minister of Sri Lanka having emerged as the leader of the Sri Lankan independence movement that led to the establishment of self-rule in Sri Lanka. He is considered as the "Father of the Nation" IT2090 Lecture 5 - Team Leadership 12 Leadership Traits and Skills Traits Skills  Adaptable to situations Clever (intelligent)  Alert to social environment Conceptually skilled  Ambitious and achievement orientated Creative  Assertive Diplomatic and tactful  Cooperative Fluent in speaking  Decisive Knowledgeable about group task  Dependable Organised (administrative ability)  Dominant (desire to influence others) Persuasive  Energetic (high activity level) Socially skilled  Persistent Stogdill, 1974  Self-confident  Tolerant of stress Leaders will also use:  Willing to assume responsibility Integrity, Honesty, Compassion, Humility IT2090 Lecture 5 - Team Leadership 13 Leadership Theories Functional Theories (John Adair, Action Centred Leadership, 1970) Leader is concerned with the interaction of 3 areas:  Task – goal setting, methods and process  Team – effective interaction/communication, clarify roles, team morale  Individual – attention to behaviour, feelings, coaching, CPD IT2090 Lecture 5 - Team Leadership 14  Leadership is situational Action-Centred Leadership Achieve task Build team Develop individuals John Adair 15 Action-Centred Leadership Allocating Focusing on resources goals Organising duties Planning work and responsibilities Controlling quality Achieve task Checking performance Reviewing progress 16 Action-Centred Leadership Maintaining morale and building team spirit Build team Maintaining communication Setting standards and within the group maintaining discipline Ensuring systems support the work of the team 17 Action-Centred Leadership Meeting the needs of individual Develop Attending to Individuals personal problems Developing and training the Giving praise individual and recognition 18  Leadership Perspectives 2-Behavior Perspective IT2090 Lecture 5 - Team Leadership 19 Leadership Theories Behaviourist Theories (Blake and Mouton, Managerial grid, 1964) Leaders' behaviour and actions, rather than their traits and skills e.g. production orientated, or people orientated Different leadership behaviours categorised as ‘leadership styles’ e.g. autocratic, persuasive, consultative, democratic Doesn’t provide guide to effective leadership in different situations IT2090 Lecture 5 - Team Leadership 20 The Historically Important Studies on Leadership The Iowa Leadership Studies (1930 by Lippitt and Ralph White) Autocratic vs. Democratic vs. Laissez-Faire The Ohio State Leadership Studies Initiating Structure vs. Consideration The Early Michigan Leadership Studies- human relations approach (1950s by university of Michigan) Production Oriented vs. Employee Oriented IT2090 Lecture 5 - Team Leadership 21 The Iowa Leadership Studies Autocratic vs. Democratic vs. Laissez-Faire The question was whether a democratic style of leadership is more effective than an authoritarian or laissez-faire style. Study was done using 10-year old boys who were assigned to one of three after school hobby groups: Democratic- Allowed the group to decide who was to perform what task, pick their own partners, offer feedback Authoritarian- Assigned work partners, subjective with praise, decided what was to be done without boys feedback Laissez-Faire Style- Gave the group complete freedom, do whatever they wanted, provided information only when asked IT2090 Lecture 5 - Team Leadership 22 The Iowa Leadership Studies Autocratic vs. Democratic vs. Laissez-Faire In the study, which style do you think led to greater satisfaction? Boys subjected to the autocratic leaders reacted in one of the two ways: either aggressively or apathetically. Both deemed to be reaction to the frustration. The researchers also pointed out that the apathetic groups exhibited outbursts of aggression when the autocratic leader left the room. The laissez-faire leadership climate actually produced the greatest number of aggressive acts from the group. The democratically led group fell between the one extremely aggressive group and the four apathetic groups under the autocratic leader. IT2090 Lecture 5 - Team Leadership 23  The Ohio State Leadership Studies Initiating Structure vs. Consideration This study looked at two independent dimensions of leadership: Consideration – Relies on mutual trust, respect for subordinates, and sensitivity to subordinate’s feelings. Initiating Structure- When a leader defines and structures the work that subordinates perform, working toward successful completion. Therefore a manager can be: 1. Highly considerate of subordinates, while lacking a concern for employee production. 2. May lack concern for employee feelings but is moderately concerned with unit output. 3. Devoted to both maximizing production (initiating structure) and employee well-being (consideration). (This is the ideal style…combines the best of both dimensions) IT2090 Lecture 5 - Team Leadership 24 The Early Michigan Leadership Studies- human relations approach Production Oriented vs. Employee Oriented Studies conducted by Michigan University beginning in the 1950s Found 3 critical characteristics of effective leaders: - Task-oriented behavior Effective Leaders didn’t do the same work as their subordinates. - Relationship-oriented behavior Focus on task, but also on relationship with subordinates - Participative leadership Use a participative style, managing at the group level as well as individually The role of the manager is more facilitative than directive IT2090 Lecture 5 - Team Leadership 25  Leadership Perspectives 3-Contingency Perspective IT2090 Lecture 5 - Team Leadership 26 Hersey and Blanchard’s Situational Leadership Theory Situational Leadership Theory (SLT) A contingency theory that focuses on followers’ readiness. Unable and Unable but Able and Able and Unwilling Willing Unwilling Willing Follower readiness: ability and willingness Directive Supportive Monitoring High Task and Relationship Participative Orientations Leader: decreasing need for support and supervision IT2090 Lecture 5 - Team Leadership 27 Leadership Theories Situational/contingency Leadership (Hersey-Blanchard, 1970/80) Leadership style changes according to the 'situation‘ and in response to the individuals being managed – their competency and motivation Competency Low competence Some High competence High competence competence Low Variable Variable High Motivation commitment/ commitment/ commitment/ commitment/ Unable and Unable but Able but Able and willing unwilling or willing or unwilling or or motivated insecure motivated insecure Leadership style DIRECTIVE COACHING SUPPORTIVE DELEGATORY (Telling) (Selling) (Participating) (Observing) IT2090 Lecture 5 - Team Leadership 28 Leadership Styles and Follower Readiness (Hersey and Blanchard) Follower Unwilling Willing Readiness Able Supportive Monitoring Participative Leadership Styles High Task Unable Directive and Relationship Orientations IT2090 Lecture 5 - Team Leadership 29  Leadership Perspectives 4-Transformational Perspective IT2090 Lecture 5 - Team Leadership 30 Leadership Theories Transformational Theory (Bass and Avolio, 1994)  Leaders inspire individuals, develop trust, and encourage creativity and personal growth  Individuals develop a sense of purpose to benefit the group, organisation or society. This goes beyond their own self-interests and an exchange of rewards or recognition for effort or loyalty. IT2090 Lecture 5 - Team Leadership 31 Leadership Theories Ethical Leadership (Alan Chapman, 2006)  Four P’s - Purpose, People, Planet, Probity  CSR, sustainability, equality, humanitarianism Probity: the quality of having strong moral principles; honesty and decency: IT2090 Lecture 5 - Team Leadership 32 Key Team Leader Responsibilities 1. Guide/coordinate team members – encourage teamwork and motivate individuals 2. Provide structure for team – set mission and purpose, clarify roles and responsibilities, allocate tasks and set objectives 3. Clarify working methods, practises and protocol 4. Focus on performance – anticipate challenges, monitor performance, delegate and provide CPD support IT2090 Lecture 5 - Team Leadership 33 Accountability, Responsibility, and Authority  Accountability the state of being accountable, liable, or answerable  Responsibility (for objects, tasks or people) can be delegated but accountability cannot – buck stops with you!  A good leader accepts ultimate responsibility:  will give credit to others when delegated responsibilities succeed  will accept blame when delegated responsibilities fail  Accountability can not operate fairly without the leader being given full authority for the responsibilities concerned  Authority is the power to influence or command thought, opinion or behaviour  Cross-functional team – less authority - more difficult to manage IT2090 Lecture 5 - Team Leadership 34 How to improve your leadership skills  Reflect and identify the skills YOU need to lead effectively and create your action plan to develop them  Ask for feedback from work colleagues, line managers, tutors, your ‘followers’  Practise! Take on responsibility (work, volunteering, clubs & Societies) and reflect on your performance  Find a mentor – learn from positive leadership role-models  Attend further leadership and management training IT2090 Lecture 5 - Team Leadership 35 Review your performance as a leader Exercise: 1. Assess yourself as a Leader Conduct a SWOT analysis - Strengths, Weaknesses, Opportunities, Threats 2. Develop an Action Plan to improve as a leader list 2 actions you will undertake to address Weaknesses or capitalise on Opportunities identified Apply SMART targets to your actions – Specific, Measurable, Achievable, Realistic, Time-bound 3. Write a reflective journal about one of the Leadership experiences you faced with a team or in your life IT2090 Lecture 5 - Team Leadership 36