Assessment 1: Reflected Best Self Thematic Analysis

Assessment 1: Reflected Best Self Thematic Analysis

Assessment 1: Reflected Best Self Thematic Analysis

1UTS Business School 2019

Outline • Reflected Best Self • Perception and Schemas • Thematic Analysis • Reflective Evaluation • Competency Strengths • Virtue Strengths • VIA Project – Inclusion Criteria – Measurement

2UTS Business School 2019

Reflected Best Self – Assessment 1 (Roberts, Dutton, Spreitzer, Heaphy & Quinn 2005)

• Characteristics of an individual when at his or her best

• Self Schema: (cognitive generalizations about the self derived from past experience, that guide the processing of self-related information contained in an individual’s social experience)

• people compose their reflected best-self portrait through social experiences that draw on intrapsychic and interpersonal resources.

• Jolts (events that trigger the revisions of RBS)

– Challenges (formal and informal) – Appreciation (formal and informal)

• Resources

– Positive affect (optimistic, happy)

– Relational connections (support networks) – Personal agency (strong internal locus of control)

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Typology and Examples of Jolts That Spark Revisions to the Reflected Best-

Self Portrait


Task Steps 1. Send out requests for feedback 2. Analyse the results and develop a

results table 3. Evaluate findings and write a Best

Self Vision Statement 4. Evaluate reflection and adaptation

methods and practices and develop a future learning path

5. Write up your report

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Thematic Analysis (Guest 2012; Dally & Gilksman 1997)

• Approach common to qualitative research

• Focus on identifying themes: – Patterns or clusters of meaning across

a data set that represent or describe a phenomenon being studied

– Determined by prevalence across the data set

– Ideally occurring numerous times – But also judged in terms of space

within each data item

7UTS Business School 2019

Six Phases of Thematic Analysis (Braun & Clarke 2008)

1. Get familiarised with data – Read interviews, notes etc

2. Generate initial codes (technically different from a theme) – Look for verbs, adjectives, or nouns you see repeated

3. Combine codes as themes 4. Reviewing themes: Checking if the themes work in

relation to all the coded extracts 5. Define and name themes as strengths 6. Reflect and produce final report

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RBS Individual Strengths Full Results table

© UTS Business School Spring 2017 9

Summary Results table

© UTS Business School Spring 2017 10

Evaluate through reflective interpretation

• Who said what – are there sub patterns?

• How does this sit with my experience? – Am I surprised? – Does it confirm what I already knew? – Have I learned something new? – What does the literature have to say

about my observations? – What are the implications of any new

learning for practice?

11UTS Business School 2019

Sample RBS Statement (Quinn et al. 2011)

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References Braun, V. & Clarke, V. 2008, ‘Using thematic analysis’, Qualitative Research in Psychology, vol. 3,

no. 2, pp. online. Daly, K. & Gliksman, 1997, The public health researcher: A methodological approach.

Melbourne Australia: Oxford University Press. Guest, G. 2012, Applied thematic analysis. Thousand Oaks, California: Sage. Peterson, C. & Seligman, M.E.P. 2004, Character strengths and virtues: A handbook and

classification, Oxford University Press, USA, New York. Quinn, R.E., Dutton, J.E., Spreitzer, G.M. and Roberts, L.M., 2003. Reflected best self

exercise. Center for Positive Organizational Scholarship, University of Michigan Rath, T., 2007. StrengthsFinder 2.0. Simon and Schuster. Roberts, L., Dutton, J., Spreitzer, G., Heaphy, E. & Quinn, R. 2005, ‘Composing the reflected best-

self portrait: Building pathways for becoming extraordinary in work organizations’, Academy of Management Review, vol. 30, no. 4, p. 712.

Roberts, L., Spreitzer, G., Dutton, J., Quinn, R., Heaphy, E. & Barker, B. 2005, ‘How to play to your strengths’, Harvard Business Review, vol. 83, no. 1, pp. 74-80.


13UTS Business School 2019

Thank you


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