Lesson 2: Self-Awareness and Personal Identity

Self-Concept → Personality → Values → Beliefs → Interests → Strengths → Weaknesses → Emotional Self-Awareness → Personal SWOT

The next lesson begins with the fundamental question:

“How can I develop myself if I do not first understand myself?”

2.1 Learning Objectives

By the end of this lesson, students should be able to:

  • define self-awareness and explain its importance in personal and professional development;
  • explain the concepts of self-concept, self-image, self-esteem, and personal identity;
  • identify important influences that shape personal and professional identity;
  • understand the role of personality in behaviour and professional relationships;
  • identify personal values, beliefs, interests, strengths, and weaknesses;
  • distinguish between personality traits, skills, values, and behaviours;
  • understand the importance of emotional self-awareness;
  • recognise the role of feedback and possible blind spots in self-understanding;
  • conduct a Personal SWOT Analysis; and
  • identify priority areas for future personal and professional development.

2.2 Introduction: The Question “Who Am I?”

In Lesson 1, we established that Personal and Professional Development is a continuous process of:

Self-Awareness → Reflection → Goal Setting → Learning → Practice → Feedback → Improvement

The starting point of this process is self-awareness. Before deciding where we want to go, we need to understand where we are. Before trying to improve ourselves, we need to understand what needs improvement. Before selecting a career, we need to understand our interests, values, abilities, and aspirations. Therefore, one of the most important questions in PPD is:

“Who am I?”

At first, this appears to be a simple question. A person may answer with a name, degree, university, nationality, occupation, or family background. But these describe only parts of a person. A deeper answer requires questions such as:

  • What do I value?
  • What motivates me?
  • What am I naturally good at?
  • What do I find difficult?
  • How do I behave under pressure?
  • How do I communicate?
  • What kind of environment brings out my best performance?
  • What do other people experience when they work with me?
  • What kind of person and professional do I want to become?

These questions form the foundation of self-awareness and personal identity.

2.3 What Is Self-Awareness?

Self-awareness is the ability to recognise and understand one’s own thoughts, emotions, values, beliefs, motives, strengths, weaknesses, behavioural patterns, and their effects on oneself and others. In simple terms:

Self-awareness means understanding yourself realistically.

It includes both:

Internal Self-Awareness Understanding:

  • what I think;
  • what I feel;
  • what I value;
  • what motivates me;
  • what I want;
  • what my strengths are;
  • what my limitations are.

External Self-Awareness: Understanding:

  • how others perceive me;
  • how my behaviour affects others;
  • how effectively I communicate;
  • what impression I create;
  • how others experience working with me.

Thus:

Self-Awareness = Understanding Myself + Understanding My Impact on Others

2.4 Why Is Self-Awareness Important?

Self-awareness influences almost every dimension of personal and professional development. A self-aware person is better positioned to:

  • make realistic career decisions;
  • identify development needs;
  • manage emotions;
  • communicate effectively;
  • build relationships;
  • recognise mistakes;
  • accept feedback;
  • manage conflict;
  • make better decisions;
  • develop leadership capability;
  • understand personal motivation;
  • recognise stress triggers;
  • improve professional behaviour.

Consider two students.

Student A

Says:

“I am already good at communication.”

But classmates experience the student as dominating discussions and rarely listening.

Student B

Says:

“I can explain ideas confidently, but I sometimes interrupt people. I need to improve active listening.”

Student B demonstrates greater self-awareness because the assessment is more specific and balanced.

Therefore:

Self-awareness is not thinking highly or negatively about yourself. It is seeing yourself as accurately as possible.

2.5 Self-Concept: How Do I See Myself?

Self-concept refers to the collection of beliefs and perceptions that individuals hold about themselves. It answers:

“What do I believe to be true about myself?”

Examples:

  • “I am creative.”
  • “I am shy.”
  • “I am hardworking.”
  • “I am not good at mathematics.”
  • “I am a good listener.”
  • “I can lead people.”
  • “I become nervous during presentations.”

Self-concept develops over time through:

Experience + Family + Education + Culture + Social Interaction + Success + Failure + Feedback + Self-Reflection

Self-concept is important because how we see ourselves can influence how we behave. For example:

“I am terrible at public speaking.”

may lead to:

Fear → Avoidance → Less Practice → Poor Performance → Stronger Negative Belief

This can become a self-reinforcing cycle. A more developmental interpretation would be:

“My public-speaking ability is currently weak, but it can improve through practice and feedback.”

2.6 Self-Image, Self-Esteem and Ideal Self

These concepts are related but different.

2.6.1 Self-Image

Self-image refers to how individuals perceive themselves.For example:

“I see myself as independent, responsible, and quiet.”

2.6.2 Self-Esteem

Self-esteem refers to the evaluation individuals make about their own worth and capabilities. It relates to questions such as:

“How positively or negatively do I evaluate myself?”

Healthy self-esteem does not mean believing that one has no weaknesses. It means recognising both strengths and limitations without allowing either to completely define one’s worth.

2.6.3 Ideal Self

The ideal self represents the person we would like to become. For example:

“I want to become a confident, ethical, knowledgeable, emotionally intelligent, and respected professional.”

PPD therefore involves examining the relationship between:

Current Self → Ideal Self

The difference between them creates a:

Development Gap

That gap becomes the basis for development planning.

2.7 What Is Personal Identity?

Personal identity refers to the combination of characteristics, experiences, roles, values, beliefs, relationships, aspirations, and personal narratives through which individuals understand who they are. Identity may involve multiple dimensions:

  • personal identity;
  • family identity;
  • student identity;
  • social identity;
  • cultural identity;
  • professional identity;
  • digital identity.

A person may simultaneously be:

a student,
a family member,
a friend,
a team member,
a researcher,
an entrepreneur,
an emerging professional.

These identities can influence behaviour in different contexts.

2.8 What Shapes Our Identity?

Personal identity does not develop in isolation. It is influenced by many interacting factors:

Family: Early beliefs, values, expectations, and behavioural patterns often begin within the family.

Education: Schools and universities influence knowledge, confidence, aspirations, networks, and professional identity.

Culture and Society: Social norms influence ideas about success, responsibility, career, relationships, and acceptable behaviour.

Experiences: Success, failure, opportunity, rejection, hardship, and achievement can shape how individuals see themselves.

Relationships: Friends, teachers, mentors, colleagues, and family members can influence self-perception.

Media and Digital Environment: Social media and online communities increasingly influence identity, comparison, reputation, and aspirations.

Personal Choices: Individuals are not merely passive products of their environment. Choices, reflection, and deliberate development also shape identity.

Therefore:

Identity is influenced by our past, expressed through our present, and continuously developed through our choices.

2.9 Personality: How Do I Tend to Think and Behave?

Personality refers to relatively enduring patterns in how individuals tend to think, feel, and behave. Personality can influence:

  • communication;
  • teamwork;
  • leadership;
  • decision making;
  • response to stress;
  • relationship building;
  • preferred working environment.

One widely used framework for discussing personality is the Big Five.

2.10 The Big Five Personality Dimensions

The Big Five model describes personality through five broad dimensions.

2.10.1 Openness to Experience

People higher in openness may tend to be:

  • curious;
  • imaginative;
  • creative;
  • interested in new ideas;
  • willing to explore alternatives.

Possible professional strengths:

Innovation, learning, creativity, adaptability

2.10.2 Conscientiousness

People higher in conscientiousness may tend to be:

  • organised;
  • responsible;
  • disciplined;
  • dependable;
  • goal-oriented.

Possible professional strengths:

Planning, reliability, productivity, follow-through

2.10.3 Extraversion

People higher in extraversion may tend to be:

  • sociable;
  • energetic;
  • expressive;
  • assertive;
  • comfortable interacting with others.

Possible strengths:

Networking, social interaction, visible leadership

However, being more introverted does not imply poor communication or leadership. Introverted individuals may bring strengths such as careful listening, reflection, concentration, and preparation.

2.10.4 Agreeableness

People higher in agreeableness may tend to be:

  • cooperative;
  • empathetic;
  • supportive;
  • considerate;
  • trusting.

Possible strengths:

Teamwork, relationship building, cooperation

Very high agreeableness, however, may sometimes make difficult disagreement or assertiveness more challenging.

2.10.5 Emotional Stability / Neuroticism

This dimension relates to emotional responses to stress and uncertainty. Greater emotional stability may involve:

  • calmness;
  • emotional regulation;
  • resilience.

Higher neuroticism may involve greater tendencies toward:

  • worry;
  • emotional sensitivity;
  • stress reactions.

These are tendencies rather than permanent labels.

Important Principle: Personality describes tendencies; it should not be used as an excuse for behaviour.

For example:

“I am an introvert, so I cannot present.”

is not a useful conclusion.

A better interpretation is:

“I may prefer less social stimulation, but presentation is a professional skill I can develop.”

2.11 Personality Is Not the Same as Skill

Often confuse personality with skills.

Consider:

“I am not a communication person.”

Communication is largely a developable competency, not a fixed personality type. Similarly:

  • leadership can be developed;
  • presentation can be practised;
  • listening can improve;
  • negotiation can be learned;
  • time management can be strengthened.

Therefore:

Personality may influence behaviour, but development expands capability.

2.12 Values: What Matters to Me?

Values are relatively enduring principles or standards that influence what individuals consider important, desirable, or worthwhile. Examples include:

  • honesty;
  • family;
  • achievement;
  • freedom;
  • security;
  • respect;
  • creativity;
  • fairness;
  • service;
  • wealth;
  • learning;
  • independence;
  • responsibility;
  • recognition.

Values influence decisions.

For example, two graduates receive job offers.

Job A: Higher salary but little independence.

Job B: Lower salary but significant autonomy and creativity.

A person who strongly values financial security may prefer Job A.

A person who strongly values autonomy and creativity may prefer Job B.

Neither decision can be understood fully without understanding personal values.

2.13 Values and Professional Life

Values influence:

  • career selection;
  • organisational fit;
  • ethical decisions;
  • leadership style;
  • workplace relationships;
  • motivation;
  • job satisfaction.

When personal and organisational values strongly conflict, individuals may experience dissatisfaction or ethical tension. For example:

A person who strongly values honesty may struggle in an organisation where misleading customers is normalised.

Thus:

Career fit is not only about skills; it is also about values.

2.14 Classroom Activity: Values Clarification

From the following list, students should first select 10 values that matter to them:

Achievement
Adventure
Autonomy
Compassion
Creativity
Family
Financial Security
Freedom
Friendship
Honesty
Influence
Knowledge
Leadership
Learning
Recognition
Respect
Responsibility
Security
Service
Status
Success
Teamwork

Now reduce the list to five.

Then reduce it to the three most important values.

My Core Values

Then answer:

Why is each value important to me?

Does my current behaviour reflect these values?

The second question is particularly important.

Stated Value ≠ Lived Value

If a student says:

“Learning is one of my most important values”

but never reads beyond examination materials, there may be a gap between stated and lived values.

2.15 Beliefs: What Do I Assume to Be True?

Beliefs are ideas or assumptions that individuals accept as true. Examples:

  • “Hard work leads to improvement.”
  • “I cannot learn technology.”
  • “Successful people must be extroverts.”
  • “I am too old to learn something new.”
  • “Failure means I am incapable.”
  • “Feedback helps me improve.”

Some beliefs support development. Others may restrict it.

2.16 Limiting Beliefs

A limiting belief is an assumption that unnecessarily restricts behaviour or development. Examples:

“I cannot speak English because I did not attend an English-medium school.”

“I cannot become a leader because I am quiet.”

“I failed once, so I am not capable.”

PPD requires students to challenge these beliefs. Ask:

  • What evidence supports this belief?
  • What evidence contradicts it?
  • Is this permanently true?
  • Can the relevant skill be developed?
  • What would happen if I approached the situation differently?

Transform:

“I cannot do this.”

into:

“I cannot do this effectively yet.”

The word yet creates space for development.

2.17 Interests: What Energises Me?

Interests are activities, subjects, problems, or experiences that attract our attention and engagement. Examples:

  • working with people;
  • analysing numbers;
  • designing;
  • writing;
  • technology;
  • entrepreneurship;
  • teaching;
  • research;
  • social service;
  • management.

Interests matter because they can influence:

  • career choice;
  • motivation;
  • persistence;
  • learning;
  • satisfaction.

However:

Interest alone is not sufficient for career success.

A sustainable career usually requires alignment among:

Interest + Ability + Values + Opportunity + Development

2.18 Strengths: What Do I Do Well?

A strength is a capability, characteristic, or pattern of behaviour that helps an individual perform effectively. Examples:

  • analytical thinking;
  • communication;
  • empathy;
  • creativity;
  • organisation;
  • persistence;
  • leadership;
  • reliability;
  • adaptability.

Students should distinguish between a genuine strength and an unsupported claim.

Instead of:

“I am a good leader.”

ask:

“What evidence demonstrates my leadership?”

Perhaps:

“I coordinated a five-person university project, resolved disagreements, distributed responsibilities, and the team completed the project successfully.”

A strength becomes more credible when supported by evidence.

2.19 Weaknesses and Development Areas

A weakness is an area in which current capability or behaviour may limit effectiveness. Examples:

  • procrastination;
  • poor time management;
  • fear of public speaking;
  • weak writing;
  • difficulty accepting criticism;
  • poor listening;
  • low digital competence.

However, PPD encourages us to use the term:

Development Area

because many weaknesses can improve.

For example:

Weakness: “Poor public speaking.”

becomes:

Development Area: “Building confident public-speaking capability.”

This changes the focus from limitation to action.

2.20 Strength Overuse

Interestingly, even strengths can become problematic when overused. For example:

Confidence → Overconfidence

Attention to detail → Perfectionism

Independence → Refusal to seek help

Empathy → Difficulty making tough decisions

Assertiveness → Aggression

Flexibility → Lack of consistency

Therefore, self-awareness involves understanding not only weaknesses but also:

When, where, and how to use our strengths appropriately.

2.21 Emotional Self-Awareness

Self-awareness also requires understanding emotions.

Emotional self-awareness is the ability to recognise one’s emotions, understand their causes, and recognise how they influence behaviour and decisions. Students should learn to identify:

  • What makes me angry?
  • What makes me anxious?
  • What makes me confident?
  • How do I respond to criticism?
  • What happens when I feel under pressure?
  • Do emotions influence my decisions?
  • How do my emotional reactions affect others?

Consider:

Event: Teacher criticises my presentation.

Possible automatic interpretation:

“The teacher does not respect me.”

Emotion:

Anger

Behaviour:

Defensiveness

Alternative interpretation:

“The feedback identifies an area I can improve.”

Emotion:

Concern but openness

Behaviour:

Learning

The event may be the same, but interpretation changes the response.

2.22 Trigger → Emotion → Behaviour → Consequence

A useful self-awareness model is:

Trigger → Emotion → Behaviour → Consequence

Example:

Trigger: A colleague disagrees with me.

↓

Emotion: Irritation

↓

Behaviour: I interrupt.

↓

Consequence: Conflict increases.

A self-aware person can insert another step:

Trigger → Awareness → Choice → Behaviour → Consequence

Now:

Trigger: Disagreement

↓

Awareness: “I notice that I am becoming irritated.”

↓

Choice: “I will listen before responding.”

↓

Behaviour: Ask questions and respond calmly.

↓

Consequence: More constructive discussion.

This is a major foundation for emotional intelligence.

2.23 Self-Perception and Reality

There may be a difference between:

How I See Myself

and

How Others Experience Me

For example:

My PerceptionOthers May Experience
ConfidentArrogant
QuietDisengaged
DirectRude
FriendlyUnprofessional
Detail-orientedPerfectionistic
IndependentUncooperative
HelpfulControlling

This does not mean other people’s perceptions are always correct. But repeated feedback should not automatically be ignored. Self-awareness requires us to compare:

Intention + Behaviour + Impact

You may have good intentions, but professional effectiveness also depends on the impact of your behaviour.

2.24 The Johari Window

A useful framework for understanding self-awareness and feedback is the Johari Window. It contains four areas:

Known to OthersUnknown to Others
Known to SelfOpen AreaHidden Area
Unknown to SelfBlind AreaUnknown Area

Open Area: Known to me and known to others. Example:

“I know I am organised, and my classmates also recognise this.”

Hidden Area: Known to me but not known to others.Example:

“I experience anxiety before presentations, although others may not notice.”

Blind Area: Others notice it, but I do not.Example:

“I frequently interrupt people but do not realise it.”

Unknown Area: Neither I nor others currently recognise it.Example:

An undeveloped leadership capability that becomes visible only when I face a new situation.

2.25 How Can the Open Area Grow?

The Open Area can expand through:

Self-Disclosure

Appropriately sharing information about ourselves.

and

Feedback

Learning how others perceive our behaviour.

Thus:

Reflection + Experience + Feedback → Greater Self-Awareness

Feedback is therefore a valuable development resource.

2.26 Receiving Feedback Professionally

Students often interpret feedback as personal criticism. Instead, effective professionals ask:

“What can I learn from this?”

When receiving feedback:

  • Listen fully.
  • Avoid immediate defensiveness.
  • Ask for specific examples.
  • Clarify what could improve.
  • Evaluate the feedback objectively.
  • Identify an action.
  • Follow up through practice.

A useful question is:

“What is one thing I could do differently next time?”

2.27 Personal SWOT Analysis

One of the most useful tools for initial self-assessment is Personal SWOT Analysis. SWOT represents:

S – Strengths
W – Weaknesses
O – Opportunities
T – Threats

Strengths and weaknesses are mainly internal. Opportunities and threats are mainly external.

2.27.1 Strengths

Ask:

  • What am I good at?
  • What skills do I possess?
  • What positive feedback do I receive?
  • What achievements demonstrate my capability?
  • What resources or networks do I possess?

Examples:

  • strong academic performance;
  • communication ability;
  • digital competence;
  • leadership experience;
  • language skills.

2.27.2 Weaknesses

Ask:

  • What do I find difficult?
  • What feedback do I repeatedly receive?
  • What skills am I missing?
  • What habits reduce my effectiveness?
  • What tasks do I unnecessarily avoid?

Examples:

  • procrastination;
  • weak presentation skills;
  • limited English proficiency;
  • poor time management;
  • lack of confidence.

2.27.3 Opportunities

Ask:

  • What opportunities are available around me?
  • What new industries are growing?
  • What technologies can I learn?
  • What university resources are available?
  • What professional networks can I join?
  • What internships, scholarships, or training opportunities exist?

Examples:

  • online learning;
  • internships;
  • professional certification;
  • AI tools;
  • entrepreneurship;
  • international networking.

2.27.4 Threats

Ask:

  • What external changes could negatively affect my career?
  • Are my skills becoming outdated?
  • Is competition increasing?
  • Could technology automate some of my desired work?
  • Are economic or industry conditions changing?

Examples:

  • intense job competition;
  • automation;
  • rapidly changing skill requirements;
  • economic uncertainty;
  • outdated knowledge.

2.28 Personal SWOT Example

Imagine a final-year university student interested in a career in marketing.

StrengthsWeaknesses
CreativeWeak public speaking
Good academic recordLimited professional network
Strong social-media skillsProcrastination
Team playerLimited practical experience
OpportunitiesThreats
Growth of digital marketingRapid technological change
Online professional certificationsStrong graduate competition
Internship opportunitiesAI automation of routine tasks
LinkedIn networkingSkill obsolescence

The SWOT itself is not the final objective. The important question is:

“What will I do with this information?”

2.29 From SWOT to Strategy

A Personal SWOT becomes valuable when converted into action.

Use Strengths to Capture Opportunities

Strong digital skills + Growth in digital marketing

→ pursue digital marketing projects and certification.

Use Opportunities to Address Weaknesses

Weak presentation + University presentation opportunities

→ volunteer for presentations.

Use Strengths to Manage Threats

Strong learning ability + Rapid technological change

→ continuously learn new tools.

Reduce Weaknesses That Increase Threat Exposure

Limited professional network + Competitive job market

→ systematically build professional connections.

Thus:

Self-Awareness without Action = Information

Self-Awareness + Action = Development

2.30 Classroom Activity: My Personal SWOT

Students complete the following:

STRENGTHSWEAKNESSES / DEVELOPMENT AREAS
1.1.
2.2.
3.3.
4.4.
5.5.
OPPORTUNITIESTHREATS
1.1.
2.2.
3.3.
4.4.
5.5.

Then answer:

My strongest advantage is:

My most urgent development need is:

My most important current opportunity is:

The greatest threat to my career goal is:

One action I will take this month is:

2.31 The Self-Awareness Map

Students can now build a simple map:

WHO AM I?

↓

Personality
How do I tend to behave?

↓

Values
What matters to me?

↓

Beliefs
What do I believe?

↓

Interests
What attracts and energises me?

↓

Strengths
What do I do well?

↓

Development Areas
What needs improvement?

↓

Emotions
How do I respond internally?

↓

Impact
How do others experience me?

↓

Aspirations
Who do I want to become?

Together, these provide a more complete picture of the individual.

2.32 Personal Identity and Professional Identity

Professional identity develops from personal identity but is not identical to it. A professional identity concerns:

“Who am I becoming as a professional?”

A student may say:

“I want to become a manager.”

But a deeper professional identity statement would be:

“I want to become an ethical, evidence-based, people-oriented manager who communicates clearly, makes responsible decisions, develops others, and continues learning.”

The second statement focuses not only on a job title but on the kind of professional the person wants to become.

2.33 Self-Awareness in the Digital Age

Today, personal identity also has a digital dimension. Employers, colleagues, clients, and professional networks may encounter us through:

  • LinkedIn;
  • social media;
  • online publications;
  • portfolios;
  • websites;
  • online comments;
  • digital collaborations.

Therefore:

Personal Identity + Professional Identity + Digital Identity

are increasingly interconnected.

Students should ask:

“If someone searched my name online today, what impression would my digital presence create?”

Digital identity and personal branding will be discussed in greater depth later in this course.

2.34 AI and Self-Awareness

AI tools can assist self-development by helping students:

  • organise reflections;
  • identify possible skill gaps;
  • practise interviews;
  • analyse career options;
  • generate development questions;
  • simulate professional scenarios.

However, AI should not define a person’s identity. A student should not simply ask:

“AI, tell me who I am.”

Self-awareness requires genuine reflection, lived experience, evidence, feedback, and personal judgement.

Therefore:

Use AI as a reflective assistant, not as the authority on your identity.

2.35 A Practical Model of Self-Awareness

The lesson can be summarised through the following framework:

LOOK INWARD

What do I think, feel, value, believe, and want?

↓

LOOK AT EVIDENCE

What do my actions and achievements demonstrate?

↓

LOOK OUTWARD

How do other people experience me?

↓

IDENTIFY THE GAP

Where am I different from where I want to be?

↓

CHOOSE DEVELOPMENT PRIORITIES

What should I improve first?

↓

TAKE ACTION

What will I do differently?

This transforms self-awareness from abstract thinking into personal development.

2.36 Key Takeaways from Lesson 2

Principle 1: Self-awareness is the foundation of personal and professional development.

Principle 2: Self-awareness means understanding both ourselves and our impact on others.

Principle 3: Self-concept influences behaviour but can evolve through experience and learning.

Principle 4: Personality describes tendencies, not destiny.

Principle 5: Values influence career decisions, behaviour, motivation, and ethical judgement.

Principle 6: Some beliefs promote development; limiting beliefs can restrict it.

Principle 7: Strengths should be supported by evidence rather than labels.

Principle 8: Weaknesses can often be reframed as development areas.

Principle 9: Feedback helps reveal blind spots.

Principle 10: Personal SWOT becomes valuable only when converted into action.

2.37 Reflection Questions

Students should reflect on the following:

  • How accurately do I understand myself?
  • What three words best describe me?
  • What evidence supports those descriptions?
  • What are my three most important personal values?
  • Does my current behaviour reflect those values?
  • What is one belief that may be limiting my development?
  • What are my strongest capabilities?
  • Which strength might I sometimes overuse?
  • What are my three most important development areas?
  • What feedback about myself do I find difficult to accept?
  • How might others experience me differently from how I see myself?
  • What career opportunities fit my strengths and interests?
  • What external threats should I prepare for?
  • What kind of professional identity do I want to develop?
  • What one change can I begin immediately?

2.38 Take-Home Assignment: My Self-Awareness Profile

Prepare a 2-page Self-Awareness Profile containing the following sections:

Part A: Who I Am: Describe yourself in approximately 100-150 words.

Part B: My Core Values: Identify your five most important values and briefly explain why each matters.

Part C: My Strengths: Identify five strengths.For each strength, provide one piece of evidence.

Part D: My Development Areas: Identify five areas requiring improvement.For each, state why it matters to your future development.

Part E: My Personal SWOT

Complete:

5 Strengths
5 Weaknesses
5 Opportunities
5 Threats

Part F: My Professional Identity Statement

Complete:

“I want to become a __________ professional who is known for __________, __________, and __________.”

Part G: My Three Development Priorities

From everything identified above, select only three priorities for development during this course.

For each, answer:

What do I need to improve?
Why is it important?
What evidence tells me this is a priority?

This assignment should be preserved as the second component of the Personal and Professional Development Portfolio.

2.39 Connection to the Next Lesson

Self-awareness tells us:

WHERE AM I NOW?

The next question is:

WHERE DO I WANT TO GO?

Once students understand their:

Personality + Values + Beliefs + Interests + Strengths + Development Areas + Opportunities + Aspirations

they can begin setting meaningful goals.

Therefore, the progression becomes:

Self-Awareness → Direction → Goals → Action