UNIT 4 SELF MANAGEMENT VIS-A-VIS

EDUCATIONALMANAGEMENT
Structure
4.1 Introduction
4.2 Objectives
4.3 Self Management
4.3.1 Reflection
4.3.2 Self Awarene~s
4.3.3 Planning and Monitoring
4.3.4 Time Management
4.3.5 Self-appraisal
4.4 Why is Self-M'magement Important?
4.4.1 Self-Management Techniques
4.5 lnlplications for Educational Management
4.6 Social Skills( Given by UNESCO, UNICEF and WHO)
4.6.1 Social skills and self development
4.6.2 Steps to Follow in Teaching Social Skills
4.7 Stress Management
4.7.1 Transactional Model
4.7.2 Health RealizationIInnate Health Model
4.8 Techniques of Stress Management
4.8.1 Meditation
4.8.2 Deep Breathing
4.9 Let us Sum Up
4.10 Unit End Activities
4.11 References
4.12 Answers to Check Your Progress

4.1 INTRODUCTION
We aspire success in all what we do. It could be passing of an examination with
laurels, winning in sports and games, in debates and other competitions.Similarly in
our career life also we expect professional growth and career promotions
simultaneously. It has been commonly observed that some people manage their
personal, social and professional life very effectively while others are not able to
manage them inspite of time and resources being on their side.
Lets go through the case of Mr. Mathur. He is a very popular maths teacher in a
senior secondary school. All his students have secured distinctions in maths during
his tenure and he was appointed Principal of the very same School last year. Suddenly
he was found tense, confused and even not able to guide his students. As principal,
he was found to be a different person. The question is-
How could a person changes as the responsibilities change?
What may be the reasons behind the transformation?
'mere are many situations we face in life and career and we manage some successfully
while we fail in some others miserably. This forces us to find out the possible reasvns
i Organisational Behaviour:
An Overview
You may like to add many more points here. While going through the list, you may
realise the abilities and actions one demands from an individual for effective self
management are nothing but the number of skills. These skills are called personal
skills (Figure 4.1). Generallv uersonal skills can be classified under three heads:
The skills required by an individual for self management are known as background
skills. The background skills are
.Reflection
Self Awareness;
Planning and Monitoring,
. Time Management, Flexibility and
Self-Appraisal.

Self Management
Reflection
Self-Awareness
Planning
Independent Learning
Monitoring Planning
Time Management Monitoring
Flexibility Time Management
Self-Appraisal Flexibility
Self-Appraisal
Self-Management
Personal Skills Reflection
Goal Skills
Goal Setting
Self-Appraisal
Flexibility
Planning
Monitoring
Reflection
Fig. 4.1: Personal Skills

4.3.1 Reflection
Contemplating on past experiences to consider their consequences(for example,
on your state of mind, your emotionsand feelings, your relationships with others,
your behaviour or your plans for the future).
Being aware of your own motivations, needs and desires. Thinking about how
you respond to people and situations, and about how your actions are perceived
by others.
Learning from this process of contemplation and awareness,for example, through
identifying ways to change negative behaviour, feelingsor attitudes, or by creating
new strategies towards achieving a goal.
4.3.2 Self-awareness
The perception of your skills, knowledge, responsibilities and value, both
professionallyand personally.
Being- able to acknowledge
- your
- talents and feel confident about yourself and
what you can do (including the ability to improve on and gain new talents and
4..3.3 Planning and Monitoring Self Management '

I
Educational Management
Developing a detailed, realistic strategy to solve a problem or reach a goal.
Anticipating problems or constraints, regularly reviewing and adjusting plans to
accommodate changes in your situation and priorities.
Assessing the success of a strategy in reaching the original goal, within the set
time frame, resource and budget allocations.

4.3.4 Time Management

I

I
Identifying the different demands on your available time, setting priorities, and
scheduling your time according to your goals, responsibilities and needs -
including the need for relaxation, rcflection and a social life (for example,
maintaining a diary, using a planner to schedule obligations and keep track of
appointments and commitments).
Being aware of your personal time preferences and using these to your advantagc
to maximise effectiveness and minimise stress (for example, you may be a
morning person who thinks more clearly just afiersunrise - use this time wisely).

4.3.5 Self Appraisal

Objectively analysing your own situation, skills and qualities, recognising your
I
strengths and weaknesses, and acknowledging areas for improvement (such
as objectively describing your strengths and weaknesses at the beginning of a
school academic year planning sessions, so that you and your teachers can
identify areas for you to develop and distribute work responsibilities as per
one's strengths and limitations,availability of time and efficiency). ,

Reflecting on and accurately judging your efforts and progress (for example, if
!IOU have a setback along the way, making an effort not to let it get you down,
but rather acknowledging how much progress you have made to that point).
Identifying areas of your life where you would like to increase your knowledge
or skills, and setting goals to meet those aims (for example, if you don't
understand how to use the university libray to rescarch an assignment topic,
you might set this as apersonal learning goal - and in so doing, you would gain
skills valuable for the rest of vour studies and life bevond universitv.)

This is a question that would naturally arise in your mind. In every walk of life the
essence of self management is very cmcial. This is importcantto succeed in one's
career ;indin life.There are various techniques that could help an individual to manage
himnherself better. One has to exercise the(se) technique(s) regularly. Regular self
feedback helps an individual to identify the technique(s)appropriatefor a situation
as well as for himlher.
Self-mimagement techmques help individuals to be successful in hisher life. Here is
an example: Rehmcm LE class X student could not pass maths examination in
the Botzrd Examination even after appearing tor the last three tirncs. Il was
not bemuse the syllabus was dificult but because he was a math-phobic and
not practicing it at all inspite of having tuition continuously.
Yo11can avoid this dilemma by being organised and maintaining a healthy balance in
'1 stress
all areas of your life. The techniques of self-management will help you curt?']
and stay motivated in your studies. Let us go through such techniques:
Organisational Behaviour: 4.4.1 Self-management techniques
An Overview
Some of the practical techniques you can adopt are to:
learn to cope with stress (see a counsellor for assistance if needed);
develop your self esteem and personal confidence;
develop effective strategies to cope with conflicts;
develop a positive attitude to study;
be patient - learning and academic skills develop gradually;

learn from feedback to prevent repeating your mistakes;

o maintain a healthy life style;
reward yourself with time off from study (in moderation); and
learn to manage your time better.
Note : a) Space is given below for your answers.
b) Check your answers with the one given at the end of this unit.
1. What is self management ?

2. Why self management is important?

...................................................................................................................

4.5 IMPLICATIONS FOR EDUCATIONAL

MANAGEMENT
Life is not a smoothly run always . There are ups and downs in every step in our life
and stress is a part of our life. It seems that some amount of stress is necessary to

Without the stress of competition, you may feel there is no need to improve. Without
stress, you may go easy with your work and not accomplish your goals. In other
words, the zeal of work inay not be found.
You might be able to just manage yourself to complete your work and other
b? managed by you. If you are able to cope well with this stress level also, then it is Self Management Vis-a-vis
not a point of worry. One has to manage the stress to make sure that there is just Educational Management
enough stress to motivate you toward your goal. We are unique individuals and have
the rational capacity to judge what is the level of stress we can handle. Therefore no
single level of stress is optimal for every person. Each person can tolerate different
amount of stress before experiencing stress symptoms. The common stress symptoms
a c:
Fallinghair
Anxiety attack
Irritated bowel disorder
Headache
Loss of appetite
Increase in appetite and so on.
When you experience any of the stress symptoms, it is an indication that you have
gone beyond your optimal stress level you can cope up.
Case I
Rohit, a young adult, has.five very good friends. All are studying in the same
cctllege. All of them are very active. But among them, Rohit, is more active and
manages all tlze tasks/assignments in the given time period. He is working
p~lrt-timein a bookstall begbre coming to the college. At the sametime he also
takes part in cn-curricular activities in the college, like the N.S.S, annual day
function, sports day celebration, attending seminars and giving competitive
eAams. He coinpletes his work in comparison with his friends on time and
eifectively. On the other side, his friends do not complete and not doing and
submit their assignments properly and timely. They get stressed about how to
ccmplete the college assignments. One ofthe reason for this could be that they
are not goal driven and lack self management skills. Because they are not
prepared how to manage time and themselves they are not on target.
Case I1
Mr. Ghosh is the principal of a Management Institute. He always tries to
mtzintain cordial relations with all the faculties. He also has good relations
wlth his office staff and if anyone faces any problem they came to his room.
But in this institution there is a Managing Director, M KDas. He is the boss and
his word is the last. But when he himself faces problems gets helpless and is
unable to take quick decisions. At the same time he does not consult with his
colleagues.
When you experience any of the stress symptoms, it is an indication that either you
have to hone your personal skills further for better self management or have to
pr;ictice stress management techniques to cope with the stress level.
Here are some ways that you may try to manage your stress more effectively:
Try to identify the source of your stress. You must be aware of your emotional
and physical reactions to the source of stress. Try to identify when the stress
begins, what triggers it, and how your body and mind react to it.
Once you have identified the source of your stress, determine if you can avoid
55
- -
Ao Overview some changes be made to improve the situation? Determine what you can and
cannot change.
Try to reduce the intensity of your reaction to the situation that cause you stress.
Are you overreacting? Are you exagkerating the importance of the situation,
making it seems larger than it really is? Are you overestimating the importance
of the stressful situation, and underestimating your own power to handle it?
I7ouneed to reevaluate the whole situation. Look at it from different angles.
Things are never as bad as you imagined them to be.

break whenever you feel overwhelmed. Meditation for 15 minutes per day can
help reduce your stress level
Take good care of your emotional health. Develop some inutually supportive
friendshipslrelationships. People tend to manage stress more successfully with
the support of good friends and family. Love and be kind to yourself.
You do have the ability to handle what life throws at you. Just remember to lighten
up and enjoy the beauty of life.

4.6 SOCIAL SKILLS

Social skills are a group of skills which people need to interact and communicate
with others. These are the life-lines for a happy and effective personal and work life.
The process of learning these skills is called socializaf on.

4.6.1 Social Skills and Self Development

Social skills training j s a general term for instruction conducted in (behavioural) areas
that promotes more productivelpositiveinteraction with others. We teach social
skills to students who are (at present) socially unskilled in order to promote acceptance
by teachers (and other adults) and peers. A social skills training program might
include (among other things):
Etiquette and positive interaction with others
- approaching others in socially acceptable ways
- how to request for per~nissionrather than acting impulsively
- how to make and keep friends
- sharing inaterials
Appropriate classroom behaviour
- work habitslacademicsurvival skills
- listening
- attending to task
- following directions
- seeking attention properly
- accepting the consequences of one's behaviour
56
 Better ways to handle frustrationfanger Self'Management Vis-a-vis
Educational Management
- counting to 10 before reacting
- distracting oneself to a pleasurable task
- using internal dialogue to cool oneself down and reflect upon the best course of
action.
Acceptable ways to resolve conflict with others
- using words instead of physical contact
- learning and using ways for resolving conflicts.
Case
Mr. Joseph. graduatedfiom a renowned university with distinction, is very
sharp and intelligent in his belzaviouz He got a job as an adtninistr~zriveoflicer
in a polytechnic . This is his first job. All staff members, teachers along with
the Director welcomed hirn and extended all possible help for initial adjustment.
A few days later as they got to know him better they found that he was not
that much friendly and expressed inappropriate social behaviour. Gradually
he started coming to work very late and got into argumenls with seniors for
any .sill~lreasons. He behaved with others arrogantl~l.He started missing
nzeetings culled by the principal for taking some administrative andfinuncial
decision. Lcrter on he also started to avoid meeting his colleagues. Others
gradually stopped cooperating with him. Slowljl he became isolated and went
into depression. In this stage, he started tlzinking and yonclerirzg over what
went wrong with him.
[n society, relational or social skills play an important role. Our interpersonal skills
,ueimportant at home, in the neighborhood, and in the workplace.
Not everyone, however, is endowed with good social skills. Ifyou happen to fall in
this category, you are blessed and need not to worry. However, social skills can be
tleveloped with a little practice and they will go along way in boosting your career.
Some of the basic practice exercises are given below:
Practice taking instructions
This is easier said than done. Most of us think we already know what the other
person is trying to say. Secondly, we may be preoccupied with other thoughts when
our boss is instructing us on how to go about a certain task. As a result, we may
forget important details a?d make mistakes that could cost someone their
job. Remember these points:
- Listen carellly for things said and implied.
I - Clanfy.
- Understand what has been told to you.
-- Acknowledge that you have understood.
- R e c o n f i ~instructionsby q~icklysummarising what you have understood.
Practide explaining a problem to your leader/manager/principal
- Do you feel butterflies in your stomach the moment you encounter a problem
57
- and need to involve your head? -
Organisational Bchaviour: - Do you worry about others thinking that you are incompetent to handle it
An Overview . yourself?

These feelings are quite justified. However, you still need to explain the problem to
your head. The secret lies in the term 'explain' and not 'complain'. To explain
effectively, pay attention to:
- The volume of your voice and tone. It should not be too soft, loud or screechy.
- Be respectful.
- Know your emotions in keep them check. Be calm. You may be flustered by
the problem.
-"

- Remember to include all the facts about the problem.

- Offer a solution if you can.
Practice asking for help
There are times at work when we are so overwhelmed by the things that need to be
done that we get all worked up and stressed out. We still do not ask for help, for
fear that we might be perceived as incompetent.
However, when you have a task at hand that must be completed and you know you
cannot do it alone, you have to be humble enough to ask for help.
- Identify people at work who handle a particular task better than anyone else
and request them to help you if they have the time. They may be happy to
help. Also, remelr~ber:
- No man is an island. We need people and people need us.
- Two heads are better than one and, yes, four hands are better than two.
- Tt is nice to be important but it is more important to be caring. Help others;
they, in turn, will help you.
- Be gracious when you accept oarefuse help. This will enhance your chances of
building a strong support system on which you can depend when you need
help.
Practice accepting feedback
It is natural for us to become defensive when we hear anything negative about
ourselves. However, have you considered it might be just as difficult for the person
giving the feedback to be candid?
,
Besides, it is possible for others to see things about you that you may not even be B
aware of.
- Appreciate the fact that someone has taken the risk of giving you feedback.
- Be open to new ideas andgew ways of thinking.
- Don't take criticism personally because, even though it is about you, it is still
the other person's perception; hislher views need not necessarily be the 'real'
you. !

- Feel free to accept or reject all or any part of the feedback without feeling ]
obliged to explain your choice.
Practice giving constructive criticism Self Management Vis-a-I
Educational Managemmt
The word criticism spells doom for some. It need not be that way. There are two
types of criticisms-constructive and destructive. All of us have been at the receiving
end of these types of criticism at some point in our lives.
Jt depends on what you are criticising in a person and the purpose of the criticism. If
the objective of criticisingis to demean and insult a person, it would be destructive
criticism. Such cnticism is best ignored.
Do remember, the situations that bring about the need to criticise can become sensitive
and volatile. It is eilsy for the person criticising,as well as the recipient of the criticism,
to overreact and start accusing each other.
Giving constructivecriticism and seeing that it is well received is a fine art.Things to
remember:
- Stay focused. Don't confuse the person with the problem.
- Keep tempers down.
- Use a suggestive approach rather than a dismissive one.
- Reiterate that the person is good but the problem could be handled differently.
- Be sincere, honest and caring while giving constructivecriticism.
- Express your faith in the person and his/ her ability to successfully implement
and reap the benefits of the suggestions given.
Practice receiving compliments
Many of us are especially wary or shy when someone compliments us. Why'? Do
we think we don't deserve compliments? That we are not worthy of them? Or is it
plain modesty'?Whatever it is, it is time to get over it.
We need to understand that accepting compliments is not self-indulgence.So:
I
- Donit feel errlbarrassed and brush it off.
- Never counter it with something negative about yourself.
- Don't be arrogant; accept the compliment graciously.
- Smile and thank the person for the compliment. Express genuine happiness.
Practice giving compliments
I1

This inay not always be the case. It depends on how one is complimented. There is
a delicate line between flattery and genuinely complimenting someone.
If you keep these suggestions in mind, you can easily compliment someone without
sounding fake:
- Use simple language. Smile and look into the person's eyes while complimenting
him/ her. It sounds more genuine this way.
- TJsing flattery dialogues and a lot of actions could make it look like your aim is
to flatter. not comoliment.
Organisational Behaviour: - Modulate your voice to inatch the expression of admiration on your face.
An Overview
- Don't laugh or giggle while complimenting someone. It could sound like you
are being sarcastic.
Finally, remember a good social network will help you at work. You need social
skills to find a job and to keep one. So, if social skills do not come easily to you, it
will be well worth your time to pinpoint your weaknesses and work on them.
There are a few social skills that are listed below:
o Commonly needed social skills. .
- Saying please and thank you
- Dealing better with anger and frustration
- Asking questions appropriately
- Accepting the consequences administered by the teacher
w
- Accepting responsibilityfor one's own (rnis)behaviour
- Dealing with failures /frustration/making mistakelinsultsin an appropriate manner
(without yelling or physical aggression)
- Initiating a conversation with others
- Accepting "No" for an answer
- Joining a group activity already in progress
- Following directions
- Making fiends
- Coinplimenting others
- Understanding the feelings of others (and accepting them as valid/OK)
- Compromising on issues
- Cooperating with peers
- Coping with taunts and verbaVphysica1threatslaggression from others
- Seeking attention in an appropriate manner
- Waiting for one's turn
Note : a) Space is given below for your answers.
b) Check your answers with the one given at the end of this unit.
3. Mentioned any four techniques of self management.
...................................................................................................................
4. What are the common stress symptoms ? Self Management Vis-a
Educational Managenlent

4.6.2 Steps to Follow in Teaching Social Skills

Wt: all have realized the importance and need for social skills in our lives. Similarly
as a teacher, principal, college manager, director of an institution, awareness and
ust: of appropriate social skills can make one a successful leaderlmanagerlteacher
or trainer: Similarly it is also important to teach or train our students or trainees
about social skills and how to develop these skills. A few guidelines, for developing
social skills among students, have been given below
Select the students who need training in certain skills (via assessment)
Identify powehl reinforcers that will motivate the students to attend to lessons
and attempt new behaviours.
Idenm and specificallydefine the target behaviours to be taught. Decide whlch
I
behaviours are needed. Define them precisely so that evervone agrees on
what is to be accomulished (...what the student will be able to do/show after =
Task analyze the target behaviour(s)
-
4 . STRESS MANAGEMENT
Stress management encompasses techniques intended to equip a person with
effective coping mechanismsfor dealing with psychologicalstress, with stress defined
as a person's physiological response to an internal or external stimulus that triggers
the fight-or-fight response. Stress management is effective when a person utilizes
strategies to cope with or alter stressful situations.
Models of stress management

4.7'.1 Transactional model

Strc:ss results from an "imbalance between demands and resources" or occurs
when "pressure exceeds one's perceived ability to cope". Stress management was
developed and premised on the idea that stress is not a direct response to a stressor
but rather on one's resources and ability to cope or mediate the stress response that
are iunenable to change. This shows that stress is controllable.
In o'rder to develop an effective stress management programme it is fust necessary
to identify the factors that are central to a person controlling hisher stress, and to
idenm the intervention methods which effectively target these factors. Lazarusand
Folkman's interpretation of stress focuses on the transaction between people and
their external environment (known as the Transactional Model). The model
conceptualizes stress as a result of how a stressor is appraised and how a person
appraises his/herresources to cope with the stressor. The model breaks the stressor-
stress link by proposing that if stressors are perceived as positive or challenging
rather than a threat, and if the stressed person is confident that helshe possesses
adequate rather than deficient coping strategies, stress may not necessarily follow t11
- -
Organisational Behaviour: the presence of a potential stressor. The model proposes that stress can be reduced
An Overview by helping stressed people change their perceptions of stressors, providing them
with strategies to help them cope and improve their confidence in their ability to do
SO.

4.7.2 Health Realizationnnnate Health Model

The health realizatiodinnate health model of stress is also founded on the idea that
stress does not necessarily follow the presence of a potential stressor. Instead of
focusing on the individual's appraisal of so-called stressors in relation to hisher own
coping skills (as the transactional model does), the health realization model focuses
on the nature of thought, stating that it is ultimately a person's thought processes that
determine the response to potentiallystressful external circumstances. In this model,
stress results from appraising oneself and one's circumstances through a mental filter
of insecurity and negativity,whereas a feeling of well-being results from approaching
the world with a6'quietmind,""inner wisdom," and "common sense".
This model proposes that helping stressed individuals understand the nature of
thought--especiallyproviding them with the ability to recognize when they are in the
grip of insecure thinking, disengage from it, and access natural positive feelings-
will reduce their stress.

4.8 TECHNIQUESOF
STRESS MANAGEMENT
There are several ways of coping with stress. Some techniques of time management
may help a person to control stress. In the face of high demands, effective stress
management involves learning to set limits and to say "No" to some demands that
others make. Techniques of stress management will vary according to the theoretical
paradigm adhered to, but may include some of the following
a Autogenic training
a Cognitive therapy
a Conflict resolution
a Exercise
a Heaving a hobby
Meditation
a Deep breathing
Relaxation techniques
a Artistic Expression
Fractionalrelaxation
a Progressive relaxation
a Spa
a Stress balls
a Natural medicine
Time management
a Listening-to certain tvDes of relaxing. music.
Let us look at some of these techniaues in greater detail: Self Management Vis-;I-\

Meditation is a mental discipline by which one attempts to get beyond the

cc ~nditioned,
"thinking" mind into a d w p r state of relaxation or awareness. Meditation
of ten involves turning attention to a single point of reference. It is recognized and has
be en practiced for over 5,000 years. Different meditativedisciplines encompass a
WIde range of spiritual and/orpsychophysical practices which may emphasize different
gcals from achievement of ahigher state of consciousness. to greater focus,creativity
or self-awareness, or simply a more relaxed and peaceful frame of mind.
Benefits of Meditation
Meditation has been accepted as a healthy way to manage stress, and for good
reason. It pr~videsmany health-enhancingbenefits, like reducing symptoms of stress
ant1anxiety, relieving physical complaints like headaches, and even enhancing
immunity to illness.
Basics of Meditation
Meditation can be practiced in many different ways. While there are numerous
different meditation techniques, a corn011thread runs through vhtuall y all meditative
techniques:
Quiet Mind: With meditation, your thinking mind becomes quiet. You stop focusing
on the stressors of your day or your life's problems, a(;
well a$solving these problems.
You just let the voice in your head be quiet, which is easier said than done. For
example, start thinking about nothing now. (It's OK; 1'11 wait.) If you're not practiced
at quieting your mind, it probably didn't take long before thoughts crept in.
Being In The Now: Rather than focusing on the past or the future, virtually all
meditative practices involve focusing on right now.This involves experiencing each
mornent and letting it go, experiencing the next. This, too, takes practice, as many of
us live most of our lives thinking toward the future or relishing and rehashing the
past.
Altered State of Consciousness: With the quiet mind and focus on the present,
comes an altered level of consciousness that isn't a sleeping state but isn't quite your
average wakeful state, either. Meditation increases brain activity in an area of the
brain associated with happiness and positive thoughts and emotions, and some
evidence shows that regular practice brings prolonged positive changes in these
areas.
Typt:sof Meditative Techniques:
There are many different ways to meditate. Some basic categories of meditation
techniques are:
a ]FocusedMeditation Techniques
8 lictivity-OrientedMeditation Techniques
a lvfindfulnessTechniques
a SpiritualMeditating
Whichever meditative techniques you use, the potential benefits are clear and
numei-ous,making ~tone of the more commonly recommended stress management
practices.
Deep breathing techniques are a great way to fight stress and anxiety and help you
relax. Here are basic steps to deep breathing, given by American Academy of Family
Physician
a Lay on your back one a flat surface. -
a Put one hand on your stomach just above your belly button and the other hand
on your chest.
Inhale slowly, making sure that your stomach rises a bit
a Hold your breath for a second and
a Slowly exhale, letting your stomach sink back down.
Note : a) Space is given below for your answers.
b) Check your answers with the one given at the end of this unit.
5 Mention any two guidelines for developing social skill among the student.

6. Mention any four techniques of stress management.

...................................................................................................................

4.9 LET US SUM UP

The most powerful thing in our lives is our social network. It does not have to be
large but just having one or two significant connections in your life have shown to
have terrific psychological and physical benefits. We are all walking around with an
amazing resource gratitude. It h6lps us express, enjoy, appreciate, be thankful and
satisfied with a little effort. We all have it and we need to improve our quahty of life.
Self management is an essential part of being human, and also is the state of mind
that occurs when you focus on yourself. There is a saying that if one is not able to
manage self, managing other is a Herculean task for himlher.

4.10 UNIT END ACTIVITIES

1. Interview five teachers1 headmasters/education managerslprincipal on self
management. Analyse their responses and discuss them with your peers in an
academic session in the study centre.
-
Self Managemen
4.1 1 REFERENCES
Brcckner, J., Self-esteem at work, Lexingon, M.A : Lextington Books, 1988.
I

Bartdura, A.: Social Foundations of thought and action: A Social cognitive theory,
Englewood Cliff, NJ : Prentice-Hall.
Bars, Bernard. M., "From Transactional to Transoformational Leadership :
Learning to Share the vision the vision,"Organisational Dynamics, Winter,1990
Barlow, J., Wright, C. ,Sheasby,J., Turner, A., &Hainshworth,J.: Self-Management
Approachesforpeople with chronic conditions: Areview, Patient Education and
Colinseling ,2002.
Payne, E., & Walker,L.Developing Essential Study Skills. Harlow: Financial Times,
Prentic Hall, 2000.
I
I
Newton, T.J., & Keenan, A. Role Stress Reexamined : An Investigation of role
stress Predicators. Organisational Behavioural and Human Decision Process, 1987.

Cannon, W. The Wisdom of the Body, 2nd ed., N Y Norton Pubs, 1939.
Lan arus, R.S., & Folkrnan, S. Stress, Appraisal and Coping. New York: Springer,
I
19k4.
Mills, R.C. Reaii~ingMental Health: Toward a new Psychology of Resiliency.
Sul berger & Graham Publishing, Ltd., 1995.
Lehrel; Paul M.; David H. (FRW) Barlow, Robert L. WooCfolk,Wesley E. Sime
(2037).Principles and Practice of Stress Management, Third Edition.

1. Self-Management is the ability to manage one's personal reactions to

responsibilitiesand challenges in work and life. This involves managing time
and adapting to changing situations. It requires a person to reflect on hisher
experiences and their effect on hisher physical and mental states. Self
management improves efficiency;it bestows peace, cheer and equanimity and
equips one to handles the complexities of life in a balanced way.
2. Self management is important to realize one's success in life, satisfaction and
sustaining motivationfor further progress. It is an important part to be a successful
individual. It is quite common that individual find it difficult to take appropriate
decision at the time of stress.Such example could be discontinuationof a course
of study by students of a college may not be, because they find the course too
difficult to cope with, but they became overwhelmed by the workload and are
unable to manage study commitments work and family life. Without the self
management. an individual helshe will not PO forward.
Organisational Behaviour: 3. The techniques are :
An Overview
(i) Learn ti, cope with stress.

(ii) Develop your self esteem and personal confidence.

(iii) Develop a positive attitude to studying.
(iv) Be patient-learning and acadernic skill's develop gradually.

4. The common stress symptomsare:

(i) Falling hair
ji) Anxiety attack
(iii) Headache
5. (i) Select the student who need training in certain skills, through continuous
assessment.

(ii) Ide~~tlfy
powerful reinforcersthat will motivate students to attend to lessons
and attempt new behaviours.
6. (a) Autogenic training
(b) Cognitive therapy
(c) Conflict resolution

(d) Meditation
(e) Deep Brea.' ,ng