COMMITMENT

Commitment to Self: Most people fulfill their need to work, to get monetary benefits so that they and their families can live in comfort. Work also enhances their self-esteem and adds meaning to life.

To achieve the goals one has set, knowledge of self is important. Introspection and self analysis will give a clear understanding of potential and abilities and also of strengths and weaknesses. The self-image is to be created based on realistic evaluation of oneself, value system and accurate expectations from himself and what he will be able to achieve.

Once the individual is aware about himself, he is in a position to make meaningful contributions to the organization and commitment to himself.

Commitment may be of two types:

GROWTH ORIENTED COMMITMENT	COMFORT ORIENTED COMMITMENT
-          Prefers challenging work	-          Prefers routine work
-          Prefers shouldering responsibility	-          Avoids responsibility
-          Objective in attribution	-          Subjective in attribution
-          Do not expect loyalty from others	-          Expect loyalty from others
-          Motivation is high	-          Motivation is low
-          Drive satisfaction from higher order needs	-          Higher order needs make them uncomfortable
-          Do not use authority	-          Use authority
-          Doing one’s best is the philosophy of life	-          Eat, drink & be merry is the philosophy of life
-          Prefer multidirectional communication	-          Prefer unidirectional communication
-          Realistic self esteem	-          Unrealistic self-esteem
-          High stress tolerance	-          Low stress tolerance
-          Prefer self-direction in decision making	-          Prefer external control in decision making

 

The growth-oriented person not only provides for his own growth, but helps his subordinates as well

 

Commitment as a student

The life of a student is carefree and devoid of major responsibilities except to him/herself and his/her studies. This is a period where one’s loyalties should lie with studies as this is laying the foundation for the future. The structure of one’s career and future life depends on one’s performance. Doing well in school and college also gives a sense of pride to one’s parents. Assessing one’s potential and following ones aptitude is equally essential.

School and college instill discipline, sense of integrity and responsibility int eh student. Commitment as a student means giving off the best to the institute in all respects. Being creative and proactive in ones behavior at the student stage will help face future problems and responsibilities in the same manner.

Commitment to work or task

The right kind of work can lead to satisfaction, opportunities for achievement, new experiences and personal growth of the individual.

Three psychological states influence commitment to work

-          Experienced meaningfulness – work must be seen as important, valuable and worthwhile.

-          Experienced responsibilities – the person must feel responsible and accountable for the results of the work performed

-          Knowledge of results – feedback must be received on a fairly regular basis concerning how effectively the work is performed.

Commitment to work can also be increased by job enlargement, job enrichment and job rotation.

Job enlargement broadens the scope of workers’ job. Job enlargement reduces boredom, expands feelings of responsibility and meaningfulness and increases satisfaction.

Job enrichment adds responsibility. Through job enrichment, autonomy, responsibility and control become part of a worker’s job. This in turn leads to greater satisfaction, higher motivation and increased productivity.

Job rotation is often used to alleviate the ill effects of boredom and frustration experienced by workers in performing simple jobs.

GOAL SETTING

 Goals can be long term or short term. Usually a long-term goal is an end goal – as to what you ultimately want to be. In order to achieve this long-term goal, one may need to set short term goals. Achieving the end objective could be through small steps. Achieving success in the small steps encourages one to proceed further. Goal setting is an art, and if done well will invariably lead to success.

Therefore, goals have to be SMART

S – Goals have to be specific. They have to identify the target and steps toward that have to be set

M – Goals have to be measurable

A – Achievable

R – Realistic / Reasonable

T – Timebound

 

Goals have to realistic and reasonable because this gives the impetus to achieve. The fact that it is within ones means and capabilities will help to keep motivation to achieving the end.

Working against a deadline always helps and one can measure ones progress towards getting the end result.

Realistic goal setting needs to be taught to all children in schools and colleges, because this goal forms an anchor in the life of the child, adolescent, young and the old. Once the small goals are realized, and achieved, further goals can be set. When small goals are set, an occasional failure will not deter the person from changing his course of action and modifying his goals is achieving the end.

VOCATION AND CAREER

 VOCATIONAL CHOICE AND IDENTITY

The choice process of an occupation is very complex. Most young people have direct contact with an extremely limited number of occupations. Young people today seek work that is interesting and in which they will be able to use and develop their special talents. These talents are set by educational choices. Thus, the occupations to choose from become limited.

The term occupation refers to a specific set of related jobs and positions in the occupational structure. A career, on the other hand, incorporates the idea that there is continuity in vocational development. The sequence of jobs or positions pursued by an individual over time is defined as that person’s career.

Need for career planning

The question of ‘what to do next’ plagues most people. It becomes critical (especially) as students approach major life decisions with further educational and occupational plans. Young people are in the process of defining themselves as adults in the world.

Decisions about work have a significant impact in adulthood. Occupation is a significant determinant of an individual’s social status and exerts a major influence of his/her way of life, his/her values and on his/her attitudes. The work he/she does enables him/her to meet important human needs for economic survival and provides an arena, in which, he/she can develop self-esteem and personal fulfillment.

Career is a lifelong companion and will influence one’s position in society and will contribute to the overall happiness of the individual. Blindly acquiring any degree without thought for the future is foolish in this age of professionalism.

 

VOCATIONAL CHOICE – PSYCHOLOGICAL PERSPECTIVES

Psychological approaches can be categorized into two major groups:

Vocational choice as an event

People attempt to match their personal characteristics with those required by occupation in making vocational decisions. The main characteristics are:

-          Ability – more intelligent students choose higher level jobs and less intelligent choose (social service) field which require less extensive educational preparation.

-          Interests – Most people discover interests in occupations once they start off on it, others pursue their interests in acquiring jobs. A job that is of interest will give more satisfaction and fulfillment.

-          Personality – Variables like values, needs, risk-taking tendencies, achievement motivation, extroversion, personality styles and cognitive styles influence the kind of occupations chosen. Personality factors need to fit well to make a success of the occupation chosen.

Vocational choice as a process

The stages of process of vocational development are explained in the form of developmental theories

-          Ginzberg’s Theory of Vocational Development – This theory incorporates aspects of basic personality development in the form of different stages

 

a.    The Fantasy stage (Up to 11 years)

At this stage, the child’s choices are unrealistic. The child shifts his orientation from play to work. In this attempt to cope with this frustration of dependency, children enact adult roles in a variety of occupations without taking into consideration their talent, interest, ability, or attention to reality. It is in this stage that children pretend to be movie stars, politicians, teachers, doctors, or bus conductors. These are occupations that attract them due to their power, prestige and glamour or interest.

b.    The Tentative Stage (between 11 to 18 years)

Adolescents gradually become aware of their own abilities, interests and values and develop a more realistic view both of themselves and the world of work. Also, at this stage, they need to make an occupational choice because of the course of education they need to take.

c.    The Realistic Stage (18 to early 20’s)

Young adults explore a variety of occupational alternatives to crystalize a choice and finally to specify it in terms of a particular field and specialized occupation within that field.

 

Most individuals may not be able to achieve exactly what they want, but efforts are generally made. They attempt for the best possible fit between themselves and the world of work i.e. a process of optimization rather than compromise.

 

Super’s Self-Concept Theory of Vocational Development

This theory comprises a dynamic aspect of personality development, viewed through a series of developmental changes. Super highlights the importance of the development of a person’s self-concept. The self-concept at this stage is a vocational self-concept. Vocational self-concept can eb defined as a person’s view of himself in relation to the world of work. In making occupational choices, people attempt to choose occupations that they perceive as congruent with their picture of themselves. The stages of development, as outlined by Super, cover the entire lifespan.

a.    Growth stage – Between childhood and early adolescence, the critical tasks for the child are to develop a concept of himself and an orientation to the world of work.

b.    Exploratory stage – Begins in early adolescence and ends in early adulthood, the young person moves from tentative choices to an early trial period in which he attempts to implement choices with relatively less commitment to these choices.

c.    Establishment stage – Early adulthood to middle age, the person begins to settle down, choices become stabilized and advance in a chose occupation.

d.    Maintenance stage – From middle age until retirement individuals are concerned with preserving the gains they have achieved and are preparing for retirement.

e.    Decline stage – Following retirement, there is a general slowing down and disengagement from the world of work.

Super, in his theory, uses the concept of vocational maturity. The critical dimensions of vocational maturity are a sense of playfulness, about one’s life, exploration of the world of work, amount of information about self and occupation and ability acquire to make decisions and reality orientations.

Each individual has to assess his capacity, intelligence, potential, interest, ability and motive in selecting a job. The personality characteristics are also essential. If an individual chooses a job for getting money, he may not be satisfied with his job. Therefore, knowing one’s self is important.

There are numerous influences from different areas that set the course of events. Starting from the ideas, the family has, the educational discipline that is chosen, the area in which one lives, the peer group and culture one has, the pressure from society could affect the kind of career one chooses.

REALISTIC GOAL SETTING AND CAREER PLANNING

‘Realistic Goal Setting’ occupies an important place in the choice of a vocation.

Realistic goals are those which are within a person’s reach. With reasonable effort a person can attain them. Thus, realistic goals must be based on the persons abilities.

Goal setting and career planning are linked with the kind of education one acquires. The different influences of the home, school, and college play an important role in one’s adult life and future.

Education

High school

a.    Lack of personal touch in schools – Today adolescents spend more time in school. Therefore, the school plays in important role in influencing and shaping adolescent concepts

b.    Influence of high school on lives of adolescents – Students in school are teachable and malleable and, in a condition, to be inspires, restored or repaired.

c.    Education aspirations of adolescents – The socio-economic group of the individual plays an important role in shaping the educational aspirations of adolescents. Middle class children and adolescents have higher expectations and aspirations than members of the lower social class. This is because – the middle-class students identify with parents who have probably achieved a higher socio-economic status through their achievements. Middle class have college-oriented friends which may affect academic performance and college plans.

Parents of higher socio-economic status have high aspiration for their children. The encouragement received from such parents is also more.

Family size has been found to be associated with educational plans. The higher the socio-economic level and the smaller the family, the more likely it is that the individual will have high educational expectations.

Peer groups also influence the academic aspirations of students

 

College education

Aims of college education

-          To provide intellectual nurturing and discipline

-          To encourage a disposition to take a thoughtful and sometimes critical view of things

-          To inquire into the logic and facts underlying an issue, instead of resorting to emotional bias or intellectual preconceptions.

-          To cultivate an appreciation of art, humanities, sciences and all branches of learning.

Students generally use this period in college to acquire information and skills that they can apply when they leave college. Students and the society place a high value on college education not only for intellectual reasons but also for vocational opportunities and friendships.

 

Change in the outlook of students

The college has an influence on the student’s personal philosophy and outlook on life. College students are not consciously seeking to examine their personal values and formulate a mature philosophy. At this stage of development, they select peers who are similar to them in terms of their beliefs and values and who are aspiring for greater heights. This often changes their outlook and aspirators.

Some changes in college students:

-          As they move to senior years, they become more tolerant, more concerned about civil liberties and are better able to apply critical thinking which results in an increased tendency to reach judgments by reason.

-          There is a tendency towards intellectual uniformity, moderation, and levelling

-          Senior students on an average become more self-critical, they show a greater breadth of consciousness and more self-insight. They acquire a capacity for discrimination and are more aware of their inner impulses. This self-scrutiny is a sign of increased maturity.

-          Authoritarianism and prejudice seem to decrease. Sensitivity to aesthetic experiences and liberal attitude towards public issues appear to increase. Students are better able to think at an abstract level.

-          On the personal front, there is an increased independence and self-confidence. They tend to be aware of their emotions and are now able (freer) to express themselves in words and behavior.

The impact of the college depends upon the nature of the college as well as the students characteristics.

 

EDUCATION AS A SOURCE OF PERSONAL MEANING

Education should be designed to help students to use their minds effectively, cultivate intellectual competence and academic knowledge. Education should be concerned with personal problems and adjustment. It should aim at mental excellence and mental health.

The problem of personal meaning has two major aspects:

Learning as a living process: Learning for them is living process rather than a mechanical exercise of memorizing. Through their learning, they are forging ahead into a wide world of knowledge and experience. They are on their way to finding themselves, realizing their potential, exercising their curiosity, and getting a sense of achievement.

Education embraces personal issues and emotional problems: Education helps to gain insight, attain self-fulfillment and accept the joys of living and learning and the ability to cope with life’s adversities.

True education aims:

-          To develop humane qualities.

-          To acquire a mature outlook in life.

-          To develop a sense of self-respect and self-understanding.

-          To develop right attitudes and respect towards self, others, society, religion and race.

-          To create social awareness

-          To be emotionally stable.

-          To be objective in one’s dealings

-          To rise above prejudice, sex, caste, religion and language

-          To be principled and morally sound

-          To be a fully functional person

-          To be progressive and responsible citizen

-          To contribute generously to happiness of self and others.

 

SELF

An individual goes through changes all the time – through changes, something remains constant – self. Therefore, a person must understand him/herself and know his/her strengths and weaknesses.

Self is what a person is conscious of. It consists of the qualities that make up the ‘I’ or ‘me’.

Therefore, self is the individual as known to the person him/herself. It is the center of person’s experiences, thoughts, emotions, knowledge, and sentiments.

Self-Image – is a product of our interaction with others. We tend to use others as a looking glass in which we view ourselves.

Self-Concept – of a person consists of everything that he/she knows, believes, and feels about him/herself. It includes his strengths and weaknesses. Thus, self-concept consists of one’s attitude towards ‘I’ and ‘me’.

Self-concept does not indicate what a person really is. It is based on reactions of significant persons towards the individual. For e.g. young children consider parents and teachers as all-knowing authorities. Therefore, their attitude toward themselves is based on how adults judge them. Older children rely on friends, peer groups and people their admire.

Positive self-concept develops through favorable reactions from others.

Negative self-concept develops through unfavorable attitude to us.

For healthy development it is necessary that a person’s self-concept be positive.

Positive self-concept enables a person to:

-          Approach life eagerly

-          To explore new interests

-          To challenge him/herself

-          To lead a happy life

-          Work independently

-          Feel proud of one’s achievements

-          Recover easily from failure

Negative self-concept has the opposite effect. Individuals feel inadequate and refuse to try new tasks. They assume that they are sure to fail.

 

Development of Positive Self-concept

Focus should be on your strengths and not your weaknesses

Others should be treated as equals irrespective of their status in society. We should not consider others superior to ourselves.

You shouldn’t worry too much about impressing others. They are probably trying to impress you.

Be positive. Master the art of positive thinking.

Accept and appreciate yourself as you are.

If you make mistakes, own them without cursing yourself. After all, no one commits mistakes intentionally.

 

Positive Self-concept and Success

Successful men and women have a positive attitude. For e.g. Kiran Bedi – India’s first woman IPS Officer who won the 1994 Magsaysay Award, had to face a lot of criticism for her work in improving living conditions in prisons.

MATURITY

Maturity refers to the optimum development of one’s capacity and abilities. It is not easy to lay down age limit for attaining maturity is all aspects of life. Though in general, people may attain maturity in the mid-twenties, everyone does not attain it at the same time. In some cases, a person does not attain it at all.

Characteristics of a Matured Personality

A mature individual has a well-organized personality and is organized in everything he or she does.

A mature individual is self-confident and is capable of accepting or rejecting choices offered.

The individual is tolerant, understanding, emotionally stable and controlled, full of wisdom and willing to change his/her opinion if the facts justify change.

A mature person is realistic, knows his/her weaknesses, has the ability to communicate with others freely.

A mature person has the ability to think for himself/herself and is able to take on responsibilities, challenges, etc. without hesitation.

A mature person knows him/herself well and is able to establish spontaneous relationships.

A mature person has a positive attitude towards himself and others.

 

Maturation and its importance

Maturation refers to the process of growth and maturity of an individual. It is the development of inborn hereditary characteristics of an individual. Maturation is very important in intellectual activities. An individual does not understand many things till maturity level is achieved. It is an important factor in the development of behavior. Few people attain full maturation. An individual can achieve it if he/she is able to satisfy the need of self-actualization.

Read about self-actualization by clicking the link:  https://sstuffsimplified.blogspot.com/2020/03/characteristics-of-self-actualized.html

CHARACTERISTICS OF A SELF ACTUALIZED PERSON

According to Psychology, Self-Actualization is achieved when you are able to reach your full potential.

According to Maslow’s Theory of Self Actualization, when the needs at the base of the pyramid are 

met, an individual is able to focus on self-actualization. Maslow interpreted human motivation as a search for self-actualization. According to him, all individual have higher growth needs such as the need for self-actualization or deveopment of self and understanding oneself. These growth needs help to make an individual distinctly human. Such persons have a stable personality and are not emotionally disturbed people. Self-actualized people generally fulfill their basic potentialities and therefore are considered as 'optimal' people.

Self-Actualized individuals have frequent peak experiences – A self-actualized person is able to experience feelings of limitless horizons. The individual emerges changed and transformed.

They possess Self-Acceptance and a Democratic world view.

Self-Actualized individuals accept themselves and others as they are. They live a life free of guilt and treat all people the same regardless of background, status or socio-economic and cultural factors.

They do not let their emotions, prejudices, etc. influence any of their perceptions. 

They are Realistic and are able to view life logically and rationally.

These individuals tend to be Problem Centered as they have a strong sense of personal ethics and responsibility.

Self-actualized individuals are autonomous – They tend to be independent and do not conform to others ideas for happiness or contentment.

They enjoy Solitude and Privacy – as well as the company of others. However, they prefer to take time off for themselves to focus on personal discovery and to cultivate their individual potential.

They have a thoughtful sense of humor, are able to laugh at themselves and don’t ridicule others.

Self-Actualized individuals are spontaneous and don’t feel confined by norms. They are open and unconventional.

They fully enjoy the journey not just the destination. While Self Actualized individuals have concrete goals, they enjoy the process of reaching the goals too.

MASLOW’S HIERARCHY OF NEEDS

Maslow’s Hierarchy of Needs is a motivational theory in Psychology comprising of a five-tier model of human needs.

Physiological Needs – these are biological requirements for human survival. For e.g. air, food, drink, shelter, clothing, sex, sleep. If these needs are not satisfied the human body cannot function optimally. These needs, according to Maslow, are the most important without which other needs cannot be fulfilled.

Safety Needs – protection from elements, security, order, law, stability, freedom from fear.

Love and Belonging Needs – The third level of human needs is social and involves feelings of belonging. The need for interpersonal relationships motivates behavior. E.g. Friendship, trust, intimacy, etc.

Esteem Needs – are divided into two categories – esteem fo oneself – dignity, achievement, independence; and the desire for reputation or respect from others – status, prestige

Self-Actualization Needs – realizing personal potential, self fulfillment, seeking personal growth and peak experiences.

CRITICISM

Maslow's model is a very popular model, but theoretically, there are a lot of loopholes.

The rigidity with which Maslow has sequenced theres needs. Critics have objected to the order of the needs. Though all needs are perceived, they don't have to be in the same order.

Accordint ot certain other critics, all needs given by Maslow may not be or perceive all needs. For e.g. some individuals will skip love and affection and go from safety to esteem.

There is no emperical evidence (observed cases) at all to substantiate this theory. According to critics, this theory is presented in a vaccume only to counter Freudian theory.

AGGRESSION

Aggression is defined as behavior that is intended to harm another individual who does not wish to be harmed – Baron and Richardson, 1997.

Aggression intends to destroy another person’s property or to injure another person, physically or psychologically.

Public aggression is seen in the form of communal conflicts, casteist clashes, racial discrimination, etc.

Aggression is a result of the frustration of not achieving basic needs. It is not an essential part of human nature, but a reaction to circumstances in which essential needs are unfulfilled.

Nonphysical aggression includes gossiping, spreading rumors, criticizing people behind their back, bullying, turning people against each other, etc.

There are various reasons for people and societies to turn to aggression.

Neurosis – is caused by the frustration of not being able to achieve basic human needs. The neurotic individual has irrational thoughts and acts irrationally thus harming not only himself but also others.

Media – watching and imitating violent behavior on television increases the likelihood to short term aggression among children.

Frustration – when a person is unable to achieve his or her goals.

Anger -  Individual’s feel angry when they  sense that they or someone they care about has been offended. Anger can be destructive when it does not find its proper outlet of expression and it sometimes leads to aggression.

Cultural causes – cultural influence plays in important role in the behavior of an individual. Humans have a natural tendency to be aggressive and society and culture can effect how much aggression is allowed.

Peers – An individual’s peer group influences how aggressive or violent they are. Negative groups like gangs can cause someone to be violent. Peer groups can also influence individuals to reduce aggressive behavior.

Social learning theory – people tend to imitate people around them. When parents are aggressive, children learn this behavior and follow the same. However, a parent is able to influence the child through non-violence and understanding the child’s behavior is moulded to be non-aggressive.

Economic causes – when people compete for the same resources it leads to conflict and aggression. E.g. property, jobs, income, housing. It is similar with natural resources.

Political causes – people become aggressive when they are unhappy with how the are governed. The most common conflicts occur when a particular group wants to be independent from a governing body. E.g. conflicts in Egypt.

Religious and political differences – conflicts also arise when people’s beliefs clash. Religious views are sensitive, and people depend on these views for a sense of identity and belonging. However, when religious groups are attacked because of a belief, there can be aggression. Politicians use aggression and promote differences in order to come to power and stay in power.

Ethnic differences – Peoples ethnicity gives them a sense of identity and any threat can cause aggression.

Most conflicts arise when people feel threatened and anger leads to aggression.