Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

Previous research suggests that while free morpheme identification during visual word recognition is position-independent, suffixes are activated only when they occur after the stem. Surprisingly, prefix position coding has not yet been assessed. This point is important given that some experimental studies demonstrated clear processing differences between prefixes and suffixes. In this study we examined whether Spanish suffixes and prefixes are recognized independently of their position by adapting the Crepaldi, Rastle, and Davis’s (2010) experimental paradigm. We observed that morphologically structured nonwords in which the affix occurs in its typical position (e.g., curiosura, disgrave) are rejected more slowly and less accurately than their matched orthographic controls (e.g., curiosula, dusgrave). Crucially, such morpheme interference effect is completely absent when the morphemes are inverted (i.e., uracurios and gravedis are rejected as easily as ulacurios and gravedus). Our data provide strong support to the hypothesis that all affix processing is sensitive to position.

Este trabajo presenta las primeras normas categoriales para el español rioplatense1. Con esta finalidad, se evaluó a estudiantes universitarios por medio de una tarea de fluencia semántica escrita que incluyó 20 categorías: animales, frutas, verduras, partes del cuerpo, árboles, flores, profesiones, herramientas, utensilios de cocina, instrumentos musicales, mediosde  transporte,  muebles,  indumentaria,  electrodomésticos,  útiles  escolares,  deportes,  lugares  de  la  casa,  juegos,  países  y piedras  preciosas.  Se  obtuvieron  datos  del  número  total  de  ejemplares  que  se  produjeron  por  categoría  semántica,  el promedio de respuestas por categoría, la frecuencia de aparición de  los ítems activados más tempranamente, los ítems más evocados  para  cada  categoría  y  el  rango  de  aparición  de  cada  ejemplar.  No  se  encontraron  trabajos  previos  de  normas categoriales para esta población hispanoparlante, aunque sí para el español de otras r egiones, por lo que se espera que estos datos  sean  de  utilidad  tanto  para  el  desarrollo  de  investigaciones  dentro  del  campo  de  la  psicolingüística  y  la neurolingüística,  así  como  también  para  la  selección  de  estímulos  en  la  evaluación  y  el  tratamiento  de  p acientes  con lesiones cerebrales.

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Workplace coaching is a rapidly growing industry, and while there has been some research carried out to explore the effectiveness of coaching and to evaluate coaching outcomes, there has been very little research to underpin coach development and how coaches best develop coaching competence for workplace coaching. Self‐awareness is perceived by many, including the professional coaching bodies, to be a core‐competency for practising coaches. However, there is a lack of research evidence to underpin this perception and therefore this study, using an inductive grounded theory approach, explores the linkages between self‐awareness and coach development. It finishes by presenting a conceptual framework to identify the linkages between self‐awareness and coach development. The paper aims to make a theoretical contribution to the literature supporting workplace coaching and in particular coach development, by developing theoretical principles to underpin those providing coach development. The findings indicate that self‐awareness is an important competency for coaches to develop as it provides the backbone to developing deep and meaningful connections both for the coach in terms of self‐acceptance and confidence, and for the client in terms of the depth of the relationship, thereby creating an environment in which challenging work can be carried out.