TOWARD AN UNDERSTANDING OF ONE’S SELF-CONCEPT: AN EXPERIENTIAL EXERCISE Developments in Business Simulation and Experiential Learning, Volume 25, 1998 TOWARD AN UNDERSTANDING OF ONE’S SELF-CONCEPT: AN EXPERIENTIAL EXERCISE Beverly A. Heimann, Ashland University Khush K. Pittenger, Ashland University ABSTRACT This exercise provides a systematic framework for evaluating self-concept both in terms of how participants view themselves as well as how others view them. Incorporating a variety of pedagogical tools, students reflectively develop a greater understanding of themselves, their priorities, and impressions upon others. INTRODUCTION Self-concept is an important influence on human behavior. It is reflected in one’s self-esteem and confidence, communication patterns, and responses to others. Despite its pervasive effects on thoughts and actions, self-concept often is poorly understood; individuals exert minimal focused effort identifying key aspects of their own self-image. Mayerson (1979) reports that self-image actually consists of two components: (1) the picture that we have of ourselves, and (2) how others perceive and respond to us. This exercise addresses both parts. It is based upon ideas presented by DeVito (1996) and Harral (1996). Experiential Exercise Part 1 (A) Instructions to students: “At the top of a sheet of paper, write ‘I am a person who...’Finish this sentence with ten different, significant phrases. Please answer honestly and thoughtfiully. This paper will not be handed in and sensitive material need not be shared.” (B) After students have completed writing their ten significant phrases, they should partner with another and share their information with each other. Information considered private need not be revealed. (C) Instructions to students: “You now must eliminate five of the things from your list of ten. Cross off your list the five things that you would choose to eliminate.” (D) Students again share with their partners what they kept on their lists as well as what they crossed off Students also are asked to discuss how it felt to eliminate the five items and why. (E) Instructions to students: “You must now narrow your list to one item. What is the one aspect you would choose to keep?” (F) With their partner, participants are asked to share what item they chose and why and how they went about making this decision. Through part I of this experiential exercise, students identify significant aspects of themselves. Their awareness of key dimensions of their values, personalities, and activities increases. By discussing their choices and processes with another, they articulate their feelings and reflections which leads to greater understanding. In discussions after the steps of part 1 were completed, participants revealed that they learned a great deal about themselves and really struggled when they were asked to eliminate items because, “I didn’t want to let go of anything.” A number of students also shared that they were somewhat surprised after the exercise at the choices they made; the analysis process and discussion had caused them to probe 42 Developments in Business Simulation and Experiential Learning, Volume 25, 1998 and delve much more deeply and consciously than they otherwise would have. Part 2 (Note to instructors: This part of the exercise works best where students in the class know each other at least on a first-name basis.) (A) Instructions to students: “As a homework assignment, on a separate sheet of paper design a logo, license plate or bumper sticker for yourself proclaiming who you are. Put your name only on the back of your sheet lightly in pencil.” (B) On the day the assignment is due, each homework sheet is placed on the walls around the classroom and an envelope is placed under each. Every student is given blank slips of paper equal to the number of students in the class and a copy of the class roster. Students are instructed to go around the room and guess which design belongs to which class member by writing each student’s name on a slip of paper and inserting it in the envelope corresponding to the respective artwork. (C) After all students have finished guessing to whom each design belongs, the instructor examines the contents of each envelope and reveaJs who the class associated with the artwork and then the identity of the actual artist. (D) Students are asked to respond in writing: Were you surprised about the choices others made for you? Why? What did you learn from this exercise about the image other people have of you? Through the design of the artwork, students have a fun, creative avenue to express their identities. But it also requires self-analysis to decide upon the most appropriate design and expression. By having the students guess to whom each piece of artwork belongs, participants are able to receive honest and open feedback regarding what other students associate with them or how they are perceived. In the writing assignment in the final step of part 2, a number of participants indicated they were shocked by some of the choices others associated with them and commented that they must present to others different images than what they would have guessed. How and why this occurred received some evaluation. SUMMARY This two-part exercise provides an engaging yet reflective opportunity for students to pinpoint both aspects of self-image identified by Mayerson (1979): how we perceive ourselves as well as how others perceive us. It encompasses creativity through artwork, reflection and self-analysis, cooperative learning, and a brief writing assignment. Through performing these activities, students are led to a greater understanding of their own self-concept and priorities. REFERENCES Available upon request. 43 Table of Contents Volume 25, 1998 Marketing Goes to the Movies Bringing Experiential Learning to a Principles of Marketing Course Investment Analysis Application Using In-house Spreadsheet Models SugarCoated Statistics: An Exercise for the First Day of Class Improving Undergraduate Student Involvement in Management Science and Business Writing Courses Using the Seven Principles in Action Establishment and Funding for Interuniversity / Multidisciplinary Student experiences The Prospects of Creative Teaching: A Discussion with Patricia Sanders The Simulation and Classroom Assessment Techniques Developments of Management Skill Assessment Games as Instruments of Assessment: A Framework for Evaluation The Role of Artificial Intelligence in Business Curricula Threshold Solo Competitor: A Management Simulation (V1.0) a Windows-Based. Play Alone, Total Enterprise Simulation and Assessment Instrument Toward An Understanding of One's self-concept Total Enterprise Simulations and the Internet: Improving Student Perceptions and Simplifying Administrative Workloads The Expatriate an Assignment Orientation Game An Expatriate's Nightmare: An Experiential Exercise in Coping with Overseas Assignments Analyzing Experiential Exercise: Using the Scientific Method for Problem Solving The Second Component to Experiential Learning: A Look Back at How ABSEL has handled the Conceptual and Operational Definitions of Learning Predictive Models of Learning: Participant Satisfaction of Experiential Exercises in Business Education Accelerating Moral Development through Use of Experiential Ethical Dilemmas Ethical Dilemmas to use with Business Simulations to Teach Ethics The Class Approach in Behavioral Simulation in a Business Policy/Strategic Management course: A Progression toward Greater Realism An Exploration of the Emergence of Process Prototypes in a Management Course Utilizing a Total Enterprise Simulation How Organizations Are Improving Their Performance Utilizing Electronic Commerce: Examples From The Internet The Market Access Planning System (Maps): A Computer-Based Decision Support System For Facilitating Experiential Learning In International Business An Excel Workbook For Student Planning And Interface With A Simulation Game Design Of Multi-Media Based Pedagogy For Leadership Training Panel Discussion On Using The Internet For Courses Valuing And Enhancing Teaching: Sharing Tips Via The Web The Buddy Project: A Semester Long Project Aimed At Developing An Appreciation For Diversity Enhancing The Excitement And Learning Retention In The Classroom: The Power Of Magic The Supervised Management Internship: A Job Or Learning Experience Team Ware™ An Online Moderated Class Discussion Facility And Beyond A Neophyte Distance Educator's Experience Learning Management By Practicing Management: A Report Of Significant Student Service In 1997 Integration Of Academic And Service Learning: Students' Perceptions About Its Effects And Outcomes The Value Of Incorporating A Service Learning Component Into Course Content: A Presentation And Roundtable Discussion Business Games Teach: Thoughts on the Sources of Conflicting Conclusions on their Effectiveness Antecedents Of Learning In The Simulation: A Replication Using Student Journals To Enhance Learning From Simulations Technological Change And Intertemporal Movements In Consumer Preferences In The Design Of Computerized Business Simulations With Market Segmentation Integrating The Marketing Curriculum Using Collaborative Learning Teaching Time Management In A Sales Program: The Application Of A Computer Simulation Game Adapting Interactive Computer Simulations For Content Based Esl Instruction Multimedia And Student Expectations Synthesizing Data For Media Simulations Composing A Team Health Promoting Behaviors-A Decision Making Exercise Does it really Work? An Application of the Group Interaction Framework Administering the MIT Beer Game: Lessons Learned A Paperless Economy? Instructing Students on the Aspects of Successful Electronic Commerce Maximizing Learning Gains in Simulations: Lessons from the Training Literature Observing General Ability in a Total Enterprise Gaming Simulation FReach Teach: A Computer-Based System for Teaching Advertising Media Planning An Integrated Business Instruction System An Experiential Exercise you can Tinker With Experiential Exercises or Computer Simulations? Cash Flow Statements: Are They Important in Business Simulations? Holistic Cognitive Strategy in a Computer-Based Marketing Simulation Game: An Investigation of Attitudes Towards the Decision-Making Process Barnga: A Game on Cultural Clashes The Many Faces of Culture: Understanding Country and Corporate Culture Students' View of the Use of Business Gaming in Hong Kong Assessing General Management Interest What is the Future of Business Gaming? Starting a Small Music Trivia Business Exercise and Other Innovative Icebreakers An Integrated Approach to Behavioral Skill Development Career Focus: A Student and Business Learning Experience The Use of Concept Mapping in Teaching Strategic Management An Experiential Approach to Developing Mission Statements Business Games in Brazil-Learning or Satisfaction A Simulation within a Simulation: Job Layoff's and Emotional Reactions