PEDAGOGY
A core element of leadership success I have seen some individuals pose the question, “Can we become too self-aware?” My immediate response to that is “no”, because it is continuously evolving. However, when self-awareness was first written about in the 1970s by Robert Wicklund and Shelley Duval in their book, A Theory of Objective Self Awareness , it was deemed to be an aversive state because it can lead to rumination, negative self-talk and anxiety. This might, therefore, be perceived as too much self- awareness. However, if we approach it with curiosity and a reflective stance, it follows that we cannot be too self-aware. While negative self-talk is unhelpful, initiating some self-questioning can be beneficial for self-awareness development; as US-born author and coaching pioneer Nancy Kline suggests: “We think better in the presence of a question”. In terms of teaching on the Henley programmes, my research has supported me in deepening my own self-awareness, something that enables me to be grounded and settled in front of the class. I accept that I am not the ‘finished article’, that I make mistakes and I am not perfect. This enables me to role model appropriate levels of vulnerability so we can all learn together and be open to alternative views and perspectives, thereby encouraging debate. Secondly, I now ensure I share with students what self-awareness is and, when designing a new programme, I include it as a core element. In summary, self-awareness is essential to achieving leadership and business success; developing it takes effort and we can only develop it if we know what it is, we are motivated to do so and we include some form of reflection or reflective activity. With that in mind, I firmly believe that self-awareness should be included in modules for all business school students.
For postgraduate students, executive education or leadership development programmes, where the development of self-awareness is a major learning outcome, I strongly recommend that all the components are taught using a wide range of cognitive, emotional and sensory exercises, combined with time for reflection on completion of these exercises. For example, a range of profiling tools could be used to explore personality and motivations, including Lumina Spark, strengths profiles, or motivational assessments. Mindfulness practice might be used to develop awareness of the internal mental state, thoughts or cognitions, physiological responses and feelings or emotions. Students can complete a self-reflective exercise where they consider their values and beliefs; they could then share these in small groups and discuss how they shape their identity and leadership. Approaches to gain data on the inter-personal components are also required – perhaps using a 360-degree feedback tool or a process where cohort members provide feedback to one another. For those on executive education programmes, one-to-one coaching would also provide the space for individuals to reflect on all the components of self-awareness. Alternatively, there is an option to use experiential learning as a basis for developing the inter-personal elements of self-awareness, given that such a process provides the opportunity for observation, self- evaluation and reflection.
Julia Carden is a visiting tutor at Henley Business School, as well as a relational coach and coach supervisor practitioner. Carden is also the author of You are not as self-aware as you think you are: Why true self- awareness is at the core of great leadership , published by Practical Inspiration Publishing
Business Impact • ISSUE 2 • 2026
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