Running head: ties to adler s tasks of life
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- Summary, Conclusion, Recommendation
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relationships, 62% low morale and 58% had negative performance (Mulqueen, 2012, p. 24). As with any personality, strength, or social style assessment it is vital to remember that each one is not the only component of a person. When a person’s style is accurately identified, it provides a surprising amount of useful information about constructive ways of relating to him. Nevertheless, it’s important to remember that style only pertains to certain aspects of a person’s life. Each of us is far more than our style. Thus, while the identification of a person’s style sheds light on many important characteristics of that person, it is just one useful step of what can be a long and exciting journey of understanding and appreciation of another person. (Bolton & Bolton, 2009, pp. 115-116). Summary, Conclusion, Recommendation With twenty-four hours in a day, an average person who works a forty-hour per week job will spend approximately one third of their working life at their job. This could also include raising a family as mentioned in the work task. But why do two million Americans quit every month? A study recently indicated that 31% of people who quit do so because of a lack of empowerment and 43% quit because of a lack of recognition (Hall, “I Quit,” para. 2). What would happen in a world where a job was based on strengths and personality? What would the interview process look like? How would an employee feel? What would their engagement level be? How would they be managed? What would happen to their self-esteem, self-concept, and self-ideal? These are all interesting work related questions that tie into the research discussed above. What happens to the self when attention is paid to individuality? The writer encourages any employer and employee to spend time considering the impact these assessments and items could have. The goal of this paper was to explore how personality, strengths, and social
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interactions with others can influence the self and how they relate to the life tasks. How does this play out in a real life scenario? The writer is going to follow “Joe” as he interviews for a teaching position and what happens when he starts working. The first scenario is one where personality, strengths, and social style are not addressed and in the second one they are. Joe applies for a job as a teacher and during the interview, the interviewer asks him about his weaknesses and how those will affect his performance. Joe starts to question his self-esteem and creates different self-concept statements such as “I should be a more outgoing teacher” or “I am not going to be the popular one.” The interviewer keeps pressing him on his experience with challenging children and what Joe is going to do about it if he has these weaknesses. Joe leaves the interview with lower self-esteem and an altered self-concept even though he still has the self- ideal to be a teacher. To his astonishment, Joe got the job. Joe starts his job and right away he feels very isolated. The principal (who was the interviewer) shows him to his classroom, gives him the standard curriculum, shows him where the bathrooms, kitchen, staff break room, and library are located. He does not come back to check on him that day or for many days and weeks to come. Then he calls a meeting. This meeting is to discuss Joe’s progress and what he has been doing. During the entire meeting Joe starts to slump more in his chair and feel even more dejected. The principal spent the entire meeting discussing items Joe had missed, mistakes he had made, and he demanded to know on the spot why he did not fix them. The principal does not understand why Joe spends an hour after school with his door shut. He also does not know why Joe is so picky about all the details of his classroom and the students. Because Joe was feeling very attacked, he did not respond. He had a hard time understanding because he communicates with the other teachers effectively and his students are happy, but the principal does not seem to understand him at all. This cycle
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continues and by the end of his first year, Joe has quit. Alfred Adler would ask: how could this scenario be different? What if the principal had asked Joe about his strengths or personality style during the interview process? What if they had discussed how those strengths could be an asset to the school and the children? What if the principal took time to learn and understand Joe’s personality type? Even if all of these questions are skipped during an interview but addressed early on, the story may go a little differently and look something like this. During the interview Joe is asked about his personality Myers Briggs type. He responds that he is an ISFJ. The principal asks him to elaborate on how that will affect his teaching style. Joe explains that because he is an introvert by the end of the day he will often need some quiet time to regroup and refocus. Sometimes this can happen at school, but it will often happen at home. Joe mentions that it does not mean he’s shy or non-social. It simply means that after a day of interacting with children, parents, and co-workers, he needs some alone time to recharge his energy. One big advantage Joe mentions is by being an “S” for sensing he is very attentive to details and he focuses on the present moment and the matters at hand. The “F” for feeling is important for being a teacher. Joe stresses how vital it is to him that he pay close attention to how the students feel and their personal issues. He is often one of the first to notice if something is wrong but he is also one of the first to notice and point out when the students do something great. Joe explains that during his student teaching he learned that he really likes to have an organized and neat classroom. He needs to have his lesson plans written out in advance and he is always prepared. These personality traits are because of his “J” for judgment. From the MBTI, the principal learned that Joe is a responsible, thoughtful, personable organizer who has everyone’s best interest as his main focus. All of these could be seen as assets to a teacher.
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Now that the principal knows a little more about Joe’s personality and is starting to understand him on a deeper level, he also wants to know Joe’s strengths. Joe has taken the Strengths Finder assessment and has discovered his strengths are: Harmony, Empathy, Woo, Developer, and Responsibility. Joe displays his harmony strength by “looking for areas of agreement” (Rath, 2007, p. 109). Joe explains that he has seen this strength in play in his classroom when the students have a problem and want to discuss it with him. He is able to listen to both sides and seek harmony for everyone. Joe also has the strength of empathy, which ties in well with harmony. “You can sense the emotions of those around you. You can feel what they are feeling as though their feelings are your own. Intuitively, you are able to see the world through their eyes and share their perspective” (Rath, 2007, p. 97). The principal acknowledged this was a huge strength that he would be utilizing in the future for staff development and relationship building. Joe’s third strength is woo and it is a great strength for a teacher to have. “Woo stands for winning others over. You enjoy the challenge of meeting new people and getting them to like you” (Rath, 2007, p. 169). Every new teacher and every new student is a challenge for Joe that he readily accepts. He looks forward to a new school year and has an easy-going persona with the students. It is only natural that Joe has the developer strength. “You see the potential in others. When you interact with others, your goal is to help them experience success. You look for ways to challenge them. You devise interesting experiences that can stretch them and help them grow” (Rath, 2007, p. 89). Combined with his other strengths, developer is a huge asset because Joe has an internal burning desire to challenge students and bring them up to their maximum potential. He sees opportunities with other staff members and is open and willing to share ideas and help them grow and develop. Joe’s fifth strength is responsibility, which really ties his strengths together. “Your responsibility theme
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forces you to take psychological ownership for anything you commit to, and whether large or small, you feel emotionally bound to follow it through to completion” (Rath, 2007, p. 149). Joe’s principal is shocked at how much he has learned about Joe. He also starts to think about how he could really utilize Joe and his strengths. Because Joe has “woo” and “developer” as strengths, the principal decides to use him as a staff developer during their meetings. He wants him to present different teaching methods he utilizes and how he creates his lesson plans. The principal decides that it is vital for him to learn the personality and strengths of his other teachers and staff. After meeting with the principal and going over his personality and strengths, Joe’s self- esteem is rising. He feels great about their conversation and he feels the principal acknowledged what is unique about Joe. From the time he was a small child, Joe knew he wanted to be a teacher and had that self-ideal and now his self-concept matches his ideal. He thinks to himself “I am a great teacher with strengths that will help me make a difference.” Joe is feeling great about his job and his relationships with the principal and also the other teachers. However he has started to notice that he is avoiding conflict and does not want to be a part of it. Anytime there is an issue to discuss where there is disagreement, he retreats. Joe decides to dive into learning about his social style and how it is affecting his communication. What he finds out is that he is an “Amiable” style and his strengths with that style are “diplomatic, cautious, supportive, and people-oriented” (Bolton & Bolton, 2009, p. 68). However, all of these strengths and traits can be overused and turn into a negative. He realizes that his diplomatic strength can actually turn into being a conflict avoider and supportive can turn into being permissive. Joe now understands what is happening and is ready to tackle it. He also learns that every style has a backup style and because he is an “amiable” type his backup social style is “acquiescing” and this means he often
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puts on a front and says everything is fine when it really is not (Bolton & Bolton, 2009, p. 78). Armed with this knowledge, Joe can recognize when he is in backup mode and when he is really utilizing his strengths. His communication and interactions with others has improved and he notices when his social style starts to flex. What is most remarkable to Joe is how his improved self-esteem and self-concept at work have impacted his whole life. His relationship with his wife and children has dramatically improved because he comes home from work in a great state of mind and is ready to interact with them. He has started volunteering with his community organization, which fulfills his desire for social interest. Joe has always been a hard worker and much of his self-esteem has been derived from his feedback at his job. Because he is feeling empowered and successful at his job, that flows over to all the other life tasks. Joe’s story is a powerful one that represents the importance of both an employer and an employee understanding what a person is comprised of. In the first example, Joe gets very down on himself and his self-esteem decreases and he eventually quits his job. Judge (2001) states “individuals with high self-esteem choose occupations consistent with their interests, which would lead to greater levels of job satisfaction” (p. 81). This research implies that individuals need to be supported to keep or raise their self-esteem to a high level so they can do the jobs that interest them and keep them at a high level of satisfaction. Research done by Rogers focused on the tendency of humans to actualize their inherent potentialities, which could involve pursuits within many domains of activity. People will pursue at least some measure of their growth and development in relationships with others. That is, what people can do with their talents in conjunction with their needs to receive approval, affirmation, and validation with others. The need for approval implies
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the needs to assume a meaningful role relative to others so that the successful portrayal of that role garners approval and validation of others (Oberst & Stewart, 2003, p. 132). Humans want to use their own strengths and talents to do the job they were set out to do and to lead a satisfying life outside of work in the other life tasks. “People most prefer a job congruent to their signature strengths” (Harzer & Ruch, 2012, p. 362). Research done by Clifton & Harter (2003) supports the above statements: Top performing managers have an approach to management that focuses on developing the strengths of the individuals they manage. In a sense, top high-performing managers have been ahead of their time in doing what is psychologically most efficient: they effect engagement and productivity by understanding and positioning individual differences in their employees (p. 7). Job satisfaction seems to increase based on several factors and how they are intertwined. An individual needs to be understood from a personal point of view including personality, strengths, and social style. If this is supported, the individual will likely have an increase in self-esteem, a supported and improved self-concept and a realized self-ideal. All people have particular sets of strengths and competencies which are of potential benefit to the world around them. If those gifts are matched to the demands of their work environment, their chances of bringing about positive change and experience self- satisfaction are greatly increased. (Shybut, 1993, p. 116) It is in the best interest of the individual, their work environment, and those around them to be utilizing their gifts and talents. They will then be more likely to have satisfaction in their other life tasks of love and work and feel a sense of belonging and contribution to the world around them.
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Hall, A. (2013, March 11). I’m outta here! Why 2 million Americans quit each month (And 5 steps to turn the epidemic around). Retrieved from http://www.forbes.com/sites/alanhall/2013/03/11/im-outta-here-why-2-million- americans-quit-every-month-and-5-steps-to-turn-the-epidemic-around/ Harzer, C., & Ruch, W. (2012). When the job is calling: The role of applying one’s signature strengths at work. The Journal of Positive Psychology, 7(5), 362-371. Healy, C., & Woodward, G. (1998). The Myers-Briggs type indicator and career obstacles.
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Mansager, E., & Gold L. (2000). Three life tasks or five? The Journal of Individual Psychology, 56(1), 156-171. Mulqueen, C. (2012). Social style & versatility technical report. Centennial, CO: TRACOM Corporation. Retrieved from http://docs.tracomcorp.com/TPD/Research/TRACOM_Social_Style_Technical_Report.p df Oberst, U. E., & Stewart, A. E. (2003). Adlerian psychotherapy: An advanced approach to individual psychology. New York, NY: Taylor & Francis. Opt, S., Loffredo. D. (2000). Rethinking communication apprehension: A Myers-Briggs perspective. The Journal of Psychology, 134(5), 556-570. Passmore, J., Holloway, M., & Rawle-Cope, M. (2010). Using MBTI type to explore differences and implications for practice for therapists and coaches: Are executive coaches really like counselors? Counseling Psychology Quarterly, 23(1), 1-16. Pittinger, D. (2005). Cautionary comments regarding the Myers-Briggs type indicator.
Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press. Schimel, J., Pyszczynski, T., Arndt, J., & Greenberg, J. (2001). Being accepted for who we are: Evidence that social validation of the intrinsic self reduces general defensiveness. Journal of Personality and Social Psychology, 80(1), 35-52. doi:10.1-37//0022- 3514.80.1.35 Searcy, Y. (2007). Placing the horse in front of the wagon: Toward a conceptual understanding of the development of self-esteem in children and adolescents. Child and Adolescent Social Work Journal, 24(2), 121-131. doi:10.1007/s10560-006-0070-9 TIES TO ADLER”S TASKS OF LIFE 30
Seligman, M. (2001). Introductory and historical overview. In C. R. Snyder & S. J. Lopez (Eds.) Handbook of positive psychology (pp. 3-9). New York, NY: Oxford University Press. Retrieved from http://www.positiveculture.org/uploads/7/4/0/7/7407777/seligrman_intro.pdf Shybut, S. J. (1993). Job performance and type as measured by the Myers Briggs preference inventory. Psychosocial Rehabilitation Journal, 16(3), 113-124. Sweeney, T. J., & Witmer, J.M. (1991). Beyond social interest: Striving toward optimum health and wellness. Individual Psychology, 47(4), 527-540. Zentner, M., Renaud, O. (2007). Origins of adolescents’ ideal self: An intergenerational perspective. Journal of Personality and Social Psychology, 92(3), 557-574.
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