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(NOTE Self-awareness involves the capacity to be self-observing that is, being conscious of one s own thoughts, feelings, and behaviors while these are occurring) Is unaware of own thoughts, feelings, and behaviors and/or dishonest about true motivations; not self-observing Can be self-aware, although does not routinely put a high priority on this; has more dif culty being self-aware under duress; is intermittently self-observing Sometimes responds to feedback, but can also be under- or over-responsive to feedback Routinely accesses and is honest about own thoughts, feelings, and behaviors; has realistic self-image; able to be self-observing almost always Welcomes feedback and uses it constructively; can distinguish between accurate feedback and opinion Takes full responsibility for own actions
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Responsiveness to Feedback
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Defends against, denies, and ignores feedback and/or blames others when criticized
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Self-Responsibility
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Has distorted perceptions of own motivations; sees others as causing his or her behavior; projects own thoughts and feelings onto others Can act self-responsibly, but also has dif culty differentiating own responsibility from that of others
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Is either unmotivated or motivated by negative factors such as internal fears or external threats Is partially self-motivated; often expects others to be the motivating force Is highly self-motivated and self-determining
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Is overcontrolled or out of control; behavior is highly reactive Sometimes makes conscious choices, but more often acts as if on automatic pilot Is highly self-managing rather than reactive or acting out of habit; is in control without being overly self-controlled or controlling; makes conscious and constructive choices Has high emotional maturity in almost all situations; can rise above personal responses to understand multiple factors and perspectives affecting the situation Has clear, positive vision
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Emotional Maturity
Has low emotional maturity; perceives self as victim Has moderate-to-low emotional maturity; uctuates between personal reactivity and the ability to have perspective on self, others, and events Has unarticulated or oversimpli ed personal vision Generally has positive values, but behaviors not always consistent with values
Personal Vision
Has no personal vision or negative vision
Integrity
Behaves and acts inconsistently with values or has destructive values Has positive values and walks the talk
Personality Integration
Behavior re ects a low level of accurate self-knowledge and incongruity among thoughts, feelings, and behaviors Behavior re ects intermittent self-knowledge and/or an overemphasis on thoughts, feelings, or actions; behavior not always congruent with feelings or stated intentions Has moderate-to-low commitment to self-development; engages in self-development under duress Behavior demonstrates a high degree of self-knowledge and is congruent and integrated with thoughts and feelings
Coaching Overview
Lifelong Learning Commitment
Has no commitment to self-development or lifelong learning Has high commitment to ongoing self-development, demonstrated through continuous action
The Enneagram authors who created and developed the Levels of Development, which can be applied to the issue of self-mastery in leadership, are Don Richard Riso and Russ Hudson in Personality Types and The Wisdom of the Enneagram The material in this chart has its genesis in their work, which I am grateful to have their permission to use
Bringing Out the Best in Everyone You Coach
Low Self-Mastery
Moderate Self-Mastery
High Self-Mastery
There is also wide variation within each self-mastery level, indicated on the Self-mastery graph above This is particularly true for the largest group, moderate self-mastery learners Individuals at the high self-mastery level are the easiest to coach, while those who consistently function at low self-mastery can challenge even the best developers and cause serious problems within the organization, particularly if they are in leadership roles or other high-impact positions In fact, chronically low self-mastery individuals are not good candidates for coaching and may need to be referred to outside specialists Different coaching approaches work best with different learners, depending on the learner s self-mastery level For this reason, it is important for the developer to assess the learner s normal (or average) self-mastery level The learner s range of self-mastery that is, his or her highest and lowest levels also provides important information If the learner has a wide range of self-mastery, the developer can predict that this individual may have dramatic behavior swings during the course of coaching If the learner s selfmastery range is limited, his or her behavior is likely to be very consistent, but the learner may also have more difficulty moving into a higher level of self-mastery The chart below describes the three self-mastery levels and the coaching approach that works best with learners at each level
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