Effective Human Relations
Interpersonal And Organizational Applications 13th by Edition
ISBN
1305576160
9781305576162
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CHAPTER 8
Improving Interpersonal Relations with Constructive Self-Disclosure
CHAPTER PREVIEW
After studying this chapter, students should be able to:
1. Explain how constructive self-disclosure contributes to improved interpersonal relationships and teamwork.
2 Understand the specific benefits you can gain from self-disclosure.
3 Identify and explain the major elements of the Johari Window model.
4 Explain the criteria for appropriate self-disclosure.
5 Understand the barriers to self-disclosure in an organizational setting
6 Apply your knowledge and practice constructive self-disclosure.
PURPOSE AND PERSPECTIVE
Self-disclosure is the process of letting another person know what you think, feel, or want. The primary goal of constructive self-disclosure is the building of strong and healthy interpersonal relationships. Early in the chapter, students review four basic rewards to be gained from self-disclosure. The Johari Window is then described in detail. This model identifies four kinds of information about ourselves that affect our communication with other people. The remainder of the chapter looks at factors that contribute to appropriate self-disclosure and the major barriers to constructive self-disclosure. This chapter helps the student understand behaviors that build and destroy trust.
PRESENTATION OUTLINE
I. Self-Disclosure: An Introduction
A. Self-disclosure defined
II. Benefits Gained from Self-Disclosure
A. Basic benefits
1. Increased accuracy in communication
2. Reduction of stress
3. Increased self-awareness
4. Stronger relationships
B. Authenticity
III. The Johari Window: A Model for Self-Understanding
A. The four panes of the Johari Window
1. Open area
2 Blind area
3 Hidden area
4 Unknown area
B Self-disclosure/feedback styles
C The importance of self-awareness
1. 360-degree feedback
2. Increase self-awareness through journal writing
IV Appropriate Self-Disclosure
A Use self-disclosure to repair damaged relationships
1 The art of apologizing
2 The art of forgiveness
B Present constructive criticism with care 1 Responding to criticism at work
C Discuss disturbing situations as they happen
D Accurately describe your feelings and emotions
E Select the right time and place
F Avoid overwhelming others with your self-disclosure
V. Barriers to Self-Disclosure in an Organizational Setting
A Lack of trust
B. Trust Index
VI Practice Self-Disclosure
CAREER INSIGHT EXERCISE
“Oversharing in an interview is the most dangerous thing you can do,” says Anne Stevens. Students can discuss the pros and cons of this point of view.
TRY YOUR HAND EXERCISES
1. Answers will vary. Encourage students to reflect on their written responses and work on selfdisclosure skills that are not fully developed.
2 Most students will select item c as the best option. A sincere apology would be appropriate in this case.
3. The HR-Guide website includes a “360° Feedback” link under the “Surveys” heading. According to this page, 360-degree feedback is collected via a survey questionnaire from a group of 8–16 individuals (from within and/or outside the organization) representing various roles in relation to the employee. The feedback is often utilized for employee development (e.g., training) purposes, but may also be incorporated into the formal performance appraisal process or used to evaluate project teams. Prior to implementing 360-degree feedback collection, organizations should provide employee education regarding the value of this type of feedback and the survey format and procedure that will be used. Good feedback will be specific, indicating how the person’s behavior in a particular situation impacts others and is consistent or inconsistent with organizational policies and goals, and will include suggestions for improvement.
CRITICAL THINKING CHALLENGE
This critical thinking challenge will give students an opportunity to reflect on past self-disclosure experiences. They will also consider how to mentally prepare for important meetings (such as job interviews) in which inappropriate or excessive self-disclosure could backfire.
SELF-ASSESSMENT EXERCISE
Low scores on these assessment items indicate failure to recall or accept the information on selfdisclosure presented in the chapter. Students are asked to prepare a written goal for improving an attitude or skill related to self-disclosure concepts and to outline the steps required to achieve the goal.
YOU PLAY THE ROLE EXERCISE
To be fully prepared for this role-play activity, students need to study the text material related to appropriate self-disclosure when apologizing. Remind students that an effective apology will communicate the three Rs regret, responsibility, and remedy and avoid the expression patterns described in Table 8.2.
CASE QUESTIONS BELOW THE SURFACE: Winning Student Respect
1. Students might respond that self-awareness promotes self-esteem by allowing a person to identify factors that reduce self-efficacy or self-respect, accept responsibility for his or her actions, and identify existing strengths that can be built upon through goal setting and achievement. Similarly, self-awareness helps the person recognize what she or he can and cannot control in a given situation, which may help the person to face it realistically and thus to better cope with it.
2 Student responses will vary; they can reflect on how pride can interfere with or damage relationships.
CLOSING CASE: Xerox CEO Speaks Her Mind
1. Student can discuss the importance of trust in a near-bankruptcy situation.
2 Ask students to consider the role of gender and ethnicity in building trust.
3. Student responses will vary. Most students will agree that strong core values developed during childhood have helped Ursula Burns maintain honesty and candor throughout her career.
ADDITIONAL APPLICATION EXERCISES
1. In most real-life situations, we engage in self-description before we engage in self-disclosure. The sharing of nonthreatening information often helps people discover mutual interests. This application exercise will provide you with an opportunity to share information about yourself with others. At the top of an 8 ½” × 11” sheet of paper, print the words Who Am I? Then print eight to ten answers to the question. When possible, use only one- or two-word responses, such as pizza lover, Republican, and sky diver. Circulate throughout the room and compare your list with those of other class members. Try not to spend more than two or three minutes with any one person. Note to the Instructor: This activity will help students get better acquainted and should set the stage for greater self-disclosure.
2. On a blank sheet of paper, list what you consider to be the major barriers to self-disclosure in an organizational setting. Once you have completed your list, rank each item in terms of importance. Assign number 1 to the most important barrier, number 2 to the second most important barrier, and so on. (This activity should take about five minutes.) Now join two or three other class members and compare your rankings.
Note to the Instructor: You may want to instruct each small group to develop a list of barriers (rank-ordered) representing group consensus.
3. Learning how to make amends after we mess up is an important human relations skill. Making amends is often necessary to repair trust that was damaged when we offended another person in some way. Instruct students to make a list of relationships that need repair and then briefly develop a plan for making amends. After students have worked about ten minutes on this task, break them into groups of three and ask them to share one of their plans. After the small groups have discussed their plans for about 15 minutes, ask each group for feedback.