“In the confusion, anxiety and emotions that permeate the dynamic of helping others and

facilitating change, the process ultimately begins and ends with our internal landscape of
characteristics, values, beliefs, and assumptions. In short, the structures that makes up
our consciousness and ‘self.’”

Managing Use of Self for

Masterful Professional Practice

By David W. Jamieson, Throughout the development of the OD the role of consciousness (Alexander, 1932).
Matthew Auron, and field “use of self” or “self as instrument” The professional or therapeutic use of self
has always been talked about or taught as has also been discussed over many years
David Shechtman important for the role of the change agent. in the education of counselors, psycho-
Emphases ranged from self-awareness therapists, nurses, clinical social workers,
and personal growth to developing better occupational therapists, and teachers (e.g.,
skills in aspects of consulting. Interpre- Miller, 1962; Baldwin, 2000; Chitty, 1993;
tations spanned simply knowing more Rogers, 1961). As early OD pioneers came
about your “self” to deeper recognitions of from many of these same disciplines, it is
consciousness, choice, shadows, agency, easy to understand how the concept could
behavior patterns, developmental theories, have entered OD.
and intentionality. The National Training The topic of use of self is critical in the
Laboratory’s T-group movement during daily interactions of any helping profes-
the 1950s and 1960s brought considerable sional role and especially impactful in
attention to self-awareness, feedback, and change since the responsibilities, ethics,
interpersonal and group dynamics, helping and outcomes affect other’s lives. Situa-
to solidify use of self in understanding tions involving use of self are continuous
one’s behavior and impact. While many in our lives as helping professionals. The
education programs have pursued the greater our awareness of these situations,
theme or actual course work, our concep- the better chance we have to effectively
tual grounding and literature on this topic manage ourselves for the benefit of our
has remained sparse. Consequently, the clients or others. To the extent we are
idea of use of self has often been ambigu- unaware when these situations occur, they
ous, vague, and difficult to convert into go unmanaged and may potentially be
action; and has mostly been a mentored unhelpful or do harm. We must see beyond
skill or shared tips and techniques to aid our tools and techniques, as many times
understanding and behavior. the only instrument we have is ourselves
Concurrently, other professional as we engage with our clients in dealing
helping disciplines have also pursued the with their situations. Our ability to see a
same central concept and have created client’s situation as bias-free as possible,
their own literatures. Perhaps the introduc- interpret it, and act on it may be the most
tion of the term “use of self” came from foundational concept for OD practice. In
Frederick Alexander who developed The the confusion, anxiety and emotions that
Alexander Technique in the 1890s which permeate the dynamic of helping others
ultimately enjoyed an expansive adoption and facilitating change, the process ulti-
across numerous disciplines. His work was mately begins and ends with our internal
focused on the integration of the mind/ landscape of characteristics, values, beliefs,
body system and the relationships among and assumptions. In short, the structures
psychological and physical functioning and that makes up our consciousness and

4 OD PRACTITIONER  Vol. 42 No. 3  2010

 Figure 1: Managing Use of Self Framework

»» In the invisible, but operable, parts of

ourselves and our personalities, such
as attitudes, values, motivations, biases,
fears, assumptions, anxieties, feelings,
habits, self-esteem, and hidden selves
»» In the actions we take, decisions we
make, choices we pursue, and styles
and preferences we use
»» In the strengths, experience, intelli-
gences, knowledge, and skills we bring
to each situation

Our use of self is further influenced by:

»» Race, ethnicity, national culture, gender,
age, and social identities
»» Life and family histories
© Jamieson, Shechtman & Auron, 2009
»» Intentions, personal agency, and self-
efficacy, and
“self.” Fundamentally, as we are the users choice. Our use of self should always be »» Levels of consciousness, self-awareness,
of theory, processes, and concepts, they are thought of in a specific context, exercised and defensiveness
only as useful as our ability to understand through some role, in service of something
and use them helpfully and appropriately. helpful and aligned with one’s personal Managing our use of self begins with
Effective use of self includes not only intentions (i.e., mission, vision, goals, and awareness, requires conscious sensing and
our self awareness, but also our ability values). interpreting, and takes form as a result of
to interpret what’s going on as clearly as “Who we are” always goes with us our intentional and unconscious actions.
possible, and take action appropriate to the into each of our roles and situations. Our Learning to manage our use of self is a
situation. Because OD work (and many collective knowledge, thoughts, feelings, lifelong process as we are constantly receiv-
other helping roles) require human inter­
action and relationships in their conduct,
use of self will always be a critical factor
Because OD work (and many other helping roles) require human
in the effective execution of both help inter­action and relationships in their conduct, use of self will
and change. By being a variable in a set of
human equations, what we see, understand
always be a critical factor in the effective execution of both help
and do affects all the other variables as and change. By being a variable in a set of human equations,
each cycle of work and interaction occurs.
For these reasons, the study of use of self is
what we see, understand and do affects all the other variables
foundational to both the field of OD and to as each cycle of work and interaction occurs. For these reasons,
each of us as human beings. This article is
our establishment of a new way of under-
the study of use of self is foundational to both the field of OD
standing use of self and making it more and to each of us as human beings.
actionable for those in professional helping
roles.
experiences, and vulnerabilities inform all ing new and updated feedback on ourselves
What is Use of Self? that we do. Our understanding and beliefs and our work.
about ourselves are continually evolving In a 1995 presentation for the OD
Use of self is the conscious use of one’s whole based on our independent assessments Network National Conference, Curran,
being in the intentional execution of one’s and what is socially constructed from our Seashore, and Welp (1995) offered a
role for effectiveness in whatever the current interactions with others (Shotter, 1997; model and concepts that provided a useful
situation is presenting. The purpose is to be Arnd-Caddigan & Pozzuto, 2008). grounding for our work. They stressed
able to execute a role effectively, for others Our use of self shows up in several the importance of developing awareness
and the system they’re in, without personal ways: of one’s impact and ability to have choice
interference (e.g., bias, blindness, avoid- »» In how we appear, talk, and present in behaviors. Their work discussed many
ance, and agendas) and with enough con- ourselves (both our physical and per- concepts for understanding how we can
sciousness to have clear intentionality and sonal presence) manage presence, congruence, influence,

Managing Use of Self for Masterful Professional Practice 5

and contact and how our ability to choose every situation, and throughout all stages  enlarge one’s scope of awareness
gets compromised by our own issues that of development. Levels of development  be able to recognize multiple
serve as “hooks” in interaction with others describe the ability of practitioners to apply types of data
and our inability to stay centered in the these competencies in helping situations.  become cognizant of personal
present situation. Competencies are how practitioners help. filters and blocks
Levels of development are how well practi-  identify one’s own individual and
The Use of Self Framework tioners do their work. cultural biases

To help understand and work with use of Core Competencies »» Knowing involves making sense of
self, we have found it useful to think of the »» Seeing involves what practitioners are what practitioners see. It is using a
“self” as a collective portfolio of who we able to take in using the six senses. It is combination of knowledge and experi-
are, what we know, and what we can do as the competency of being aware of the ence to organize information and draw
developed over a lifetime in both known world around us and the ability to take hunches, conclusions, and interpreta-
and unknown realms. The “use” of self in as much data as possible. In develop- tions. This process includes multiple
ways of knowing (e.g., empirically,
In developing the “seeing” competency we need to pay atten- rationally, somatically, and socially
constructed); practitioners may use
tion to seeing self, seeing others, and seeing context. Social a combination of many methods to
sensitivity to the surrounding system is a way to understand give them meaning and confidence.
In human systems work, the knowing
this competency. This sensitivity can be compromised by our phase often requires making meaning
biases, personal frames, operating metaphors, and habitual from limited data quickly and confi-
dently. Knowing also comprises two key
assumptions. Core to this competency is the ability to see interpretive domains: learned theories
­“reality” as others see it and as free of our own biases as (more objective) and internal mental
models (subjective) developed through
­possible, which includes both what is visible to us and what life experience. Both domains are cru-
we can take in. cial to the knowing process. The more
objective domain contains theories,
is organized around three core compe- ing the “seeing” competency we need models and frameworks and allows
tencies and three levels of development to pay attention to seeing self, s­ eeing practitioners to gain insights based on
(Figure 1). Organizing use of self into a others, and seeing context. Social commonly held existing knowledge.
basic framework is a critical step in both sensitivity to the surrounding system The subjective domain, often under-
understanding and applying the concept is a way to understand this compe- stood as personal maps or mental mod-
with more concrete behaviors and multiple tency. This sensitivity can be compro- els (Senge, 1990), allows practitioners
levels of skill. This framework advances mised by our biases, personal frames, to make use of internal belief systems,
work on this concept by: 1) building on and operating metaphors, and habitual deeply held values, tacit knowledge, and
incorporating what has been shared before, assumptions. Core to this competency profound life experiences. By combin-
both within and outside of OD; 2) includ- is the ability to see “reality” as others ing the best external knowledge with
ing and emphasizing action-taking, as part see it and as free of our own biases as one’s internal understanding, practi-
of managing, which has often been lacking possible, which includes both what is tioners improve their ability to gain
in the over-emphasis on self-awareness; visible to us and what we can take in. insight, leverage the right data, and
3) focusing on concrete competencies for It’s also critical to learn over time to see use proper discretion. At higher levels
which a practitioner can develop skills; both what is on the surface and what is of development, knowing is executed
and 4) including developmental levels to below the surface or covert (Marshak, through deeply internalized knowledge
provide ways to talk about how to improve 2006). Maintaining a spirit of inquiry which often actualizes as intuition. In
or get better in use of self. and openness is critical to leveraging developing this competency it can be
This framework captures the essence effective seeing. This is often deepened helpful to:
of what using ourselves involves over time. through reflection, meditation, or other p  ractice different ways of knowing
It includes two dimensions: 1) horizontal, practices of getting quiet and centered.  e xercise learning agility
represented as core competencies, and In developing this competency it is  inventory various interpretive
2) vertical, represented as levels of develop- helpful to: schemes and practice theories
ment. Competencies describe the criti-  e xpand breadth and depth of  s tudy academic research and
cal capabilities that practitioners use, in inquiry and openness publications

6 OD PRACTITIONER  Vol. 42 No. 3  2010

 w  ork on integrating theory Levels of Development seamlessly integrated. One begins to trust
and experience into useable Seeing human functionality through a one’s self in use of data, meaning-making,
knowledge developmental lens is critical to under- and action. This is similar to the phrase
d  evelop awareness of cognitive standing use of self. Developmental theory “conscious competence” or we are clear
and emotional components of states that human beings evolve through about what we know and are good at.
knowing various levels of functionality, understand-
 identify meaning-making ing, and outlook throughout their lives as Mastery is the highest stage of development
processes they learn and grow. Persons must be seen and is characterized by fully integrated and
 r ecognize one’s foundational as neither bad nor good, but in evolution seamless work. One’s presence has greater
values through various phases of cognition, per- impact. Seeing, knowing, and doing have
 r aise one’s consciousness of per- ception, individuation, and other categories become simultaneous, back and forth activ-
sonal preferences and influences that comprise the self (Kegan, 1982; Wilber, ities with little conscious decision-making.
in decision-making 2000). This developmental context, as One’s own self-awareness has opened up
applied to self, allows us to understand the ego-free space for professional work. Inten-
»» Doing involves the capacity for execut- various facets of the self that are growing tionality and end purpose are intertwined
ing a full range of behavioral and throughout our lives. Thus, part of our and unencumbered. One ultimately trusts
action choices. It involves practitioners work is to realize and integrate them as in the process, outcome, and their role in
recognizing their options, demonstrat- we grow. it. This stage is marked by effortless action
ing behavioral flexibility, and exercising In each competency there are levels and sometimes “magical” occurrences that
personal skill and courage in a manner of effectiveness that one can progress appear to come out of deep intuition. The
that delivers whatever is most helpful through. Each competency requires its own three competencies blend together and
for a given situation. This capability focus of attention and specific practice to operate in one fluid motion (Csikszentmi-
executes the results of the previous two improve. Below are the three stages that halyi, 1990). The actions of the individual
competencies. It is the culmination comprise the developmental component in are marked by an internal drive versus an
of the data intake and interpretation the use of self framework. external reliance on material. At this stage,
process that allows for the enactment of one’s presence—the deliberate living out
appropriate behavior. In developing this Functionality is a stage of knowing “how of one’s values—becomes the greatest
competency it can helpful to: to do it.” One has learned what to do and technique for impacting change in an envi-
d evelop one’s skill repertoire how to operate in terms of basic aspects ronment. It is similar to the phrase “uncon-
d  evelop a portfolio of action of seeing, knowing, and doing. One must scious competence” or we are no longer
alternatives concentrate and pay attention to doing it aware of what we do exceptionally well.
 e nhance one’s ability to use will right, following appropriate steps or run- While we may gradually progress
and courage ning through some criteria to determine upwards, even masterful practitioners will
d  evelop the ability to execute, use. One is starting to trust the material, sometimes operate at a functional level.
implement, and follow through method, technique, or concept. This may How well we are functioning as an instru-
 e nhance the ability to manage look like “doing it by the book” or applying ment, in any competency, will determine
resistance theory to practice in a step by step fashion. what level we can perform at in the present
 r aise one’s patience and This is similar to the phrase “conscious situation. Additionally, it is possible to
perseverance incompetence” or knowing what we are not operate at a level of mastery for seeing,
g  ain understanding of habitual sure of. while a functional level for doing. In this
preferences way, the model is fluid, with movement up
Efficacy is a further stage of development and down the pyramid in any given situa-
This framework is intentionally simple. It marked by increased flow and less con- tion or day.
represents the basic aspects of managing centration. Seeing, knowing, and doing
use of self. The competencies often operate become less challenging. The range of data Role and Importance of Self Awareness
within seconds of each other and should be available to work with, the knowledge avail- Our use of self engages cognitive, emo-
understood as a dynamic representation of able for sense-making and the behavioral tional, physical, and spiritual aspects at
a practitioner’s capacity to help. Competen- flexibility of options and skills for taking different moments and in different situ-
cies are constantly changing and evolving. action are expanded. It is marked by higher ations. Consequently, it requires develop-
Levels of development may be different levels of confidence and agency in execu- ment along all of these dimensions. The
for practitioners depending upon the topic tion. We begin to operate from the inside development process is a journey, mixing
and situation. One can move up and down and understand our role in what hap- knowledge acquisition, self-awareness,
the levels due to a variety of internal and pens. The sequence of taking in, making and practice. Content knowledge pro-
external factors. meaning, and taking action become more vides concepts, frames of reference and

Managing Use of Self for Masterful Professional Practice 7

technical requirements for taking action. considering the importance of the whole when they arise and how we want to use
Self-knowledge helps to illuminate the self in human systems work. them.
emotional, physical, and spiritual aspects Use of self is founded in part in OD’s
of ourselves with greater understanding of Finding Our Whole Self humanistic lineage, through an under-
feelings, triggers, strengths, limitations, Wherever we show up, our whole self standing and acceptance of our inherent
values, personality traits, personal mean- comes along! We are always more than we human-ness. Bob Tannenbaum, build-
ing, preferences, sensitivities, and vulner- present, more than we know, and more ing on the work of Carl Rogers and other
abilities. Through self awareness, we gain than we can control. The Johari Window humanistic psychologists was an early
greater consciousness, leading to greater (Luft, 1963; Luft & Ingham, 1955) pro- advocate of the whole-self concept and of
intentionality and choice, and grow out vides a way to navigate what is known and personhood, which embraces growth as
of the confines of limited frames, biases, unknown and what is open and hidden. reclamation of our full humanity (Tan-
skills, and habits. What we don’t know can surprise us or nenbaum & Eisen, 2005; Tannebaum,
Self-inquiry and personal growth is hurt us or others. Learning about “blind” 1995). Likewise, the Gestalt perspective
critical to successful use of self. Who we areas can help us act with greater integrity. (Perls, Hefferline & Goodman, 1951)
are and the work we do are inter-related Journeys into the “unknown” may uncover includes embedded and unresolved mes-
and provide the milieu for our develop- new capabilities or talents. Ironically, sages within us which have been split off
ment. Thus, the development of self is a learning more about ourselves is not a solo during early life and now live mostly in
holistic practice where the human being endeavor, as Culbert once wrote, “It Takes our unconscious. Gestalt theory teaches
and the work roles improve together. We Two to Know One” (Culbert, 1967). us that parts that have been split off, like
can learn about ourselves and our inter- Without whole self-awareness, we any system, inherently strive for wholeness
nal landscape in many ways, including only enter situations with knowledge of and re-integration. Shapiro (1976) high-
feedback, instruments, therapy, journals, part of who we are and may not have the lighted how split parts of our selves can act
and self assessment. Many times, we are consciousness and choice to manage or like additional “personalities” that need to
thrown out of the nest early, utilizing leverage how we use our self for the wel- be acknowledged and integrated for self
unplanned opportunities to test our use fare of the situation. We may also become realization and personal growth. Similarly,
of self. These situations offer significant victims of our own behavior, routines or Seashore, Shawver, Thompson and Mattare
opportunities, since the nature of growth blind spots, and under-optimize what we (2004) describe the various conscious and
is often an emergent phenomenon. The ultimately do. So part of the journey is a unconscious “selves” inside of us that com-
pete for attention and come to the forefront
Who we are and the work we do are inter-related and provide at various times, depending on the trigger
or type of interaction.
the milieu for our development. Thus, the development of self One difficulty in this self-discovery
is a holistic practice where the human being and the work roles journey is that some of what we don’t know
about ourselves resides in the unconscious.
improve together. We can learn about ourselves and our internal Jung refers to these parts as the “Shadow”
landscape in many ways, including feedback, instruments, (Jung, von Franz, Henderson, Jacobi &
Jaffe, 1964; Jung & Storr, 1983), represent-
therapy, journals, and self assessment. Many times, we are ing the inherent split in consciousness
thrown out of the nest early, utilizing unplanned opportunities occurring from aspects that we hide,
repress, and deny. The shadow operates
to test our use of self. These situations offer significant oppor­ as dark to light creating a polarity to be
tunities, since the nature of growth is often an emergent managed. If unaware, we tend to project
these shadow aspects of ourselves onto
phenomenon. others- turning a personal inferiority into
a deficiency in someone else. Our inner
process of self-learning engages multiple discovery of our different parts, selves, polarities operate similar to Argyris and
cycles of awareness, interaction, and voices and messages, those we love and Schon’s (1974) espoused theory vs. theory
practice. those we wish didn’t exist, and accepting in use-while one part of us is actively
Self awareness has dominated much and integrating them into our whole being seeking one result, there can be repressed
of the work in use of self and has overshad- (Barry, 2008). By identifying, accepting, aspects seeking the opposite. Zweig and
owed the importance of turning awareness and re-integrating parts of who we are, we Abrams (1991) further elaborate on the
into new behaviors or managing the use bring awareness and voice to these various many faces and powers of the dark side in
of self. This is especially limiting when selves, which allows us to not only under- our whole being.
stand them, but also to choose more fully Finally, another aspect of whole self,

8 OD PRACTITIONER  Vol. 42 No. 3  2010

from sociology, is the “masks” individu- judged by others through our role and the welfare of the system are the
als wear in society. Goffman (1955; 1959) execution higher purposes in helping roles. Expand-
explored the concept that humans will ing one’s behavioral repertoire helps to pro-
attempt to guide or control impressions of Though taking action requires a requisite vide more options and greater confidence
others, behaving and acting differently in amount of personal courage, even the most to act.
different scenarios. Masks represent who daring practitioner will encounter prob-
we want to be or hide some aspect of who lems if the first two competencies are not Self as Instrument of Change
we are. And while a person is managing executed properly. For example, a practitio-or Helping
their impressions, they may also attempt to ner may be extremely skilled at confront- Self as Instrument has often been used
place various masks on others as well. Our ing dysfunctional client behaviors. Yet thissynonymously with use of self (Cheung-
authenticity is often compromised by the Judge, 2001; Smith, 1990; Glavas, Jules, &
courageous act may do little-to-no good if it
use of masks. is employed in a client situation in which Van Oosten, 2006; McCormick & White,
A whole-self approach would seek critical information has been missed or it 2000). Technically, every use of self is
to acknowledge the masks, selves, and has not been adequately understood. instrumental in executing our role. Most
often, this phrase has been raised in con-
junction with change or helping, but could
Most practitioners earn their reputation and make their living be just as relevant with other terms such as
based on the results that they achieve through their work. This leading, healing, or learning. Because our
use of self is so critical in professional rela-
can create high stakes for many, including their esteem, public tionships, we become instruments of the
identity, and valued rewards. The action decisions a practitioner process we are trying to execute and of any
changes we intend (Jamieson, 1991; Fresh-
makes can therefore be encumbered with extra anxiety, water, 2002). If what we take in, under-
confusion, and consternation. stand, and do is related to any outcomes
we achieve in our role, then our being
becomes an instrument for seeing, know-
parts that make up our inner landscape The practitioner’s choice of role is ing, and doing. That instrument can there-
and operate authentically. The whole-self critical in determining effective action fore be either highly effective across many
approach is the acceptance and reclama- steps. Schein describes three main consult- situations, be of limited value in some
tion of our personhood (Palmer, 2004), of ing roles: pair-of-hands, expert, and process situations, or stop working. It can become
our humanity, and owning the polarity of consultant (Schein, 1998). When consider- slow or inaccurate if we become unhealthy,
our beings. By owning and accepting these ing action options, one must be clear about emotionally knotted, or cognitively blocked.
aspects we can become more in charge of the intended role. Often the best action to We can add functionality and advanced
how we show up, begin to drop our masks take in a client situation is not completely capabilities to our instrument over time
and shields, and use our selves more clear. The practitioner needs to bring and occasionally need to consider ways
authentically as agents of change. their will and skill to bear in conjunction to renew and tune-up our instrument to
with the array of options they believe are maintain its usefulness (Heydt & Sherman,
The Role and Importance of Action-Taking relevant to the situation and both make 2005). Our professional roles, including
Using self awareness knowledge to a choice and act in accordance with their our ability to add value and do no harm, are
influence behavior, intention, choice, and role intentions. helped or hindered by the instrumentality
outcomes in service of another is where the Most practitioners earn their reputa- of our strengths and limitations, presence
“use of” comes into play. Doing something tion and make their living based on the and movements, awareness and blind
with self-knowledge is ultimately what results that they achieve through their spots, cognitive and emotional intelligence,
counts! Action-taking represents the final work. This can create high stakes for many, and fears and courage.
stage in the use of self. It is the “Do,” as including their esteem, public identity,
referenced in the See, Know, and Do frame- and valued rewards. The action decisions Managing Use of Self
work. Taking action is also likely the most a practitioner makes can therefore be In summary, we hope you take away these
complex and risky aspect of the use of self encumbered with extra anxiety, confusion, essential elements to understand and be
for a number of reasons. and consternation. able to manage your use of self:
»» Helpful doing involves the culmination Action taking can also become chal- »» Self-awareness leads to knowledge and
of effective seeing and knowing. lenged by falling into habitual patterns, consciousness about one’s self allowing
»» Having role clarity is key to determin- becoming stuck in comfort areas, or for better management of intentionality,
ing effective, intentional action choosing options that are self-serving. The choice, and impact.
»» The effectiveness of our work is mostly client’s needs, the situation requirements, »» The desired end result is to perform

Managing Use of Self for Masterful Professional Practice 9

 our role(s) in service of help for others Some dimensions operate simultane- in therapy, 2nd Ed. Binghamton, NY:
or a system (the situation). When we ously such as when we learn and use Haworth Press.
are able to manage our use of self, we skills, methods, and tools and engage Barry, A. (2008). Practically shameless: How
are instrumental in the effectiveness of cognitive, emotional, and physical shadow work helped me find my voice, my
processes and outcomes. aspects. Reflection takes us singularly path, and my inner gold. Longmont, CO:
»» We use ourselves in all aspects of our inside for some development, but Practically Shameless Press.
work. We become the instrument social interaction (it takes two!) pro- Cheung-Judge, M. (2001). The Self as
for the core competencies of seeing, vides invaluable feedback from other an instrument-A cornerstone for the
knowing, and doing. We take in data perspectives. future of OD. OD Practitioner, 33(3),
in order to understand what “reality” »» In pursuing the best in everything 11–16.
faces us. We use all we have learned we do, we will work through levels of Chitty, K. (1993). Professional nursing: Con-
(theory, experience, tools, etc.) to assess development starting with functionality, cepts and challenges. Philadelphia: W. B.
or make sense of what we see and to growing into efficacy, and ending with Saunders & Co.
identify action alternatives and strate- mastery. At each level, our work looks, Csikszentmihalyi, M. (1990). Flow: The psy-
chology of optimal experience. New York:
Like any instrument, we need development, calibration, tuning, Harper and Row.
Culbert, S. (1967). The interpersonal
and maintenance. Developing use of self is a lifelong journey. process of self-disclosure: It takes two
We can start anywhere in our life movie. Some of who we are to know one. In J. Hart & T. Tomlinson
(Eds.), New directions in client-centered
is known, some is not and is discoverable, and some will elude therapy. Boston: Houghton Mifflin.
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of self in nursing. In D. Freshwater
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and merely face-work . . . Publications.
Glavas, A., Jules, C., & Van Oosten, E.
gies. We choose what to do and how to and feels different. As we progress in (2006). Use of self in creating a culture
use our skills and will to take action. effectiveness, execution becomes more of collaboration. In S.Schuman (Ed.),
»» Like any instrument, we need develop- seamless, there is greater flow and Creating a culture of collaboration. San
ment, calibration, tuning, and main- integration, one uses less conscious Francisco: Jossey-Bass.
tenance. Developing use of self is a concentration, and we move from being Goffman, I. (1955). On face-work: An analy-
lifelong journey. We can start anywhere directed by outside forces to being sis of ritual elements in social interac-
in our life movie. Some of who we are guided internally, from working with tion. Psychiatry, 18, 213–31.
is known, some is not and is discover- others ideas (outside theories and tools) Goffman, I (1959). The presentation of self
able, and some will elude us forever. to our own (inside guidance, principles in everyday life, University of Edinburgh
The whole self journey pursues what’s and choices). Social Sciences Research Centre. Gar-
in and out of consciousness, what’s den City, NY: Anchor Books.
presenting and shadow, what selves And on any given day we will operate the Heydt, M., & Sherman, N. (2005). Con-
and voices have residence in our inner best we can wherever we are, as humans scious use of self: Tuning the instru-
landscape, what’s authentic and merely participating in human systems! ment of social work practice with
face-work (Goffman, 1955). Over time, cultural competence. Journal of Bacca-
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management. Alexander, F. (1932). The use of the self. Lon- ment. OD Practitioner, 23(1), 20,
»» Development of use of self works on don: Methuen & Co, Ltd. Jung, C., & Storr, A. (1983). The essential
multiple dimensions such as, cogni- Argyris, C., & Schon, D. (1974). Theory in Jung. Princeton: The Princeton Univer-
tive (theory, models, concepts, and tacit practice. San Francisco: Jossey-Bass. sity Press.
knowledge), emotional/interpersonal Arnd-Caddigan, M., & Pozzuto, R. (2008). Jung, C., von Franz, M., Henderson, J.,
(EI, SI, CI, feelings, relations), spiritual Use of self in relational clinical social Jacobi, J., & Jaffe,A. (1964). Man and his
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10 OD PRACTITIONER  Vol. 42 No. 3  2010

 David W. Jamieson, PhD, is Department Chair, Organization Learning & Devel-
opment, University of St. Thomas and President of the Jamieson Consulting
Group, Inc., an Adjunct Professor in the MSOD Programs at American Univer-
Luft, J. (1963). Group processes: An introduc-
tion to group dynamics. Palo Alto, CA: sity/NTL and Pepperdine University, and a Distinguished Visiting Scholar in
National Press. Benedictine’s PhD in OD Program. He has 40 years of experience consulting
Luft, J., & Ingham, H. (1955). The Johari to organizations on leadership, change, strategy, design, and human resource
Window: A graphic model of inter- issues. He is a Past National President of the American Society for Training
personal awareness. Proceedings of and Development (1984) and Past Chair of the Management Consultation Divi-
the western training laboratory in group
sion of the Academy of Management. He has published 5 books, 11 chapters,
development. Los Angeles: UCLA Exten-
sion Office. and numerous articles in journals and newsletters; and serves on 3 editorial
Marshak, R. (2006). Covert processes at review boards. He can be reached at [email protected].
work. San Francisco, CA: Berrett-Koe-
hler Publishers, Inc. David Shechtman is a Sales Career Development Consultant and founder of
McCormick, D., & White, J. (2000). Using Tru Progress Consulting, based in Los Angeles. His consulting experience in-
one’s self as an instrument for diagno- cludes work with Fortune 500 companies in the financial services, automotive,
sis. Organization Development Journal, professional services, travel & hospitality, and telecommunications industries.
18(3), 49–61. His education includes a Master of Science in Organization Development from
Miller, H. (1962). The professional use of
Pepperdine University. He also has taught Organization and Strategy Consult-
self through group work in teacher edu-
cation. Journal of Educational Sociology, ing at the University of Southern California’s Marshall School of Business. He
36(4), 170–180. can be reached at [email protected].
Palmer, P. (2004). A hidden wholeness: The
journey toward an undivided life. San Matthew Auron is currently a Director on DaVita, Inc.’s award winning Wis-
Francisco: Jossey-Bass. dom Team, responsible for OD, training, and coaching work on multiple levels
Perls, F., Hefferline, R., & Goodman, of the organization. Prior to his work with DaVita, he was an Organizational
P.(1951). Gestalt therapy: Excitement and Effective­ness Specialist with Los Angeles Universal Preschool (LAUP) as well
growth in the human personality. Goulds- as leadership coach and consultant under his own name. He holds a Master of
boro, ME: The Gestalt Journal Press.
Science in Organization Development from Pepperdine University. He can be
Rogers, C. (1961). On becoming a person.
Boston, MA: Houghton Mifflin. reached at [email protected].
Seashore, C., Shawver, M., Thompson, G.,
& Mattare, M. (2004) Doing good by
knowing who you are: The instrumen- Tannenbaum, R. (1995). Self-Awareness:
tal self as an agent of change. OD Prac- An essential element underlying con-
titioner, 36(3), 42–46. sultant effectiveness. Journal of Orga-
Senge. P. (1990). The fifth discipline. New nizational Change Management, 8(3),
York: Currency. 85–86.
Schein, E. (1998). Process consultation revis- Tannenbaum, R., & Eisen, S. (2005). The
ited. Reading, MA: Addison-Wesley. personhood of the consultant: The OD
Shapiro, S. (1976). The selves inside you. practitioner as human being. In W.
Berkeley, CA: Explorations Institute Rothwell & R. Sullivan (Eds.), Practicing
Shotter, J. (1997). The social construction Organization Development: A guide for
of our inner lives. Journal of Constructiv- consultants. San Francisco: Pfieffer.
ist Psychology, 10(1), 7–24. Wilber, K. (2000). Integral psychology:
Smith, K. (1990). On using the self as Consciousness, spirit, psychology, therapy.
instrument: Lessons from a facilitators Boston: Shambhala Publications, Inc.
experience. In J. Gillette & M. McCol- Zweig, C., & Abrams, J. (1991). Meeting the
lum (Eds.), Groups in context: A new shadow: The hidden power of the dark side
perspective on group dynamics. Reading, of human nature. New York: Tarcher/
MA: Addison-Wesley. Putnam.

Managing Use of Self for Masterful Professional Practice 11