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CCI BLOG

February 19th, 2017

2/19/2017

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Identity Development: Critical Self-Inquiry

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One of the most fundamental drives we possess is to question “who” we are and “what” avocation we aspire to actualize in life. In that process, we find meaning in our lives. It is an inherent drive that compels us to ask ourselves, “what” gifts we were born with and “how” they may be deployed in order to validate our existence on this earth. In order to answer these questions, one effective method is to deconstruct our self in order to reconstruct “who” we are. This process requires drawing from our experiential knowledge of self in order to crystalize our identity to what we call our “authentic self” as the basis for developing a vocational identity.

Identity Development: Authentic Self
Narratives, serve as a vehicle to self-authenticate “who” we are and “what” strengths we possess through self-reflection. Chronicling these experiences from our past, in response to distinctive questions, function as foundational descriptors that attest to our character, value sets, interests, and abilities. They all pronounce, “this is ‘who’ you are and ‘who’ you have always been” before life got in the way.

If we embrace the world and its attempt to shape us, then we necessarily adorn different identities to meet its expectations. We morph into peer groups early on in life to fit in, model behavior to learn according to a performance driven educational system, and are measured by our achievement through grades that define our self-worth. However, is this really who we are?

Importantly, much of our self, uniqueness, and self-esteem have been stuffed down through this developmental process leaving mere vestiges of our self-hood. This is precisely “why” narratives offer a subjective insight into “what” makes us human and distinctive. When we unpack these experiences, and draw upon “what” they represent, self-reflection reveals self-clarity.

This newfound clarity constructs divergent experiences into a constellation that illuminate patterns. These implicitly coalesce into meaning-oriented themes such as the drive to serve the needs of others (Social), a preference for innovation to affect change (Enterprising), and or a creative flair for showcasing their uniqueness (Artistic). These subjectively composed themes and their descriptors validate “who” we are in the configuration of our identity. They become an animated visual confirmation of “what” we achieved in the past, “why” deploying our gifts held a sense of purpose, and “how” this activated our cognitive reward system that affirms contextual meaning in these goal pursuits.

Role Models: Future Self
Extrapolating “why” mentors impacted our lives enlighten “who” we wish to become. Recollections of “how” they gave of themselves and adapted to life conflicts, reveal experiential waypoints of “what” it takes to perfect self-management. It offers a visual aide-mémoire of “how” to adapt to life’s stumbling blocks while maintaining a pathway of congruence. What is actualized is the greater meaning that drives these goal pursuits to discern “why” staying the course holds inestimable value.
Narratives offer a cognitive platform to self-authenticate “who” we are, but they also allow for asking ourselves salient questions pertaining to “what” demands further exploration. Merely writing out these questions creates a rehearsal process that attempts to tap into these experiences for accentuated contextual reference points. This critical self-inquiry allows for constructive insight that guides the progressive meaning of “living into” our role as future self or “who” we have wished to become all along.
 
Vocational Identity
Drawing from our authenticated or true self and adopting character traits of our role models, allows for a co-constructive process of epic proportion. This identity manifestation of “who” we wish to become sets our sights on “why” occupational domains hold meaning for us. It is a process of extending and expressing our character strengths, values, and abilities in a way that becomes a vocational identity.
 
If nearly 70% of our present workforce is disengaged, then this disconnect reflects an underdeveloped vocational identity. Individuals yearn to discover the purpose of their work and to be rewarded for the efficacy of what they may offer. This is precisely what narratives furnish, essential component parts in order to assemble the foundational constructs that evidence congruence. It is that innate need to identity with “what” we do and that it represents our capacity to share our gifts with others.
 
Finally, what we require is a pathway to channel our gifts in a way that connects us with “what” we do in our personal and professional lives. It is a developmental process where our authenticated self elevates our perception of our intrapersonal intelligence sufficiently to be fully present when we connect with others. This emotional intelligence prepares us for owning a pathway that cognitively tunes our hearts and minds to a self-understanding that “what” we do truly matters. In that process, we find meaning and purpose through “living out” our vocational identity.
 
 
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February 18th, 2017

2/18/2017

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Efficacy of Understanding Spatial Intelligence in Defining Work Roles
 

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Spatial Abilities have the propensity to impact reasoning when individuals are confronted with problem solving in their work roles. Spatial Relations Theory (SRT) is the ability to think about interactional systems, that relate to both the mechanical and interpersonal world. It is the capacity to relate to tangible systems like structural, computer, and manufacturing design. These all represent products that have interrelated components that must function in harmony.

However, SRT also pertains to the interpersonal world. Interpersonal systems exist in organizations, in work related relationships or any domain that comprises groups who interact. The functional efficacy of their ability to work as a group, or team is contingent upon their understanding of “how” they process this dynamic when interacting with one another.

Spatial Relations Visualization (SRV) by contrast is the ability to see in three-dimensions when only given two. It is the capacity to regard a blueprint and construct an animated 3-D visual image. This innate ability may be used to spatially evidence the integrity of a project’s design that actualizes a sense of accomplishment. However, another person’s measureable spatial acuity might be satisfied with the mere concept alone. Their perception is focused more on the task at hand and “what” needs to be done to complete the project itself.

Spatial Abilities in Context
In its simplest terms, the blend of spatial intelligence reasoning defines “how” individuals perceive problems and “what” is required to affect change. The following descriptors differentiate “how” individuals are hard-wired to respond to problems in their purview:

Engineer: (H SRT + H SRV)
An Engineer is fulfilled when given a task to conceptualize or produce something tangible that needs to be designed and built. In order to engineer the creation, a person has to comprehend the theory behind it so the tangible creation will function according to its design. This represents a spatial need to be a part of the process from inception to completion, so that they might say, “I designed that.”

Builder: (L SRT + H SRV)
A Builder is fulfilled when given a project to construct a concrete product that is tangible. This “hands on” pattern empowers individuals to relate to the concrete or real world. While working with or producing “things,” this combination of abilities emphasizes the construction or production of physical results.

Theoretician: (H SRT + L SRV)
The Theoretician is fulfilled when fully engaged in determining “how” something works, whether it is tangible or intangible. Further, they have an appreciation for the acumen of others who can actually build it. It is the natural capacity to understand theoretical positions. However, they do not feel the urge to work with physical tools, equipment, or objects on a daily basis. This ability pattern emphasizes the theoretical and intangible world of relationships, systems and interconnectedness. It facilitates a “what if” systems thinking understanding of the big picture or the “why” that undergirds the method.
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Executor: (L SRT + L SRV)
An Executor is fulfilled when they know “what” needs to be done (expectations) and are not subsumed with the need to know “why” or “how” it is going to function. They develop their abilities through experience using visual references to evidence “what” works based upon their experiential knowledge. While they may have an affinity to working with their hands, they may feel challenged if their job responsibilities are related to the creative R-directed (right brain) thinking that is outside their realm of spatial acuity.

Spatial Relevance
Delineating spatial acuity is relevant to individuaitve work roles. It defines their capacity to comprehend “what” others may be expressing theoretically and then visualizing “how” its application is appropriate in resolving problems. If they cannot follow the linear logic of an approach on one level, they may be able to construe “why” a solution works using their R-directed spatial abilities to remediate the problem itself.

From an enterprise perspective, drawing out the potential of each employee is critical to effective team dynamics and morale. If one leader presumes others understand their role and appears dismissive, the cohesive veracity of the team will cycle out of synch. In response to this, tuning the minds of certain team members may be required by partnering with another counterpart to explain the spatial dynamic. This collaboration offers an intuitive method to align others on the same wavelength to embrace any enterprise solution as being efficacious.

Finally, if each individual possesses a gifted mind, then understanding “how” they work and “why” deploying these abilities in their work roles converge, offering the synergy to flourish. It is a matter of being assigned tasks that tap into their unique reservoirs of talent. Individuative minds function best when they find their ideal work “flow.” They accomplish tasks by drawing upon their gifted resources. Formatively, they are allowed to project their insight as a mechanism to make value-oriented and innovative contributions to the team. As a result, interpersonal dynamics will be accentuated through a collaboration of spatial strengths to fulfill work role expectations and performance in any goal-oriented value based system.
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