Big 8 competency and self-audit tool

In this section, we invite you to complete the Big 8 competency and self-audit. This tool provides you with the opportunity to reflect on the Big 8 ‘way of being’ and technical skill, and consider where you are at in your practice. 

We appreciate all new users will be at varying levels of ‘a way of being’ and technical skill of using the Big 8, and every starting point is welcomed and all levels are considered equal.

We will be re-visiting your results when we come together for the workshops.

You’ll be taken to the audit tool when you click the arrow to the next page, once you have downloaded your results, click back to return to the course.

A few important things to note;

  • In this competency and self-audit tool we have outlined the different levels of competence of using the Big 8 foundations. We use the term “competence” loosely and without judgement – there is no right or wrong. 
  • The framework is broken down into two main areas of competence – what we term the Big 8 “way of being” and the Big 8 foundations technical skill.
  • The “way of being” questionnaire helps you to assess your own self-awareness, growth mindset, courage, and change openness and readiness, and draws on existing tested scales in these areas (Dweck, 1995, 1999; John & Srivastava, 1999; Sutton, 2006; Woodward 2006; and Woodward & Pury, 2007).
    As always these scales are imperfect and provide us with data about ourselves but do not define ourselves – we are free to interpret the data as we best know how, merely seeing the results and providing more self-information. 
  • The Big 8 foundations technical self-assessment helps you to assess your level of competence in using the 8 foundations. In our view there are approximately four different levels of learning on the “Big 8” foundations, we describe these as the awareness stage, the application stage, the development stage and the mastery or meta-conscious stage.
Big 8 Levels of Learning


Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. 

Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267-285. “

John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (Vol. 2, pp. 102–138). New York: Guilford Press.

Sutton, A. (2016) Measuring the effects of self-awareness: Construction of the Self-Awareness Outcomes Questionnaire, Europe’s Journal of Psychology, 12(4) pp. 645–658. doi: 10.5964/ejop.v12i4.1178

Woodard, C., & Pury, C. (2007). The Construct of Courage: Categorization and Measurement. Consulting Psychology Journal: Practice and Research, 59, 135-147. https://doi.org/10.1037/1065-9293.59.2.135 Woodard, C. R. (2004). Hardiness and the Concept of Courage. Consulting Psychology Journal: Practice and Research, 56(3), 173-185. https://doi.org/10.1037/1065-9293.56.3.173

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