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Maslow Hierarchy of Needs Source
feel that they are capable of becoming. It is a difficult concept to put into words. Perhaps it is a longing for something to emerge from the depths of your being.
Before his death, Rabbi Zusya said, ‘In the coming world, they will not ask me, “Why were you not Moses?” They will ask me, “Why were you not Zusya?”’
Martin Buber, 1961, Tales of the Hasidim
Self-actualization can take many forms, depending on the individual. These variations may include the quest for knowledge, understanding, peace, self- fulfilment, meaning in life, or beauty… but the need for beauty is neither higher nor lower than the other needs at the top of the pyramid. Self-actu- alization needs aren’t hierarchically ordered.
(Griffin, 1991)
Rogers and the path to personal growth Carl Rogers is one of the founders of the humanistic movement. He has written extensively on the stages through which people travel on their journey towards ‘becoming a person’. Rogers’ work was predominately based on his observations in the field of psychotherapy. However, he was increasingly interested in how people learn, how they exercise power and how they behave within organizations.
Rogers is an important researcher and writer for consultants, as his ‘client-centred approach’ to growth and development provides clues and cues as to how we as change agents might bring about growth and devel- opment with individuals within organizations. Rogers (1967) highlighted three crucial conditions for this to occur:
The underpinning theory
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Individual change
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are going on inside the client. Whatever feeling the client is experi- encing, be it anger, fear, hatred, then that is all right. It is saying that underneath all this the person is all right.
Rogers continues, ‘in trying to grasp and conceptualize the process of change… I gradually developed this concept of a process, discriminating seven stages in it’. The following are the consistently recurring qualities at each stage as described by Rogers:
– a little acceptance of feelings; – possible current experiencing; – some discovery of personal constructs; – some feelings of self-responsibility in problems; – close relationships seen as dangerous; – some small risk-taking.
world and the self; – incongruence between experience and awareness reduced.
There are a number of key concepts that emerge from Rogers’ work which are important when managing change within organizations at an individual level:
The underpinning theory
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Gestalt approach to individual and organizational change
Gestalt therapy originated with Fritz Perls, who was interested in the here and now. Perls believed that a person’s difficulties today arise because of the way he or she is acting today, here and now. In Perls’s words:
[T]he goal… must be to give him the means with which he can solve his present problems and any that may arise tomorrow or next year. The tool is self-support, and this he achieves by dealing with himself and his problems with all the means presently at his command, right now. If he can be truly aware at every instant of himself and his actions on whatever level – fantasy, verbal or physical – he can see how he is producing his difficulties, he can see what his present difficulties are, and he can help himself to solve them in the present, in the here and now.
(Perls, 1976)
A consultant using a Gestalt approach has the primary aim of showing clients that they interrupt themselves in achieving what they want. Gestalt is experiential, not just based on talking, and there is an emphasis on doing, acting and feeling. Gestaltists use a cycle of experi- ence to map how individuals and groups enact their desires, but more often than not how they block themselves from completing the cycle as shown in Figure 1.11.
A favourite saying of Fritz Perls was to ‘get out of your mind and come to your senses’. Gestalt always begins with what one is experiencing in the here and now. Experiencing has as its basis what one is sensing. ‘Sensing determines the nature of awareness’ (Perls, Hefferline and Goodman, 1951).
Individual change
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What we sense outside of ourselves or within leads to awareness. Awareness comes when we alight or focus upon what we are experi- encing. Nevis (1998) describes it as ‘the spontaneous sensing of what arises or becomes figural, and it involves direct, immediate experience’. He gives a comprehensive list of the many things that we can be aware of at any one moment, including the following:
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Figure 1.11 The Gestalt cycle
Individual change
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Although your awareness can only ever be in the present, this awareness can include memory of the past, anticipation of the future, inner experi- ence and awareness of others and the environment.
Mobilization of energy occurs as awareness is focused on a specific facet. Imagine you have to give a piece of negative feedback to a colleague. As you focus on this challenge by bringing it into the foreground, you might start to feel butterflies in your stomach, or sweaty palms. This is like using a searchlight to illuminate a specific thing and bring it into full awareness. In Nevis’s terminology this brings about an ‘energized concern’.
This energy then needs to be released typically by doing something, by taking action, by making contact in and with the outside world. You give the feedback.
Closure might come when the colleague thanks you for the feedback and compliments you on the clarity and level of insight. Or perhaps you have an argument and agree to disagree. You will then experience a reduction in your energy, and will complete the cycle by having come to a resolution, with the object of attention fading into the background once more. The issue of the colleague’s performance becomes less important.
For real change to have occurred (either internally or out in the world) the full Gestalt cycle will need to have been experienced.
Nevis shows how the Gestalt cycle maps on to stages in managerial decision making:
Awareness Data generation, Seeking information, Sharing information, Reviewing past performance, Environmental scanning Energy/action Attempts to mobilize energy and interest in ideas or proposals, Supporting ideas presented by others, Identifying and experiencing differences and conflicts of competing interests or views, Supporting own position, Seeking maximum participation Contact Joining in a common objective, Common recognition of problem definition, Indications of understanding, not necessarily agreement, Choosing a course of possible future action Resolution/closure Testing, checking for common understanding, Reviewing what’s occurred, Acknowledgement of what’s been accomplished and what remains to be done, Identifying the meaning of the discussion, Generalizing from what’s been learned, Beginning to develop implementation and action plans
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
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75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
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Maslow Hierarchy of Needs Source |
Maslow Hierarchy of Needs Source