Week 2 Materials - Self-awareness and Professional Development

Workshop Logistics

  • Course: BUSM2543 Developing Professionally – Week 2 Workshop (Self-Awareness)

  • Session facilitators / workplace-mentor role:

    • Dr Yakub Karagoz – Mon & Thurs 16:3016{:}30

    • Dr Meg Colasante – Wed 10:3010{:}30 & 14:3014{:}30 (also Course Coordinator)

  • Institutional identifiers: CRICOS 00122A · RTO 3046

Big Questions for the Week

  • How can we “see” ourselves with respect to the capabilities we possess and the skills we still need to build?

  • Which tools, feedback sources, and reflections provide the most reliable window into our professional selves?

Why Self-Awareness Matters

  • Self-awareness has become a modern management buzzword but carries strong empirical support (Eurich 2018, HBR).

  • Systematic literature review (Carden et al., 2022) highlights that higher self-awareness:

    • Leads to better decision-making and creativity

    • Improves team performance & authentic leadership behaviours

    • Predicts leadership promotion, performance, overall success – often cited as “the most important trait leaders require”.

  • Consequently, MBA & leadership programmes embed self-awareness modules and reflective assessments.

Recap of Week 1 Activities (Foundations for Part A)

  • Declared a personal super-skill in class (e.g., “data storytelling”, “cross-cultural mediation”).

  • Explored work view & life view through guided prompts.

  • Completed a baseline capability/skill self-awareness survey.

Brainstorm Extension

  • Task: Table groups generate 3 additional avenues for discovering one’s skills/capabilities, then share one with the room.

    • Examples raised in prior cohorts: shadowing, 360-degree surveys, reflective journaling, professional competency frameworks.

Assessment 1 Overview (WHO AM I)

  • Due end of Week 4 (30-Jul-2530\text{-}Jul\text{-}25). Comprises:

    • Cover Page – professional branding

    • Part A – Reflection on skill-assessment survey (≈ 400−450400{-}450 words)

    • Part B – Evaluation of professional-development feedback including S–W–A–G matrix (≈ 400−450400{-}450 words)

    • Part C – Work- & life-view overview (≈ 150−200150{-}200 words)

    • References – Harvard style, not in word count

    • Appendix A – Raw survey results

    • Appendix B – Collated feedback evidence table

Part A: Skill-Assessment Survey Reflection

  • Complete the selected survey (available in Week 1 resources).

  • Insert raw results in Appendix A.

  • Analyse which skills you must develop and why; integrate at least one Module 1 reading (Weeks 1–3 content) – cite Harvard style.

Part B: Professional Feedback Evaluation

  • Evidence-based feedback is mandatory (screenshots, e-mails, survey PDFs, photographic notes).

  • Construct a list of ≥ 4 feedback sources:

    1. Compulsory – In-class peer feedback (Week 2 or 3)
      2.–4. – Additional professional-style sources (manager, colleague, mentor, coach, client, etc.)

  • For each, pre-decide:

    • Whom you’ll ask and why

    • Context / performance moment you want assessed

    • Request both strengths and areas for improvement – align with SStrengths–WWeaknesses–AAchievements–GGaps grid.

    • Preferred written medium: e-mail, text, Google or SurveyMonkey form (1–5 items), excerpt from formal review.

Part C: Work & Life Views

  • Draft intensely personal statements; then read aloud – if it could describe “anyone”, refine until it screams you.

  • Embed an illustrative image/word/phrase that symbolises your personal brand.

  • Cross-reference insights from Parts A & B and one Module 1 reading.

Gathering & Presenting Feedback

  • Formal feedback – e.g., bi-annual performance appraisals with line manager.

  • Informal feedback – ad-hoc conversations on the job.

  • Tips for credible evidence:

    1. Send a precise e-mail to your boss/mentor specifying the desired feedback scope.

    2. Deploy a short survey (Google Forms) – 1≤q≤51\le q\le5 questions.

    3. Include screen-grabs or photos; handwritten notes acceptable if contemporaneous.

    4. Every piece should cover “what’s working” + “what to improve”.

Case Study: Dr Cristina Yang (Grey’s Anatomy)

  • Fictional but instructive for self-awareness & feedback.

  • Profile:

    • Exceptionally talented cardiovascular surgeon (technical prowess).

    • Highly ambitious; often exhibits low emotional intelligence & poor collegial interactions.

  • Class exercises:

    1. Watch clips: typical interactions + feedback scene with Dr Meredith Grey.

    2. Read 2-page handout; table discussions dissect technical vs employability skills:

    • Technical strengths: encyclopaedic surgical knowledge, dexterity, quick diagnostic reasoning.

    • Technical weaknesses: may rush, risk safety for ambition.

    • Employability strengths: resilience, assertiveness.

    • Employability weaknesses: empathy gap, communication style, arrogance, collaboration lapses.

    1. Deduce potential benefits if Dr Yang embraced multi-source feedback (e.g., reduced friction, career longevity, leadership readiness).

  • Key lesson: Raw talent ≠ sustained success; self-awareness + feedback + EI are non-negotiable.

Generative AI Interlude

  • Workshop creators (Meg) leveraged GenAI when drafting Dr Yang handouts.

    • They iteratively interrogated outputs – did not accept first answers.

    • Process required critical thinking & time.

  • Ethical message: Transparent, critical use of GenAI will be expected in later modules; blend technical (prompt engineering, validation) and human (ethics, communication) skills.

Cultivating Self-Awareness: Tools & Cautions

  • Feedback from Others – weigh source validity: Do they observe you regularly? Are they frank?

  • Self-awareness Surveys / Personality Quizzes – e.g., VisualDNA “Who Am I”.

    • Reflect: Which outcomes resonate? Which feel off-base? No tool is infallible.

Ikigai Framework – Linking Work View & Life View

  • Origin: Japanese concept ikigai=“reason for being”\textit{ikigai} =\text{“reason for being”}.

  • Four intersecting circles:

    1. What you love (Passion)

    2. What you’re good at (Profession)

    3. What the world needs (Mission)

    4. What you can be paid for (Vocation)

  • Middle overlap = Ikigai → fulfilment, sustainable motivation, avoidance of burnout.

  • Implications for students:

    • Examine if current career trajectory hits all four intersections.

    • Apply Kaizen – small, continuous professional-development steps.

    • Challenge hustle culture; seek rhythm & wellbeing.

Cultural Intelligence, Bias & Privilege

  • Story: Musician Kutcha Edwards recounts language loss due to imposed bias – demonstrates life-long impact of others’ prejudices.

  • Reflection prompts:

    • Identify personal biases; evaluate how they might influence workplace/team interactions.

    • Consider times you were affected by biases of others.

  • Resources on Canvas Week 2 “Before Class” page – choose most impactful:

    • Clint Smith’s TED talk – “Read critically, write consciously, speak clearly, tell your truth”.

    • Erfan Deliri’s “Anatomy of Racism”.

    • Buzzfeed’s privilege walk video.

    • RMIT micro-credential: “Truth Telling: Racisms & Reconciliation”.

  • Cultural intelligence will resurface across the course; early awareness supports ethical leadership.

S–W–A–G Matrix Reminder

  • Framework used in Part B to synthesise feedback:

    • Strengths – validated competencies

    • Weaknesses – areas requiring attention

    • Achievements – evidence of success / progress

    • Gaps – unmet skill or behaviour expectations

Peer Feedback Actions (Weeks 2–4)

  • During Week 2 discussion activities – actively request & provide peer feedback.

  • If missed, prioritise in Week 3 (latest Week 4).

  • Ensure feedback is actionable: specific behaviours, situational context, improvement suggestions.

Presentation & Referencing Standards

  • Maintain a professional look: headers, consistent fonts, tables, Appendix labelling.

  • Use credible academic/peer sources.

  • Cite with Harvard style; utilise the RMIT cite tool.

  • Remember the D–E–R triad in writing: Define, Explain, Relate concepts to practice.

Timeline Snapshot

  • Week 2: Finalise feedback plan; capture first evidence

  • Week 3: Conclude Module 1 (Self-Awareness) – gather remaining feedback; draft assignment

  • Week 4: Submit Assessment 1 (due Sun 23:59)\text{(due Sun 23{:}59)}

Quick-Reference Equations / Figures Mentioned

  • Word‐count targets: Part A=400–450\text{Part A} = 400\text{–}450, Part B=400–450\text{Part B} = 400\text{–}450, Part C=150–200\text{Part C} = 150\text{–}200.

  • Survey question range suggestion: 1≤q≤51 \le q \le 5.

  • Session times: 16:3016{:}30 & 10:3010{:}30 / 14:3014{:}30 respectively.

"Without feedback, employees who lack self-awareness may never recognise their weaknesses – leading to stagnation or workplace friction. Those who embrace feedback tend to become more effective, respected, and successful in their careers." (Workshop slide, Week 2)

I think you could benefit from polishing your non-verbal communication to ensure that your body language aligns with your spoken message.