TRUST and RESPONSIBILITY
Chapter 1 - Worldview
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Welcome to the TRUST and RESPONSIBILITY page
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- TRUSTː a person given control or powers with a obligation to administer it solely for the purposes specified
- The ability to RESPOND
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Core ideas
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Trust and responsibility on three degrees of freedom
Defining trust
When do you trust your baker? More precise, when do you react on the proposition "am I your trusted bakery"?
- If he/she does not sell from a third party (cold baker): autonomy
- If he/she is friendly in the store: connectedness
- If he/she bakes delicious bread: competences
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Defining resposibility
When/how do you show responsibility as a baker?
- If you actually participate in the action at the bakery
- If you show coherent behaviour in the action at the bakery
- If your behaviour is relevant to the situation
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You can ask for 'trust' and you can give the necessary resources 'to act responsible'
It is a common misconception that you can 'give trust' in formal situations. In fact, you can only ask for trust in formal circumstances.
An example is when the government asks for trust/confidence in parliament. In response, parliament can release the resources (the budget) to govern responsibly.
Leadership can only demand trust and act concerning that trust while releasing the resources for those who trust them to act responsiblyǃ The standard (negative) example is being trusted by leadership to be responsible for something but not given the means to carry it out. Employees will not feel supported and will not trust leadership.
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Something elseː a relationship of trust (confidence)
A completely different meaning is the trust that can arise in a relationship between different people. This is about the quality of the relationship, which can be so strong that people can act irresponsibly together.
| Confidence - etymology |
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| From mid-15c. as "reliance on one's own powers, resources, or circumstances, self-assurance." Meaning "certainty of a proposition or assertion, sureness with regard to a fact" is from 1550s. Meaning "a secret, a private communication" is from 1590s. The connection with swindling (see con (adj.)) dates to mid-19c. and comes from the notion of the false "trustworthiness" which is the key to the game. |
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Deep dive
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Dimensional (degrees of freedom) thinking
The trust-responsibility model of Deci & Ryan (references below) is closely related to the 3 dimensional thinking and doing and adds third dimension thinking to 'everyday thinking'.
- Trust
- Autonomy (Action dimension)
- Connectedness (Evaluation dimension)
- Competencies (Potention dimension)
- Responsibility
- Participation (Action dimension)
- Coherence (Evaluation dimension)
- Relevance (Potention dimension)
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| The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior |
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| SDT is the postulate that humans are active, growth-oriented organisms who are naturally inclined toward integration of their psychic elements into a unified sense of self and integration of themselves into larger social structures. As such, the natural processes such as intrinsic motivation, integration of extrinsic regulations, and movement toward well-being are theorized to operate optimally only to the extent that the nutriments are immediately present, or, alternatively, to the extent that the individual has sufficient inner resources to find or construct the necessary nourishment. Such processes would include, for example, the capacity to compartmentalize rather than integrate psychological structures, the tendency to withdraw concern for others and focus on oneself, or, in more extreme cases, to engage in psychological withdrawal or antisocial activity as compensatory motives for unfulfilled needs.
Accordingly, innate psychological needs for · competence, · relatedness, · and autonomy concern the deep structure of the human psyche, for they refer to innate and life-span tendencies toward · achieving effectiveness, · connectedness, · and coherence. (1) |
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| Content source | |
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| (1) | The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior - Edward L. Deci and Richard M. Ryan - Department of Psychology – University of Rochester |
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