Self Awareness

Self Awareness
Self Awareness
Self-awareness involves being aware of different aspects
of the self including traits, behaviors, and feelings.
Essentially, it is a psychological state in which oneself
becomes the focus of attention. Self-awareness is one
of the first components of the self-concept to emerge.
Self awareness is important because when we have a
better understanding of ourselves, we are able to
experience ourselves as unique and separate
individuals. We are then empowered to make changes
and to build on our areas of strength as well as identify
areas where we would like to make improvements.
GROW Model
The GROW model of coaching has been designed by Sir John
Whitmore and is central to his best-selling book ‘Coaching
for Performance’. This coaching model can be used to
structure mentoring conversations. Enables you and your
mentee to:
• Ensure the time is being spent on mentees’ goals
• That goals are explored
• Mentee’s self-awareness and awareness is raised
• Solutions, actions and activities are agreed
• There is commitment from your mentee to progress their
development
G – Goal setting for the session as well as for the short and
long term
R – Reality checking to explore the current situation
…
O – Options and alternative strategies, or course of actions
W – What is to be done, when and by whom and the will to
do it
Goal Setting
The first stage is to agree and understand the goal that the mentee
wants to cover in the session.
This is important! Some questions to help with this are:
What would you like to get out of this session?
What would be the most useful/helpful thing for you to take
away from this session/time?
A goal should be : SMART, PURE and CLEAR
Specific, Measurable, Agreed, Realistic and Time phased
Positively stated, Understood, Relevant and Ethical
Challenging, Legal, Environmentally sound, Appropriate and
Recorded
5 In what context do you want this? Everywhere or
somewhere specific? When do you want it – all of the
time? When, where and with whom do you not want it?
6 What are the costs of what you want? Is it worth the
cost to you? What will you gain? What will you lose?
7 Is it worth the time it is going to take?
8 Is it what you want in keeping with your own purpose,
your sense of self and identity.
Reality Checking
Once the goal is set you will need to explore the facts and
feelings around the issue/problem/topic. This exploration
is to raise the awareness and self-awareness of the
individual. Awareness is defined as perceiving things as
they really are and self-awareness is recognizing those
internal factors that distort one’s own perception of
reality.
To do this we often we need to tap into the emotions:
How did you/do you feel about....?
 What is the predominant feeling when....?
One reality question that nearly always contributes value is:
‘What action have you taken on this so far? Followed by
‘What were the effects of that action?’ or, if the answer is
nothing! ‘What are the factors that prevented you from
taking action?’
Options
Once your mentee is aware of the reality around the situation they
need to think about actions, solutions and ideas that will help
resolve or move the situation forward. Having options is important
as choice enables us to feel in control and empowered. It is even
more powerful if those choices are our own and the choice we
make is also our own.
To unlock negativity the following ‘what if...’ questions may work
 What if you did have enough money/time?
What if the obstacle didn’t exist? What would you do then?
The key is to identify the limiting belief; the solutions and choices
are then much easier to find
What is to be done?
Once the choices for moving forward have been agreed,
it is important that the mentee has fully bought into the
action if they are to feel confident in completing it. This
stage needs to cover the what, when, who
(support/involved) and the will to do it. If this is not
explored you may think your mentee has left the session
with agreed actions and be surprised to find that when
you next meet that nothing has happened!
Some questions that may help are:
What are you going to do?
Will this action meet your goal?
What obstacles might you meet along the way?
Who needs to know?
What support do you need?
How and when are you going to get that support?
What other considerations do you have?
On a scale of 1-10 how confident are you that will
carry out the actions agreed?
What prevents it from being a 10?
What would make it a 10 for you?
DOTS Model
The DOTS analysis is a tool for reviewing and sharpening
learning aims for careers education and guidance:
 decision learning (D);
• opportunity awareness (O);
• transition learning (T);
• self awareness (S).
Decision learning
It is help that is offered to students to understand the variety
of ways in which decisions can be made.
pressures, expectations and cues
To understand the various styles in which decisions can be
made
 skills such as those of collating information and ordering
priorities.
risks involved in decision making
learning to take responsibility for decision making,
The skills and awareness that students need in order to
integrate what they know of themselves with what they
know of their opportunities, and in order to convert these
two kinds of knowledge into an implementable decision.
Opportunity Awareness
Opportunity awareness mean the help which is given to
students to experience and gain some understanding of:
■ the general structure of the working world they are going
to enter,
■ the range of opportunities which exist within it,
■ the demands that different parts of it may make upon
them, and
■ the rewards and satisfactions that these different parts can
offer
Transition learning
Transition learning mean helping students to gain the awareness and

skills they need to cope with the transitions consequent upon their
growing up and upon the particular decisions they make.
■ It could mean, for example, gaining some understanding of how school
life is different from work life - more attractive and manageable in some
respects, less so in others.
■ It could mean helping the students relate what they are learning at
school to what will happen at later stages in their lives.
■ It could also mean helping them to acquire the skills and information
they need to cope with the new situations they will meet - communication
skills, interpersonal skills, budgetary skills, information about trade
unions, information about supervisory patterns at work, and so on.
Self Awareness
Self awareness mean the help that is given to students to

develop their own sense of themselves as unique
individuals, with personal characteristics which in some
respects are like other people’s but in other respects are not.
It is to address the question ‘what kind of personality it is
that I take with me to implement in the world of
opportunities that exist for me?’
■ In part it involves an exploration of actual and potential
personal strengths - qualifications, abilities, aptitudes,
practical skills, personal qualities, and physical strengths.
■ In part it is an exploration of limitations in these various
respects.
■ But it is also the exploration of personal needs, involving
questions about what kinds of satisfactions are sought, what
kind of interests are developing, what personal aspirations
are being formulated, and what is most valued in one’s
experience of the world.

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