Self-development through Renewal

--Damodar Suar
________________________________________________
Objectives
After completing this chapter, you will be able to

Understand self-concept, process of self-development, and dimensions of selfrenewal.

Establish the relationship between self-development and dimensions of renewal.

Prioritise the dimensions of renewal, and the strategies and methods for selfdevelopment.

Know the strategies and methods for vocational, social, spiritual, and physical
renewal.

Rationalise and devise strategies and methods of renewal for your self-development.

All of us have a set of cognitions and feelings towards ourselves. The term most
commonly applied to this set of elements is self or self-concept. It includes all those
identities of I, 'me', and mine together with the traits, feelings, beliefs, values,
judgements, and expectations associated with them.
An individuals self-concept changes with maturity and experience. It is superficial to
say that so-and-so is the same person what she was five years ago.
The overall self-concept is an organised cluster of many selves. Accordingly, every
person performs multiple roles of father or mother, husband or wife, business personnel,
cricketer, social worker, and so on. Conflicts among any of these roles create tension,
dissatisfaction, and psychological discomfort. For example, a person sees herself or

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himself as a good parent and a good business executive. Business demands more time
creating possibility of neglect of family. Both roles cannot be realized simultaneously.
The person faces a conflict. So what happens? Family gets the weekends and business
gets the remaining days. If by any chance, the teen-age child develops any emotional
problems that can be ascribed to parental neglect, then really distress builds in the
person. If the person can integrate business and family roles together-- staying in the
family performs business roles or vice versa, behaviour would be consistent and
effective. Disintegrated roles cause conflicts.

The definition of self differs across cultures. In collectivist cultures of many

Asian and African countries, self is viewed as interdependent with others
accompanied by sharing of resources as in family. Collectivists give priority
to in-group goals, and use the group as the unit of analysis of social
behaviour. In individualistic cultures of Western Europe and North America,
self is viewed as autonomous and independent from groups.

Such characteristics and expressions are socially conditioned. These are

emic or culture-specific elements. Other characteristics such as selfreliance, altruism, courage, truth, love, etc., are universal, the etic elements
of self (Berry et al., 1992). To broaden the self-concept, one needs to inculcate
the etic along with the emic elements.

Ultimately, self regulates the way we think, feel, and act. With rising
unemployment, killer diseases, violence, poverty, energy shortage, downsizing, and with
many more difficulties and uncertainties pose a greater challenge to control our lives
and individual destinies than was the case in the past. Taking charge of our lives means
freedom in choice and decision making, taking initiative, developing a sense of mastery,

MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

and entertaining calculated risk for the sake of growth. Self-development (SD) is the
golden key that can unlock the door to realise and unfold ones potentiality for success in
life.

SD Cycle
SD implies change in thinking (new ideas, concepts, theories, and beliefs), feeling (new
attitudes, emotions, and moods), and action (a preparedness to do or not to do).

(1) Discovery of problem

Problem
Experience
Happening
Surprise
Puzzlement
(2) Invention of solution options
(4) Implementation & Evaluation
Observing
Trying things out
Reflecting
New actions and expectations
Thinking
Discussing

(3) Production of new actions

New concepts, ideas, values, new
awareness, attitudes, motivations, skills

26

In SD, learning occurs through iterative cycles of (1) concrete experience,

(2) reflective observation on possible solutions, (3) conceptualisation of new
solutions and actions, (4) active experimentation on them, and concrete
experience again.

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Box 7.1 SD: Learning to Meet Requirements of Vocational and Social Life
Monali is a graduate steno-typist and a housewife. She is affectionate, disciplined, and has
nurtured her baby well. She avoids party, gatherings, friends of her husband, and she hardly
talks with others in office. She fails to reply the questions asked by immediate superiors in
office. She is unable to communicate in English and has poor general knowledge. She
becomes unhappy with herself and experiences anxiety. After one and a half years of
working in office, she now reflects on her behaviour. She thinks of taking up a course in
spoken English offered by a local Institute after the office hours, from 5 p.m. to 7 p.m. She
speaks with her husband and family members. All agree to take care of the baby and
marketing that she did during that period. She attends the course for three months. To perfect
pronunciations, she listens to the English news on TV everyday. Everyday, she reads the
English newspaper and on finding any difficulty in understanding words, she checks them in
dictionary and writes the words five times with their meanings to prevent forgetting.
Gradually in office, the immediate superior appreciates her neat typing, and improved
communication. When friends of her husband come to her house and open discussion on
local issues and politics, she contributes clearly and makes her points. All involved in
discussions compliment that she is right. Knowing that she has improved and has become
knowledgeable, employees in office consult her whenever they have some problems. She is
now invited by the local Women Association to be a member there. Gradually her anxiety
evaporates, she gains confidence in speaking, general knowledge, and others establish
relationship with her. In short, she has changed herself with the acquisition of skills to meet
the requirements of office and social life.
Will everyone develop? Individuals develop as they want to and as their reflection and
realisation enable them to. Everybody asks: what do I want to do with my life? What must I

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do to be myself? Beethoven continued to compose music after he became deaf, and Milton
did not allow blindness to interfere with writing.
Bray, Campbell, and Grant (1974) conceptualised two life styles in organizational
context. (a) Those who have enlarging life style broaden knowledge, improve physical
fitness, take part in professional activities, contribute to community service, develop new
ways of working, and show concern for challenging job, future growth, and job benefits.
(b) Those who have enfolding life give importance to family, religious activities, spiritual
pursuits, socialisation with others, leisure-oriented activities, and rapid promotions. The
enlargers develop faster than the enfolders. Those who develop are positive thinkers,
growth seekers, self-actualisers, and have a constant desire to better in life. Others only
facilitate and guide.

Dimensions of Renewal

Four dimensions of renewal are conceptualised. Renewal refers to those

activities that allow us to routinely pause and update our skill, knowledge,
and attitude. First, vocational renewal incorporates the acquiring of skills
and knowledge for effective role enactments in work life. Second, social
renewal includes the development and sustenance of interpersonal
relationships. Third, spiritual renewal involves the inculcation of values or a
striving to attain the qualities of higher self. Fourth, physical renewal
involves the caring for body.

Prioritisation of Renewal Dimension and Evaluation of Strategy

Table 7.1 Deciding the Importance of Renewal in Life
26

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Renewal dimensions

Vocational

Social

Spiritual

Physical

15

Rating score (Q.2)

10

10

Difference (Q.1- Q.2)

-10

10

-5

-5

Fourth

Second

Third

Q.1. How much percentage of time

and energy do you devote to this area
of renewal in your life now?
Rating: 0% to 50%
Rating score (Q.1)
Q.2. How much percentage of time
and energy should you devote to this
area of renewal in your life now?
Rating: 0% to 50%

Priority of renewal dimension for life First

Table 7.2 Balance Sheet for the Strategy on Foreign Education

Strategy or method for renewal Positive anticipated outcome

Negative anticipated outcome

Tangible gains or losses for the

1. Increased competency

1.Fear of failure in completing

individual

2. Scope for promotion

Tangible gains or losses for

1.Increased income for family

others

2.Project in R & D Unit would

the education
1.Conflict between professional
and family goals

be handled effectively
Easy or difficult to carry out

1.Likelihood of success is

1. Departmental colleagues

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more than 50%

2.Sabbatical leave with one
years full pay
Social approval or disapproval

1.Admiration from others

would not favour because new

project without me would be
difficult to handle
1.Peers envy

2.Higher authorities in
organization favour

Some strategies and methods can be renewed daily, others periodically, and still
others on specific occasions. Definitely, difficulties will arise in trying out with any
strategy or method. It requires one's faith that difficulty can be overcome with
determination, hard work, and commitment. For example, the individual cannot expect
to become physically fit by going for a three-mile walk once. If the person can walk three
miles daily at a particular time, the benefits can be realised gradually.

26

First, one has to structure time daily, periodically, or choose certain

occasions for renewal. For daily renewal, the time before breakfast, or
dinner is suitable. Find out a place where one can do the renewal
undisturbed and unwatched. Ones own room, an isolated spot, or a clean
patch in garden where one is safe, will serve the purpose. If there is a
phone, disconnect it, if a TV, switch it off, or if there is a door, close it or
hang a Do not disturb sign on it (although that sometimes invites
disturbances). The goal is to do the renewal accurately, quickly, and deeply
without any disturbance. Second, renewal makes SD activities a natural
part of life and prevents relapse. It maintains SD activities routinely and
makes them a habit by repeating. If one is aware that studying three hours
a day updates knowledge, a habit is formed studying three hours daily. If
one does not study daily, relapse occurs that makes it difficult to reinstitute
SD efforts. Third, renewal helps evaluating strategies or methods by
analysing their outcomes in terms of costs and benefits. It covertly
reinforces the individual to retain those that are found most beneficial and
least costly to self and others. It provides insight to improve or modify a
strategy or method based on ones own experience, or to devise a new
strategy to abandon the old one, and add that to the list of existing
strategies.

Vocational Renewal

Job-listing: Doing Todays Work Today

Everyday clear the desk of all papers except those relating to the immediate jobs.

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List the jobs that need to be done. Delegate job responsibilities to others whenever
found necessary (Box 7.2).

Prioritise the jobs in order of importance and fix the time limit for each.

Organise the resources (computer, peer support, machines, etc.) associated with
different jobs.

Do the first thing first so that tension is released.

After completing a job, relax through conversation, sit coolly, vacate the chair, etc.

Attempt the next one, and work through the duty-hours till all jobs are completed.

Doing this daily would inculcate confidence and self-discipline, ensure timemanagement and target realisation, and leave time for other activities. This is a planning
and problem-solving approach to daily activities.

Box 7.2 Steps to Effective Delegation

Delegation of responsibility extends results beyond what a person can do, releases the time
for other jobs, puts decision in the hands of those who have the expertise, speeds up work,
and develops others. The steps for effective delegation are as follows (Culp & Smith, 1997):
1. Evaluate both the job responsibility and the person. Choose a capable person with right
aptitude and willingness for the responsibility to be delegated.
2. Make sure that the person understands and accepts what is being delegated. Express
confidence in the person that would affect his/her performance. Communicate in writing
about the expected results and set an agreeable deadline for job completion. Allow flexibility.
If you rigidly define steps to carry out the job, the person may not take the initiative.
3. Give and define the persons extent of (full or partial) authority. Mention the supporting
financial, material, and human resources to carry out the job. Those affected by the new
delegatees authority need to be communicated to provide necessary support.
4. Follow up. Monitor the persons work through periodic reporting and review sessions,
ahead of time so the person feels supported but not suffocated. Maintain open lines of

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communication for the persons consultation with you and your suggestion to the person.
5. Accept the other approaches to the job. The person may not have done the job the way you
would have, but if it satisfies the goal, accept the job. If you change it in your way, the
person may not take the initiative again.
6. Acknowledge and recognise. Give positive feedback for successful completion of
delegated responsibility and consumption of authority.

Personal Journal or Diary Writing

This is a way of reflecting regularly what one has been doing and what could have
been done to be effective in vocational life. Practising this everyday would help one
in understanding oneself and others critically, and the organizational resources. It
would enhance logical thinking, self-discipline, willpower, and ultimately make the
person more effective in job than earlier.

Periodic Competency Mapping and Self-monitoring

SD would be fostered (a) finding gaps between existing and required levels of
competencies, (b) evolving strategies through self-reflection to bridge the gaps, and
(c) implementing the same.

The employee can reflect and list the competencies required for the job. The list
can be finalised considering the key performance areas from performance appraisal
record, discussing with superiors, star performers, and colleagues. To know the extent of
the employees existing and required level competencies in the job, one can get the
feedback from superiors and trusted colleagues on a rating scale (Not at all = 1, To a great
extent = 5) to avoid bias. The average ratings on existing and required levels would reveal
gaps (see the hypothetical Table 7.3).

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Table 7.3 Competency Progress Chart

10

Name: -------------------------------------

Required Competency = RC; Existing Competency = EC; Gap (G)= EC-RC; Goal
Achievement Period (in months) = GAPM; Strategy=S; Monitoring EC in 1 Month =1M;
Monitoring EC in 2 Months=2M; Changing Strategy= CS; Yes= Y, No= N.
____________________________________________________________________ Not at all
To a little
To some
To a moderate
To a great
=1

extent = 2

extent = 3

extent = 4

extent = 5

Competency
categories

RC

EC

GAPM

1M G

2M G

3M G

CS

Taking initiative

-4

S1

-4

-4

-4

Managing team

-1

S1

-1

-1

Resolving conflict 4

-1

S1

-1

-1

Generating

-3

10

S1

-3

-3

-2

-3

12

S1

-3

-3

-2

with 5

-4

12

S1

-4

-3

creative ideas
Communication
skills
Working
computer

S2

N
3

-2

Periodic Analysis of Strengths, Weaknesses, Opportunities, and Threats

Take a piece of paper and fold it from the middle twice to create four cells for SWOT
analysis and to write 8 to 10 points in each cell (Figure 7.2).

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11

Write each point as objectively as possible. Reflect and specify the positive
microenvironment forces such as demand for data processing, recruitment of smart
person, reservation for minorities, etc. List the adversities in the environment that can
act against oneself such as demand for experienced people, downsizing, corruption,
etc.

Reflect and mention your strengths such as data processing ability using statistical
and financial packages, full knowledge of financial management, one year of job
experience in finance area, etc., and your weaknesses such as poor communication
skills, lack of ability to exert influence on colleagues, etc.
Using SWOT analysis, one can make a fit between ones strengths and the

environmental opportunities. Also, the individual can devise strategies to overcome

weaknesses and minimise threats in the microenvironment. SWOT analysis will picture ones
self in periodic intervals; make one aware of facilitating and impeding forces in
microenvironment; stimulate to develop new skills, knowledge, and interests; and smoothen
promotion and career change.
Strengths of Self

Weaknesses of Self

1.
2.
.
10.

1.
2.
.
10.

Opportunities in Microenvironment

Threats in Microenvironment

1.
2.
.
10.

1.
2.
.
10.

Figure 7.2 SWOT Analysis

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12

Technological Upgradation

(a) Participation in Professional Bodies

It is vital for employees to become members of professional bodies for networking, and
understanding the latest practices being followed in the profession.
(b) Participation in Seminars/Symposia, and Continuing Education
Continuing education and short-term courses offered by reputed institutes, deal with the
latest concepts, theories, and technology in specialized fields, and their application to different
trades.

Reading and Writing

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13

Box 7.3 Method of Reading

Research shows that one method of reading yields more learning for the time spent. It is
not speedy reading. It is SQ3R (survey, question, read, recite, review) method
(Robinson, 1970). This method of reading is a sequence of steps that together define
reading for the sake of relevance and learning:

Survey the reading assignment, flipping through the pages of the whole thing.

Question what is going to be learned, by looking at a few of the headings, tables,

and figures and wondering what they are about.

Read the material, pausing every so often to do the last two steps.

Recite the answers the material provided to the questions you generated earlier.

Review the main points of the reading assignments after you finish reading.

Box 7.4 Writing Articles Based on Experience

Select the Experience
(1) Is the experience important or unique? (2) Think of the experience as questions: What?
Why? How? When? Where? Who? (3) Check the appropriateness of the questions and narrow
the questions for writing the article.

Outline the Article

(1) Narrow and sharpen focus of questions. Arrange them sequentially. (2) Specify the contents
to answer incorporating essential details. (3) Prepare supporting evidence and data to
supplement the contents wherever necessary.

Writing the Article

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14

(1) Set the stage for writing: Why is the topic important and relevant? Mention the questions
or formulate objectives. (2) Use headings and subheadings to confine to the points, and stick to
outlines. (3) Write clearly and logically to be understood but not to impress. (3) Use short
sentences up to 14 words each. Omit unnecessary words and jargons. (4) Use active but not
passive voice. (6) Check the spelling and grammar. (7) Use computer word-processing, get a
printout, then correct it again and again, cut unnecessary details by reading the draft many
times. Then get the print out of corrected version.

Revise the Article

(1) Show the draft to someone who has knowledge or similar experience for comments. (2)

Get away from the article for a few days. (3) Consider the comments seriously and revise the
draft accordingly. (4) Prepare an abstract of the article-- a comprehensive summary of the
contents-- in readable and well organised way and put that in the beginning after the title page.
(4) Check the spelling, grammar, and comply with journal guidelines before submission for
publication.

Social Renewal
Social renewal (a) satisfies the socio-emotional needs on ongoing basis, and (b) anchors
for personal security. People can renew the relationship with family and friends and can
establish relationship with those for whom they experience empathy and trust (Luft, 1961), for
sorting out problems.

Renewal of Relationship with Family and Friends

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15

Box 7.5 Principles to Influence People

Carnegie (1982, pp. 200-201), citing anecdotal evidences, derived the following principles
to influence people during discussion.
(1) Start conversation in a friendly way. (2) Avoid arguments. (3) Show respect for the
other persons opinions. Never say, you are wrong.(4) If you are wrong, admit it
quickly and emphatically. (5) Let the other person do a great deal of talking. (6) Let the
other person feel that the idea is his or hers. (7) Try honestly to see things from the other
persons point of view. (8) Be sympathetic with the other persons ideas and desires. (9)
Appeal to the nobler motives. (10) Present your ideas impressively.

Beyond working hours, people can renew the relationships with family by being with
spouse and children during festivals, entertainments, daily breakfast, lunch and dinner,
solving family problems, listening to family members, acknowledging one anothers
ideas, and encouraging and supporting constructive activities. The relationships with
trusted and empathetic friends can be renewed through periodic visits, discussing and
sorting out problems drawing upon mutual resources and support (Box 7.5).

Social Skill

Some people having social skills do not perform them, and they also need to learn
certain social skills (greeting, responding, requesting favours, inviting, declining
requests, problem-solving in relationship, expanding relationship, etc.). To perform
the social skills the individuals already have, establish a hierarchy and start with the
simplest and briefest. Reinforce yourself for approximating the real goal. Also, with
each success, raise the goal slightly.

To acquire new skills, define the areas of behaviour deficits you want to overcome,
and watch how others perform them. Hone these skills by role-playing with others.
Get the feedback from others about the performance in role-playing and continue it
till you are satisfied (Yates, 1985, pp.286-325). Many business executives and
dignitaries also role-play difficult situations before they face those situations.

Social skills enhance friendliness with a purpose. This does not mean that socially
skilled people socialise continually and fail to trade alone. Understanding and controlling their
own emotions, they empathize with the feelings of others, and are expert persuaders. They
build bonds widely in vocational life because they know that in these fluid times, they may
need help someday from people they are just getting to know today (Goleman, 1998).

Interaction
The overall satisfying interaction among people each time can hold them together with
26 positive feelings for further interaction. Each time, a straightforward, intense, and

MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

16

complementary communication (where a stimulus from one person gets an expected response
from another) induces satisfaction, the interacting parties continue their business as long as
possible.

Transactional Games
In interaction, many disturbed people show a set pattern of repetitive behaviour with
hidden motives that induces negative feelings of anger, fear, sadness, and guilt in others. In
transactional analysis, these are the games of blemish (putting another down for minor flaws),
uproar (fighting where one is accuser and another defendant), and others that people play
while interacting with others. Autonomy ensures game-free behaviour.

Being autonomous means being self-governing, determining ones own destiny,

taking responsibility for ones actions and feelings, throwing off patterns that are
irrelevant and inappropriate to living. A truly autonomous person releases three
capacities: awareness, spontaneity, and intimacy.

Assertiveness
A technique called Describe, Express, Specify, and Consequences (DESC) can be
followed to be assertive (Bower & Bower, 1976). In DESC technique, first describe the
problem (you have been asking me to do your e-mail in the last four months). Next,
express the feelings about the problem (I feel angry, you are taking undue advantage. I
am your colleague but not secretary.). Immediately following this, specify what the
individual wants the other person do, and identify the consequences (I like you stop
asking me to do your e-mail, I will be happy to teach you how you can send e-mail. I
think our relationship will be healthier.). The application of DESC technique arranges
for a more equitable exchange between one and another, and checks deterioration of
relationship.
How do Organizations Facilitate Social Renewal? Is it Essential?

Spiritual Renewal

26

Mind-stilling Exercise
Self-talk Exercise
During the morning hours daily, in padmasan (lotus pose), the individual can
appeal through silent self-talk: (a) Just for today, I will live the attitude of gratitude; (b)
just for today, I will do my work sincerely; (c) just for today, I will not harm others; (d)
just for today, I will be righteous; (e) just for today, I will be truthful; (f) just for today, I
will be co-operative; (g) just for today, I will not fear or worry; (h) just for today, I will
not be angry, be tolerant, peaceful, and so on (Suar, 2000). Daily reiteration of these would

MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

17

stamp in mentally and surface naturally in day-to-day business. Nothing is more powerful
than persuading ones own self to practise the valued behaviour.

Physical Renewal
Avoidance of physical renewal incapacitates the body, and causes stress-related diseases
that make it difficult to manage other dimensions of renewal. Thus, physical renewal asserts
primacy over other dimensions. In essence, (a) endurance comes from 'aerobic exercises'
(walking, jogging, swimming), (b) flexibility comes through stretching (exercises and yoga),
and (c) mental strength comes from relaxation exercises and meditation. Given below are the
methods that can be adopted by people irrespective of age, sex, and position.

Walking
Yoga and Exercise
Ten minutes a day to keep the diseases away includes sarvangasan (shoulder stand),
pavanmuktasan (wind relieving pose), halasan (plough pose), padpaschimottanasan (posterior
stretch pose), bhujangasan (cobra pose), shalabhasan (locust pose), dhanurasan (bow pose),
and sinhasan (lion pose).

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MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

Padmasan

Halasan

Savasan

Sarvangasan

Padpaschimottanasan

Pavanmuktasan

Bhujangasan

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Shalabhasan

Dhanurasan

19

Sinhasan

Figure 7.3 Different Asans or Positions

Relaxation
The most common methods for relaxation of muscles and mind are (a) savasan (or
corpse pose), (b) meditation, and (c) laughter.

Habit Control

Antecedents-Behaviour-Consequences (ABC) analysis (Grant & Evans, 1994).

Box 7.6 Gambling Habit Cessation by Controlling an Event in the Chain

Stan was a compulsive gambler. He tried many ways to get control over his habit. Every
morning as he dressed, he promised himself, Today I wont bet. Over breakfast, he
repeated the vow to his wife. Over coffee on weekends, he went through the newspaper,
eventually reaching the sports section. There he read about horseracing and began to
think about the different horses that might win, place, or draw. The sense of urgency built
up until, just before track time, it got out of control, and Stan, using every rupee he could
lay his hands on, would place a bet. When he came for help, the therapist thought to

MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

intervene earlier in the chain than the final act of actual gambling. The therapist asked
Stan if he could stop reading the morning newspaper. Stan stopped, gambling stopped
too, and loan sharks disappeared from his life. The Doctor felt Stan does not understand
why he gambled. Without insight, the habit may relapse. Follow up by the therapist
showed Stan had not placed a single bet in the last three years. For his daily morning
newspaper he uses the Wall Street Journal, which lacks a sports section (Fensterheim &
Baer, 1978, p.188).

Box 7.7 Smoking to Non-smoking

Hari was a smoker. He smoked during office hours, coffee break, just after lunch and
dinner, and whenever his friends offered cigarettes. He took a packet of cigarettes daily
to office (antecedents). He explained that after smoking he felt relaxed, satisfied, and
tension decreased. He was pressurised by peers in the office not to smoke. They
complained about the health risk of smoking to others (consequences). Hari was forced
to think to reduce smoking. He did not take the packet of cigarettes to workplace and
avoided the friends with whom he was smoking. He established relationships with
others who were reputed in the organization and were non-smokers. As a matter of
coincidence, the employees had a meeting with the management, and all agreed to
create a non-smoking environment. Management put up non-smoking signs in
important places. Hari was forced to visualise the health risks to him and others before
going to bed and set a target to give up smoking by a fixed date. He marked the date in
the calendar. When alone or before going to bed everyday, he thought of the health
benefits to him and others by being a non-smoker and reminded himself to be a nonsmoker by that date. He quit smoking by that date. He himself told that to his new

20

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21

friends. The new friends greeted and communicated that to others. Here control of
antecedents, consequences, realisation, determination, psychological reward of peers
after non-smoking helped to cease smoking.
Bad habits like smoking can be ceased meditating on the habit and vividly visualising
its negative consequences regularly. Meditation techniques for this are discussed elsewhere
(Summer, 2001).

Food and Drink

Use of vitamin supplements, increasing consumption of fruits, vegetables, and fibber,
and moderate consumption of animal fat predispose better health (Baum & Posluszny, 1999).
Taking of 8 to 10 glasses of water daily keeps the body hydrated.

Conclusions

Vocational renewal discovers deficiencies in conceptual and technical skills (Katz, 1974) in
workplace and compensates that by redirecting efforts. Vocational and physical dimensions
of renewal contribute to mental renewal. Social renewal increases proficiency in managing
relationships and building networks. Spiritual renewal inculcates values and principles in
life. Physical renewal maintains the body. These are preconditions for success in life.

Every renewal demands individuals will, time, and support of others. First, the essential
ingredients for renewal are willingness, self-effort, and commitment that come from
within. One must be prepared to invest these resources. Second, initially renewal would be
difficult but with repetition would become a habit that would be hard to prevent. Third, the
support of family or organization is sometimes required. Organizations can create renewal
funds and support employees through education and training for learning renewal strategies
and methods.

Strategies and methods, discussed and prescribed for renewal, would stimulate thinking,
and guide people to adopt a few, or to devise strategies and methods. Be a personal scientist.
Keep experimenting until you find a combination of strategies and methods that works for you.
Collect data on outcomes of using strategies and methods. First, strategies and methods can
26prevent vocational obsolescence and distribute efforts in all domains of life. Which domain is
important to whom depends on family, society, and realistic self-perception. In present business
environment, those who work in different professions, their work is mental rather than physical.
Possibly, vocational and physical renewal would be more important to them than the other

MANAGEMENT THROUGH INTERPERSONAL RELATIONSHIPS

22

renewals. Second, renewal during adult (ages 15-35) and mid-life (ages 35-55)
consciously can make the rest of life happier when one reflects and looks back.