Self management

from Wikipedia, the free encyclopedia

The term self-management describes the competence to shape one's own personal and professional development largely independently of external influences . These include sub-skills such as self- motivation , purpose , planning , time management , organization , learning ability and success control by feedback .

Conceptual clarification

The terms self-management, self-control, self-regulation and self-management are mostly used synonymously. Their common core is the basic model of cybernetic systems theory, which analyzes and explains the behavior of self-regulating, learning systems in the natural and social sciences. As the ability to control oneself, self-management can be understood as a meta- competence that is located in various disciplines. In psychology, the term "is mostly self " (self-regulation) and used in the management science, the term "self-management" especially for the behavior of managers and specialists and (autonomous) working groups that operate without formal leaders.

Self-management, understood as the competence to shape professional and personal development, uses techniques from management, psychology and personal leadership in order to increase one's own motivation , to clarify one's own goals and to achieve them better. Self-management is related to time management and aims to increase self-efficacy and implementation skills.

Importance of self management

Peter Drucker , one of the most important management authors, emphasizes that we live in an age (keyword: knowledge society ) of unprecedented personal and professional opportunities. However, these options also require taking responsibility for one's own development and personal maturity. Peter Drucker said literally: “ Knowledge workers must, effectively, be their own chief executive officers. It's up to you to carve out your place, to know when to change course, and to keep yourself engaged and productive during a work life ... To do these things well, you'll need to cultivate a deep understanding of yourself ... how you learn "How you work with others, what your values ​​are, and where you can make the greatest contribution ".

In the pedagogy self-regulation is always been an issue, even though this education in the 1970 "Education for disobedience" (eponymous film by Gerhard Bott ) or " anti-authoritarian education was" called. Overall, in anti-authoritarian education ( Alexander Sutherland Neill : Theory and practice of anti-authoritarian education. The example of Summerhill ) the idea prevailed that the child was largely able to organize its own life (see also: self-organization , children's shop ). The following was formulated as a requirement of the educator: He had to hold back with his educational methods ( Hans-Jochen Gamm : Critical School ), so that the child would not be influenced or manipulated without authorization ( autonomy ). In Germany this movement had u. a. As a result, in addition to the powerful kindergarten systems of the churches, a freedom-oriented elementary system developed, which organized itself in parents' associations and initiatives in order to practice a free and self-determined upbringing.

Development of the topic

Self-management skills include the following:

  1. independently set meaningful and authentic goals,
  2. develop a plan and a strategy for the efficient implementation of the goals,
  3. to implement this plan consistently and
  4. carry out regular progress and results reviews and
  5. to derive (learn) measures to increase efficiency from this.

According to Stephen Covey , four generations of self-management can be distinguished. In the first generation, so-called time management for personal work organization is in the foreground. With time planners ( organizers ), checklists, calendars and to-do lists , one tries above all to increase the workflow and one's own productivity. The second generation of self-management is based on placing the focus on the sensible planning and preparation of tasks, meetings and projects. This also includes the “correct” setting of priorities and sharpening the focus on the essentials. The third generation goes one step further and includes the perception of personal responsibility for planning and designing future activities that are in harmony with personal values and goals. The following recommendations clarify the central concern of the first three generations of self-management:

  • Create a hierarchy of your goals and values as a prerequisite for the establishment of long-term and short-term priorities.
  • Start each day by dividing the tasks according to urgency and importance and working them according to the Eisenhower principle .
  • Delegate as much as possible based on the principle that someone should do a task who is best able to do it (instead of wanting to do everything themselves).
  • Carry out all processes in such a way that they do not come on your desk a second time.
  • Only call meetings when other means of communication are really not possible.
  • Make sure that each session is well prepared, and at the end always make a brief maneuver review (“Are you satisfied with the results of the session?”)
  • At the beginning, tell your interlocutors what the goal (expected result) of the conversation is and how much time you have reserved for it.
  • Regularly draw up an overview that shows where your time has gone.
  • Check every day whether the planned tasks have been completed.

The fourth generation of time management, according to Stephen Covey, focuses on improving the quality of life by satisfying four basic needs :

  • Ensuring physical performance and mental energy.
  • Creating satisfying relationships with others and coping with common challenges.
  • Increasing the ability to learn and promoting personal growth by acquiring new skills and developing existing ones.
  • Working out inspiring future perspectives (goals) and recognizing a deeper meaning in personal development.

Mihály Csíkszentmihályi formulated this aspect of self-management as follows: "People want to work for a purpose , not just for a living ... (they need) a goal that transforms a haphazard existence into a purposeful and enjoyable adventure ." Self-determination and personal responsibility can be interpreted as the result of successful self-management. The way to such a state is also an important topic in psychology. For example, Frederick Kanfer , one of the founders of self-management therapy , notes that various therapeutic approaches in self-management are concerned with instructing clients to better self-control and enabling them to solve their own problems as actively as possible . "If this systematic learning and change process is successful, clients are (again) able to shape their lives in harmony with their goals without external professional help".

The fifth generation of self-management is currently being discussed under the heading of self-regulation , volition or implementation skills. These are specific skills such as:

  • Control of thoughts and focus on the essentials
  • Targeted influencing of feelings and moods ( emotion regulation )
  • Control of impulses and the ability to put them off
  • Self-motivation (mastering strategies of self-motivation )
  • Increase in performance by developing self-motivated skills and learning ability.

According to today's understanding, self-management is a competence that consists of various sub-competencies controlled by the will ( volition ).

literature

  • David Allen: Getting Things Done. The Art of Stress-Free Productivity . Penguin Books, New York 2002, ISBN 0-14-200028-0 .
  • David Allen: How I get things done: Self-management for everyday life . 19th edition. Piper Taschenbuch, Munich 2007, ISBN 978-3-492-24060-4 .
  • Roy F. Baumeister, Kathleen Vohs: Handbook of Self-Regulation, Research, Theory, and Applications . Guilford Press, New York 2004, ISBN 1-57230-991-1 .
  • Roy Baumeister, John Tierney: The Power of Discipline: How We Can Train Our Will . Goldmann Verlag, Munich 2014, ISBN 978-3-442-17393-8 .
  • Stephen R. Covey: The 7 Paths to Effectiveness: Principles for Personal and Professional Success . 31st edition. GABAL, Offenbach 2014, ISBN 978-3-89749-573-9 .
  • Stephen Covey: First Things First . London 1994.
  • Mihály Csíkszentmihályi : Flow at work. 2nd Edition. Klett-Cotta, Stuttgart 2004, ISBN 3-608-93532-0 .
  • Peter F. Drucker: Management: Tasks, Responsibilities, Practices . New York 1974.
  • Peter F. Drucker: Managing Oneself . In: Harvard Business Review . 2005.
  • Joseph P. Forgas et al. (Ed.): Psychology of Self-Regulation . Psychology Press, New York 2009, ISBN 978-1-84872-842-4 .
  • W. Freibichler, P. Ebert, T. Schubert: Nudge Management: How executives initiate intelligent self-management. In: magazine leadership and organization (zfo). Volume 86, No. 2, pp. 84-88.
  • Volker Heyse, John Erpenbeck: Competence Training. 2nd Edition. Schäffer-Poeschel, Stuttgart 2009, ISBN 978-3-7910-2731-9 .
  • Hans-Georg Huber , Hans Metzger: Meaningfully successful. Lead yourself and others . Rowohlt Taschenbuch-Verlag, Reinbek near Hamburg 2004, ISBN 3-499-61936-9 .
  • Frederick H. Kanfer, Hans Reinecker, Dieter Schmelzer: Self-Management Therapy: A Textbook for Clinical Practice . 4th edition. Springer, Heidelberg 2006, ISBN 3-540-25276-2 .
  • Hugo M. Kehr: Authentic self-management - exercises to increase motivation and willpower . Beltz, Weinheim 2009, ISBN 978-3-407-22622-8 .
  • Martin Krengel: Golden Rules: Successful learning and working. All you need. Self-coaching. Motivation. Time management. Concentration organization. 4th edition. Eazybookz, Lauchhammer 2013, ISBN 978-3-941193-44-4 .
  • Werner Tiki coastal maker, Lothar Seiwert: Simplify your Life: Easier and happier life . Knaur TB, Munich 2008, ISBN 978-3-426-78042-8 .
  • Claas-Hinrich Lammers : Emotion-related psychotherapy . Schattauer, Stuttgart 2007, ISBN 978-3-7945-2499-0 .
  • Waldemar Pelz: Leading competently - communicating effectively, motivating employees . Gabler, Wiesbaden 2004, ISBN 3-409-12556-6 .
  • Wolfgang H. Staehle: Management . 7th edition. Munich 1994.
  • Gary Yukl: Leadership in Organizations . 6th edition. Pearson, Upper Saddle River 2006.

Individual evidence

  1. ↑ a b R. F. Baumeister, Kathleen Vohs: Handbook of Self-Regulation. Research, Theory, and Applications. New York 2004, p. 2.
  2. ↑ JP Forgas et al.: Psychology of Self-Regulation. New York 2009.
  3. ^ Staehle: Management. 7th edition. Munich 1994, p. 360.
  4. ↑ Stephen R. Covey: The 7 Paths to Effectiveness: Principles for Personal and Professional Success. GABAL, Offenbach 2014, p. 79 ff.
  5. ↑ David Allen: Getting Things Done. The Art of Stress-Free Productivity. New York 2002, pp. 24-33, pp. 54-81.
  6. ^ PF Drucker: Managing Oneself. In: Harvard Business Review. Jan. 2005, p. 2.
  7. ↑ See review by Hans Krieger : The pedagogical challenge. In: The time. August 21, 1970, accessed December 27, 2015.
  8. ↑ A. Berger et al: Multidisciplinary perspectives on attention and the development of self-regulation. In: Progress in Neurobiology. Volume 82, 2007, pp. 256-286.
  9. ^ S. Covey: First Things First. London 1994, p. 22 ff.
  10. ↑ Pelz: Lead competently. Wiesbaden 2004, p. 98 f.
  11. ↑ M. Csikszentmihalyi: Flow in the job. 2nd Edition. Stuttgart 2004, pp. 193 and 222.
  12. ↑ FH Kanfer, H. Reinecker, D. Schmelzer: Self-management therapy: A textbook for clinical practice. 4th edition. Heidelberg 2006, p. 5.
  13. ↑ JP Forgas et al.: Psychology of Self-Regulation. New York 2009.