Lecture Notes for Developing Management Skills, 10th Edition
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Developing Management
Skills
Tenth Edition
David A. Whetten
Kim S. Cameron
Developing Management Skills,
Instructor's Resource Manual with
Solutions (Download only), 10e
By
Skills
Tenth Edition
David A. Whetten
Kim S. Cameron
Developing Management Skills,
Instructor's Resource Manual with
Solutions (Download only), 10e
By
11
CONTENTS
PREFACE
SECTION 1: DESIGNING THE COURSE
Getting Started
Course Philosophy
Course Design
Course Requirements
Course Administration Tools
A Note on Using Skill Assessments
TA Training Program for Large Courses
Further Reading on Teaching Management Skills
* Principles of Effective Course Design: What I Wish I Had Known About
Learning-Centered Teaching 30 Years Ago by David Whetten
* Integrated Model for Teaching Management Skills by David Whetten and
Sue Campbell Clark
SECTION 2: TEACHING THE COURSE
Introduction
Personal Assessment of Management Skills (PAMS) (Associates Version)
Icebreaker Exercises
Chapter 1: Developing Self-Awareness
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 2: Managing Stress and Well-Being
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 3: Solving Problems Analytically and Creatively
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 4: Building Relationships by Communicating Supportively
CONTENTS
PREFACE
SECTION 1: DESIGNING THE COURSE
Getting Started
Course Philosophy
Course Design
Course Requirements
Course Administration Tools
A Note on Using Skill Assessments
TA Training Program for Large Courses
Further Reading on Teaching Management Skills
* Principles of Effective Course Design: What I Wish I Had Known About
Learning-Centered Teaching 30 Years Ago by David Whetten
* Integrated Model for Teaching Management Skills by David Whetten and
Sue Campbell Clark
SECTION 2: TEACHING THE COURSE
Introduction
Personal Assessment of Management Skills (PAMS) (Associates Version)
Icebreaker Exercises
Chapter 1: Developing Self-Awareness
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 2: Managing Stress and Well-Being
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 3: Solving Problems Analytically and Creatively
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 4: Building Relationships by Communicating Supportively
12
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Resource Guide
Chapter 5: Gaining Power and Influence
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 6: Motivating Performance
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 7: Negotiating and Resolving Conflict
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 8: Empowering and Engaging Others
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 9: Building Effective Teams and Teamwork
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 10: Leading Positive Change
Skill Assessment
Skill Learning
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Resource Guide
Chapter 5: Gaining Power and Influence
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 6: Motivating Performance
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 7: Negotiating and Resolving Conflict
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 8: Empowering and Engaging Others
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 9: Building Effective Teams and Teamwork
Skill Assessment
Skill Learning
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
Chapter 10: Leading Positive Change
Skill Assessment
Skill Learning
13
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
SECTION 3: SUPPLEMENTARY TEACHING AND LEARNING
MATERIALS
I. Teaching Enhancement Tools
Role Playing as a Learning Tool for Skill Development
Guidelines for Conducting Effective Demonstration Role Plays by Karen Fletcher,
as Revised by Debra Comer
Variations on the Structured Role Play Model
Suggestions for Effective Classroom Discussions
II. Learning-Centered Approaches to Testing
A Team Learning Approach to Content Mastery Exams
Action Skills Exams by John Bigelow
Integrative, Application-Oriented Exams by Larry Michaelsen
Integration Exam Cases
Skill Analysis (Cases)
Skill Practice (Exercises)
Skill Application
For Further Reading
SECTION 3: SUPPLEMENTARY TEACHING AND LEARNING
MATERIALS
I. Teaching Enhancement Tools
Role Playing as a Learning Tool for Skill Development
Guidelines for Conducting Effective Demonstration Role Plays by Karen Fletcher,
as Revised by Debra Comer
Variations on the Structured Role Play Model
Suggestions for Effective Classroom Discussions
II. Learning-Centered Approaches to Testing
A Team Learning Approach to Content Mastery Exams
Action Skills Exams by John Bigelow
Integrative, Application-Oriented Exams by Larry Michaelsen
Integration Exam Cases
14
PREFACE
This Instructor’s Manual contains three sections. Section One focuses on the fundamental
principles and design of a management skill-building course. It contains many specific ideas and
suggestions for course requirements, along with a comparison of this approach with traditional
course design. Two skill-building alternative formats are examined: a high-involvement class
option that assumes a relatively small class size (fewer than 40 students) and a low-involvement
option for use in large lecture hall settings. The material, gleaned from the authors’ many years of
teaching the subject, demonstrates the wide range of settings in which management skills can be
taught effectively.
Section Two focuses on teaching the course. The chapters in this section correspond with those in
the text—beginning with the Introduction. Subsequent chapters follow the basic format of each
book chapter, with supporting teaching tips and guidelines for the Skill Assessment, Skill
Learning, Skill Analysis, Skill Practice, and Skill Application sections.
Section Three contains supplemental teaching aids that support the learning-centered approach to
skill-development characteristic of the text and text supplements. (For more information on how
the learning-centered focus is reflected in the design of the text see the Preface and Introduction
in the text.) In this final section are guidelines for conducting effective role plays, enhancing
classroom discussions, as well as suggestions for assessing students’ abilities to integrate and
apply core concepts and behavioral guidelines.
Some of the important features of this revised Instructor’s Manual include:
Guidelines for designing a skill-building course, including tips on how to use teaching
assistants effectively for larger courses.
An extensive introduction to teaching a skill-building course, including comparisons with
traditional pedagogical approaches.
Suggestions for conducting role plays and managing effective class discussion.
Tips for helping students to use and interpret skill assessments.
Suggestions for testing higher order learning, including integration and application.
Extensive teaching hints and discussion questions for each chapter.
High-involvement classroom exercises for introducing each chapter, including new video
clips from popular movies to illustrate course principles.
In addition to the Instructor’s Manual, the teaching support package for this edition of DMS
includes the following (available at www.pearsonhighered.com/irc).
DMS Test Item File (with the accompanying TestGen® Computerized Test Bank). The
revised test bank includes new test questions that focus on application.
Updated PowerPoint slides of key text materials, including tables, figures, and behavioral
guidelines.
Please send your suggestions for how we can use our web site to better support you as a teacher
to dms@byu.edu.
PREFACE
This Instructor’s Manual contains three sections. Section One focuses on the fundamental
principles and design of a management skill-building course. It contains many specific ideas and
suggestions for course requirements, along with a comparison of this approach with traditional
course design. Two skill-building alternative formats are examined: a high-involvement class
option that assumes a relatively small class size (fewer than 40 students) and a low-involvement
option for use in large lecture hall settings. The material, gleaned from the authors’ many years of
teaching the subject, demonstrates the wide range of settings in which management skills can be
taught effectively.
Section Two focuses on teaching the course. The chapters in this section correspond with those in
the text—beginning with the Introduction. Subsequent chapters follow the basic format of each
book chapter, with supporting teaching tips and guidelines for the Skill Assessment, Skill
Learning, Skill Analysis, Skill Practice, and Skill Application sections.
Section Three contains supplemental teaching aids that support the learning-centered approach to
skill-development characteristic of the text and text supplements. (For more information on how
the learning-centered focus is reflected in the design of the text see the Preface and Introduction
in the text.) In this final section are guidelines for conducting effective role plays, enhancing
classroom discussions, as well as suggestions for assessing students’ abilities to integrate and
apply core concepts and behavioral guidelines.
Some of the important features of this revised Instructor’s Manual include:
Guidelines for designing a skill-building course, including tips on how to use teaching
assistants effectively for larger courses.
An extensive introduction to teaching a skill-building course, including comparisons with
traditional pedagogical approaches.
Suggestions for conducting role plays and managing effective class discussion.
Tips for helping students to use and interpret skill assessments.
Suggestions for testing higher order learning, including integration and application.
Extensive teaching hints and discussion questions for each chapter.
High-involvement classroom exercises for introducing each chapter, including new video
clips from popular movies to illustrate course principles.
In addition to the Instructor’s Manual, the teaching support package for this edition of DMS
includes the following (available at www.pearsonhighered.com/irc).
DMS Test Item File (with the accompanying TestGen® Computerized Test Bank). The
revised test bank includes new test questions that focus on application.
Updated PowerPoint slides of key text materials, including tables, figures, and behavioral
guidelines.
Please send your suggestions for how we can use our web site to better support you as a teacher
to dms@byu.edu.
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15
ACKNOWLEDGEMENTS
We would like to thank those who have contributed to developing this instructor’s manual over
the years—David Whetten, Brigham Young University; Carol F. Moore, California State
University, Hayward; Marian Burk Wood, M.B.A; Debra R. Comer, Hofstra University; John E.
Tropman, University of Michigan; Sue Campbell Clark, University of Idaho; Patricia Seybolt,
University of Utah; Arthur Shriberg, Xavier University; Carol A. Lloyd, Lloyd Communications;
and Forrest Aven and David Niño, University of Houston-Downtown. In this edition, we have
added new content, retained or revised some of the previous contributions, and deleted content
that we felt no longer fit with the tenth edition of the textbook.
Finally, we would also like to acknowledge Pooja Aggarwal and Darathie Renganathan at
Pearson for their excellent assistance in coordinating and developing this updated version of the
instructor’s manual.
ACKNOWLEDGEMENTS
We would like to thank those who have contributed to developing this instructor’s manual over
the years—David Whetten, Brigham Young University; Carol F. Moore, California State
University, Hayward; Marian Burk Wood, M.B.A; Debra R. Comer, Hofstra University; John E.
Tropman, University of Michigan; Sue Campbell Clark, University of Idaho; Patricia Seybolt,
University of Utah; Arthur Shriberg, Xavier University; Carol A. Lloyd, Lloyd Communications;
and Forrest Aven and David Niño, University of Houston-Downtown. In this edition, we have
added new content, retained or revised some of the previous contributions, and deleted content
that we felt no longer fit with the tenth edition of the textbook.
Finally, we would also like to acknowledge Pooja Aggarwal and Darathie Renganathan at
Pearson for their excellent assistance in coordinating and developing this updated version of the
instructor’s manual.
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1-1
CHAPTER 1
DEVELOPING SELF-AWARENESS
Learning Objectives
Increase personal awareness of your:
1. Sensitive Line
2. Emotional Intelligence
3. Personal Values and Moral Maturity
4. Character Strengths
5. Cognitive Style
6. Orientation Toward Change
7. Core Self-Evaluation
QUICK RESOURCE LOCATOR:1
One way to help your students master the general skill of “developing self-awareness” is to focus
their attention on one or more specific skills. These basic skills are identified in the chapter’s title
page, and below as learning objectives. If you elect to organize this portion of your course around
specific learning objectives/ management skills, you can use the following table as a roadmap—
guiding each of your “trips” through the five-step learning model and corresponding support
material in this chapter of the Instructor’s Manual (hereafter referred to as “IM”).
Learning Objective #1:
Increase personal awareness of your sensitive line
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 1-3 (text, p. 74)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Sensitive Line” (text, p. 45-46)
✓ Read Behavioral Guidelines A & G (text, p. 64)
✓ View clip from “The Lion King” (IM, p. 1-25)4
✓ View clip from “Pleasantville” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
Skill Application ✓ Complete Assignment 1.20 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
CHAPTER 1
DEVELOPING SELF-AWARENESS
Learning Objectives
Increase personal awareness of your:
1. Sensitive Line
2. Emotional Intelligence
3. Personal Values and Moral Maturity
4. Character Strengths
5. Cognitive Style
6. Orientation Toward Change
7. Core Self-Evaluation
QUICK RESOURCE LOCATOR:1
One way to help your students master the general skill of “developing self-awareness” is to focus
their attention on one or more specific skills. These basic skills are identified in the chapter’s title
page, and below as learning objectives. If you elect to organize this portion of your course around
specific learning objectives/ management skills, you can use the following table as a roadmap—
guiding each of your “trips” through the five-step learning model and corresponding support
material in this chapter of the Instructor’s Manual (hereafter referred to as “IM”).
Learning Objective #1:
Increase personal awareness of your sensitive line
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 1-3 (text, p. 74)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Sensitive Line” (text, p. 45-46)
✓ Read Behavioral Guidelines A & G (text, p. 64)
✓ View clip from “The Lion King” (IM, p. 1-25)4
✓ View clip from “Pleasantville” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
Skill Application ✓ Complete Assignment 1.20 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
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1-2
Increase personal awareness of your emotional intelligence
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 4-8, 10 (text, p. 74)
✓ Take “Emotional Intelligence Assessment” (text, p. 74-76)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Emotional Intelligence” (text, p. 48-50)
✓ Read Behavioral Guidelines E & H (text, p. 64)
✓ View clip from “Pleasantville” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
✓
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
Skill Application ✓ Complete Assignments 1.19, 1.20, 1.23, 1.24 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
Increase personal awareness of your emotional intelligence
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 4-8, 10 (text, p. 74)
✓ Take “Emotional Intelligence Assessment” (text, p. 74-76)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Emotional Intelligence” (text, p. 48-50)
✓ Read Behavioral Guidelines E & H (text, p. 64)
✓ View clip from “Pleasantville” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
✓
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
Skill Application ✓ Complete Assignments 1.19, 1.20, 1.23, 1.24 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
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1-3
March-April, pp. 65-74.
✓ Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual
differences and self-awareness in the context of multi-source feedback.
Journal of Occupational and Organizational Behavior, 73, 303–319.
✓ McCallum, John S. (2000, May/June). Tennyson on management. Ivey
Business Journal, 64 (5), 70–72.
Learning Objective #4:
Increase personal awareness of your cognitive style
Skill Assessment2 ✓ Take “Self-Awareness Assessment” item 4 (text, p. 74)
✓ Take “Cognitive Style Indicator” (text, p. 41-42)
Skill Learning ✓ Read “Cognitive Style” (text, p. 57-59)
✓ Read Behavioral Guideline 4 (text, p. 64)
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 89; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
March-April, pp. 65-74.
✓ Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual
differences and self-awareness in the context of multi-source feedback.
Journal of Occupational and Organizational Behavior, 73, 303–319.
✓ McCallum, John S. (2000, May/June). Tennyson on management. Ivey
Business Journal, 64 (5), 70–72.
Learning Objective #4:
Increase personal awareness of your cognitive style
Skill Assessment2 ✓ Take “Self-Awareness Assessment” item 4 (text, p. 74)
✓ Take “Cognitive Style Indicator” (text, p. 41-42)
Skill Learning ✓ Read “Cognitive Style” (text, p. 57-59)
✓ Read Behavioral Guideline 4 (text, p. 64)
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 89; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
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1-4
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
Reading
✓ Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find Your
Strengths.
✓ Drucker, Peter. (1999) Managing oneself. Harvard Business Review,
March-April, pp. 65-74.
✓ Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual
differences and self-awareness in the context of multi-source feedback.
Journal of Occupational and Organizational Behavior, 73, 303–319.
✓ McCallum, John S. (2000, May/June). Tennyson on management. Ivey
Business Journal, 64 (5), 70–72.
Learning Objective #6:
Increase personal awareness of your core self-evaluation
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 4-8, 10 (text, p. 74)
✓ Take “Core Self-Evaluation Scale” (text, p. 73)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Core Self-Evaluation” (text, p. 73-75)
✓ Read Behavioral Guidelines 6, 8 (text, p. 64)
✓ View clip from “The Lion King” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
✓ Do “Self-Introduction Role Play” (IM, p. 1-25)
Skill Application ✓ Complete Assignments 1.19, 1.20, 1.23, 1.24 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
Reading
✓ Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find Your
Strengths.
✓ Drucker, Peter. (1999) Managing oneself. Harvard Business Review,
March-April, pp. 65-74.
✓ Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual
differences and self-awareness in the context of multi-source feedback.
Journal of Occupational and Organizational Behavior, 73, 303–319.
✓ McCallum, John S. (2000, May/June). Tennyson on management. Ivey
Business Journal, 64 (5), 70–72.
Learning Objective #6:
Increase personal awareness of your core self-evaluation
Skill Assessment2 ✓ Take “Self-Awareness Assessment” items 4-8, 10 (text, p. 74)
✓ Take “Core Self-Evaluation Scale” (text, p. 73)
✓ Take “Big 5 Personality Test” (IM, p. 1-25)
Skill Learning ✓ Read “Core Self-Evaluation” (text, p. 73-75)
✓ Read Behavioral Guidelines 6, 8 (text, p. 64)
✓ View clip from “The Lion King” (IM, p. 1-25)4
✓ View PowerPoint slides3
Skill Analysis ✓ Analyze “The Case of Heinz” (text, p. 65; IM, p. 1-25)
✓ Analyze “Decision Dilemmas” (text, p. 67; IM, p. 1-25)
Skill Practice5,6 ✓ Do “Through the Looking Glass” exercise (text, p. 69-71; IM, p. 1-25)
✓ Do “Diagnosing Managerial Characteristics” exercise (text, p. 71-72;
IM, p. 1-25)
✓ Do “A Learning Plan and Autobiography” exercise (text, p. 73-75)
✓ Do “Self-Introduction Role Play” (IM, p. 1-25)
Skill Application ✓ Complete Assignments 1.19, 1.20, 1.23, 1.24 (text, p. 75)
✓ Complete an Application Plan and Evaluation (text, p. 76)
For Further
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1-5
4. Short video clips from popular movies can be used as a Skill Learning exercise to introduce a chapter, or as video
cases—setting up Skill Analysis discussions or Skill Practice role playing exercises. Several suggestions are included in
each IM chapter.
5. There are several benefits to using classroom exercises to introduce key concepts in a chapter. These activities
generate a high level of interaction and stimulate student interest in learning the related subject matter.
6. In Section 3 of the IM, under the title “Action Skill Exams,” John Bigelow has developed a set of role play exercises
for use as application or performance exams. These would be excellent demonstration role plays for introducing a
particular learning objective, or simultaneous role plays for practicing specific behavioral guidelines. The first part of
Section 3 contains numerous teaching tips for the effective use of demonstration and simultaneous role plays in a skill
development course.
Resources for Teaching the Chapter
Becoming an effective manager or leader begins with a process of self-awareness, and this
chapter provides valid content and assessment tools for achieving this self-knowledge. Managers
that fail to know and understand themselves would very likely experience problems
understanding and managing others. The same could be said for people in general; knowing
oneself is an essential prerequisite to personal growth and to the development of good
interpersonal relationships.
The following sections provide resources to help instructors guide their students through the five-
step Model for Developing Management Skills (see Table 2 in the Introduction of the textbook).
SKILL ASSESSMENT
Before reading the chapter, have students complete the Personal Inventory Assessment
instruments in MyLab ManagementTM. Scores indicate the extent to which individuals have
developed competency in the relevant skills and the extent to which they need to improve.
Because this chapter focuses on students becoming more aware of their own styles and
inclinations, the assessment instruments constitute the core learning material in the chapter.
Most of the text material explains the relevance of these instruments and provides research-based
information about their association with management success.
Self-Awareness Assessment Instrument. This instrument assesses the core aspects of skill
learning covered in the chapter. Five items (1, 2, 3, 9, and 11) focus on the extent to which
students are open to new information and to feedback from others and the extent to which they
self-disclose to others. The other part of the Self-Awareness Assessment instrument (items 4, 5, 6,
7, 8, and 10) focuses on the four dimensions of self-awareness covered in the chapter; values,
emotional intelligence (EI), change orientation, and core self-evaluation. These single items help
introduce students to the concepts, each of which is assessed in detail in other assessment
instruments.
Emotional Intelligence Assessment: This instrument evaluates competencies in four general
areas of emotional intelligence; emotional awareness (items 1, 5, and 9), emotional control or
4. Short video clips from popular movies can be used as a Skill Learning exercise to introduce a chapter, or as video
cases—setting up Skill Analysis discussions or Skill Practice role playing exercises. Several suggestions are included in
each IM chapter.
5. There are several benefits to using classroom exercises to introduce key concepts in a chapter. These activities
generate a high level of interaction and stimulate student interest in learning the related subject matter.
6. In Section 3 of the IM, under the title “Action Skill Exams,” John Bigelow has developed a set of role play exercises
for use as application or performance exams. These would be excellent demonstration role plays for introducing a
particular learning objective, or simultaneous role plays for practicing specific behavioral guidelines. The first part of
Section 3 contains numerous teaching tips for the effective use of demonstration and simultaneous role plays in a skill
development course.
Resources for Teaching the Chapter
Becoming an effective manager or leader begins with a process of self-awareness, and this
chapter provides valid content and assessment tools for achieving this self-knowledge. Managers
that fail to know and understand themselves would very likely experience problems
understanding and managing others. The same could be said for people in general; knowing
oneself is an essential prerequisite to personal growth and to the development of good
interpersonal relationships.
The following sections provide resources to help instructors guide their students through the five-
step Model for Developing Management Skills (see Table 2 in the Introduction of the textbook).
SKILL ASSESSMENT
Before reading the chapter, have students complete the Personal Inventory Assessment
instruments in MyLab ManagementTM. Scores indicate the extent to which individuals have
developed competency in the relevant skills and the extent to which they need to improve.
Because this chapter focuses on students becoming more aware of their own styles and
inclinations, the assessment instruments constitute the core learning material in the chapter.
Most of the text material explains the relevance of these instruments and provides research-based
information about their association with management success.
Self-Awareness Assessment Instrument. This instrument assesses the core aspects of skill
learning covered in the chapter. Five items (1, 2, 3, 9, and 11) focus on the extent to which
students are open to new information and to feedback from others and the extent to which they
self-disclose to others. The other part of the Self-Awareness Assessment instrument (items 4, 5, 6,
7, 8, and 10) focuses on the four dimensions of self-awareness covered in the chapter; values,
emotional intelligence (EI), change orientation, and core self-evaluation. These single items help
introduce students to the concepts, each of which is assessed in detail in other assessment
instruments.
Emotional Intelligence Assessment: This instrument evaluates competencies in four general
areas of emotional intelligence; emotional awareness (items 1, 5, and 9), emotional control or
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balance (2, 6, and 10), emotional diagnosis or empathy (3, 7, and 11), and emotional response (4,
8, and 12). Note that this is a short and relatively incomplete assessment of emotional
intelligence. Students interested in gaining a more fully validated measure of emotional
intelligence should use those in the sources cited in the text. Instructions are provided in the text
on how to score this assessment.
The Defining Issues Test: This instrument is the most reliable and valid paper-and-pencil
instrument available for assessing moral or values maturity. However, author James R. Rest has
asked that we not provide the precise scoring key used in research because of possible
misinterpretation of the scores. The purpose here is to use the instrument to become aware of the
stage of moral development that one uses most when facing moral dilemmas. The instrument
does not assess moral worth or the goodness or badness of a person. Rather, it assesses the extent
to which people rely on certain instrumental values when making choices in value-laden
circumstances. The scoring instructions give students an idea of which level they rely on most.
Suggested Procedure:
1. Have students consider only the four statements they ranked as most important,
ignoring ratings of the other statements.
2. Identify the stage that each statement represents. For example, in the Escaped
Prisoner story, statement #1 represents a Stage 3 response.
3. Reverse the points associated with the rankings. That is, the item ranked #1 gets four
points, #2 gets three points, #3 gets two points, and #4 gets one point.
4. Draw the following figure. Record the number of points associated with each stage in
the appropriate box. For example, if sentence #1 in the Escaped Prisoner story was
ranked #1, put a 4 (4 points) in the cell entitled Stage 3.
STORY 1 2 3 4 5 6
Prisoner
Doctor
Newspaper
Total Points
5. Multiply the total points for each stage by 2.3 and compare the scores to norm data
shown BELOW.
Level Percent Scoring in this Stage
2 6.98
3 18.08
4 31.00
5 28.40
6 6.37
balance (2, 6, and 10), emotional diagnosis or empathy (3, 7, and 11), and emotional response (4,
8, and 12). Note that this is a short and relatively incomplete assessment of emotional
intelligence. Students interested in gaining a more fully validated measure of emotional
intelligence should use those in the sources cited in the text. Instructions are provided in the text
on how to score this assessment.
The Defining Issues Test: This instrument is the most reliable and valid paper-and-pencil
instrument available for assessing moral or values maturity. However, author James R. Rest has
asked that we not provide the precise scoring key used in research because of possible
misinterpretation of the scores. The purpose here is to use the instrument to become aware of the
stage of moral development that one uses most when facing moral dilemmas. The instrument
does not assess moral worth or the goodness or badness of a person. Rather, it assesses the extent
to which people rely on certain instrumental values when making choices in value-laden
circumstances. The scoring instructions give students an idea of which level they rely on most.
Suggested Procedure:
1. Have students consider only the four statements they ranked as most important,
ignoring ratings of the other statements.
2. Identify the stage that each statement represents. For example, in the Escaped
Prisoner story, statement #1 represents a Stage 3 response.
3. Reverse the points associated with the rankings. That is, the item ranked #1 gets four
points, #2 gets three points, #3 gets two points, and #4 gets one point.
4. Draw the following figure. Record the number of points associated with each stage in
the appropriate box. For example, if sentence #1 in the Escaped Prisoner story was
ranked #1, put a 4 (4 points) in the cell entitled Stage 3.
STORY 1 2 3 4 5 6
Prisoner
Doctor
Newspaper
Total Points
5. Multiply the total points for each stage by 2.3 and compare the scores to norm data
shown BELOW.
Level Percent Scoring in this Stage
2 6.98
3 18.08
4 31.00
5 28.40
6 6.37
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(The scores in this table are based on seven stories, so multiplying by 2.3 makes scores comparable.)
This table of comparison values shows that most adults select most frequently responses representing
stages 4 and 5 in values maturity. Stages 2 and 6 are selected least frequently.
Another way to compare themselves to a norm group is to use the table in Chapter
1, which shows how stages of development change over time. This table plots the
emphasis individuals give to different stages as they get older. Note that college-
age students tend to use mostly stages 3 and 4 according to these data. (These data
are derived from Kohlberg’s interview technique, however, not from the paper-and-
pencil instrument used here.)
Questions to Trigger Reflection and Discussion:
In what way have your own responses changed over the last 5 or 10 years?
What events or experiences have helped change your level of values maturity?
In what ways do you think you can develop an even more mature level of values
maturity?
Discussion Objective: Use this discussion to guide students to a deeper
understanding of Kohlberg’s model. Help them understand that people tend to
move through the three stages over time. Help them identify the differences
between the stages using examples from their own lives.
Teaching Hints: Before reviewing and using this instrument in class, it may be especially
helpful for instructors to complete the assessment and score themselves. The scoring and
interpretation of the results is a complicated procedure and completing the assessment in
advance may help instructors better explain this procedure.
Values Maturity: The discussion about values maturity is derived from many references on
moral maturity. Some students may be familiar with that literature and may question what
moral maturity has to do with values maturity. In brief, moral maturity is much the same as
instrumental values development, in that both focus on behavioral processes or means to
reach an end. Neither prescribes an end state, but both focus on the best way to reach an
end state. Moral maturity literature suggests that the bases on which moral judgments are
made change as individuals mature, so that what is correct behavior at one time may not be
judged correct later. The same is true for the rankings of instrumental values. As
individuals mature, values change, so methods that were once deemed highly important
may not be later. Thus, another way of helping individuals become aware of their
instrumental values is to assess their current level of values maturity, or the values they
tend to emphasize at this stage in their development. Maturity can be enhanced, according
to researchers, by providing opportunities for students to confront value-laden issues and
work through them, and particularly by encouraging students to develop a consistent,
comprehensive set of principles that they can internalize.
Kohlberg’s research suggests that it is not necessarily the choice made that is most
important, but the motive behind the choice. Therefore, asking, “Why did you make the
choice that you did?” is probably the most enlightening aspect of this exercise. The reasons
will be more informative, and more helpful to the student, than the actual choice made.
Personal Values: A list of instrumental and terminal values used by Rokeach in his
research is included below. Rokeach asked respondents to order these values according to
their importance. We have found it enlightening to ask students to complete the same task,
(The scores in this table are based on seven stories, so multiplying by 2.3 makes scores comparable.)
This table of comparison values shows that most adults select most frequently responses representing
stages 4 and 5 in values maturity. Stages 2 and 6 are selected least frequently.
Another way to compare themselves to a norm group is to use the table in Chapter
1, which shows how stages of development change over time. This table plots the
emphasis individuals give to different stages as they get older. Note that college-
age students tend to use mostly stages 3 and 4 according to these data. (These data
are derived from Kohlberg’s interview technique, however, not from the paper-and-
pencil instrument used here.)
Questions to Trigger Reflection and Discussion:
In what way have your own responses changed over the last 5 or 10 years?
What events or experiences have helped change your level of values maturity?
In what ways do you think you can develop an even more mature level of values
maturity?
Discussion Objective: Use this discussion to guide students to a deeper
understanding of Kohlberg’s model. Help them understand that people tend to
move through the three stages over time. Help them identify the differences
between the stages using examples from their own lives.
Teaching Hints: Before reviewing and using this instrument in class, it may be especially
helpful for instructors to complete the assessment and score themselves. The scoring and
interpretation of the results is a complicated procedure and completing the assessment in
advance may help instructors better explain this procedure.
Values Maturity: The discussion about values maturity is derived from many references on
moral maturity. Some students may be familiar with that literature and may question what
moral maturity has to do with values maturity. In brief, moral maturity is much the same as
instrumental values development, in that both focus on behavioral processes or means to
reach an end. Neither prescribes an end state, but both focus on the best way to reach an
end state. Moral maturity literature suggests that the bases on which moral judgments are
made change as individuals mature, so that what is correct behavior at one time may not be
judged correct later. The same is true for the rankings of instrumental values. As
individuals mature, values change, so methods that were once deemed highly important
may not be later. Thus, another way of helping individuals become aware of their
instrumental values is to assess their current level of values maturity, or the values they
tend to emphasize at this stage in their development. Maturity can be enhanced, according
to researchers, by providing opportunities for students to confront value-laden issues and
work through them, and particularly by encouraging students to develop a consistent,
comprehensive set of principles that they can internalize.
Kohlberg’s research suggests that it is not necessarily the choice made that is most
important, but the motive behind the choice. Therefore, asking, “Why did you make the
choice that you did?” is probably the most enlightening aspect of this exercise. The reasons
will be more informative, and more helpful to the student, than the actual choice made.
Personal Values: A list of instrumental and terminal values used by Rokeach in his
research is included below. Rokeach asked respondents to order these values according to
their importance. We have found it enlightening to ask students to complete the same task,
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1-8
and then compare their rankings with one another. Numerous comparison tables are
available in Milton Rokeach’s The Nature of Human Values (New York: Free Press, 1973)
for those who are interested.
Rokeach’s Terminal Values:
1. True Friendship
2. Mature Love
3. Self-Respect
4. Happiness
5. Inner Harmony
6. Equality
7. Freedom
8. Pleasure
9. Social Recognition
10. Wisdom
11. Salvation
12. Family Security
13. National Security
14. A Sense of Accomplishment
15. A World of Beauty
16. A World at Peace
17. A Comfortable Life
18. An Exciting Life
Rokeach’s Instrumental Values:
1. Cheerfulness
2. Ambition
3. Love
4. Cleanliness
5. Self-Control
6. Capability
7. Courage
8. Politeness
9. Honesty
10. Imagination
11. Independence
12. Intellect
13. Broad-Mindedness
14. Logic
and then compare their rankings with one another. Numerous comparison tables are
available in Milton Rokeach’s The Nature of Human Values (New York: Free Press, 1973)
for those who are interested.
Rokeach’s Terminal Values:
1. True Friendship
2. Mature Love
3. Self-Respect
4. Happiness
5. Inner Harmony
6. Equality
7. Freedom
8. Pleasure
9. Social Recognition
10. Wisdom
11. Salvation
12. Family Security
13. National Security
14. A Sense of Accomplishment
15. A World of Beauty
16. A World at Peace
17. A Comfortable Life
18. An Exciting Life
Rokeach’s Instrumental Values:
1. Cheerfulness
2. Ambition
3. Love
4. Cleanliness
5. Self-Control
6. Capability
7. Courage
8. Politeness
9. Honesty
10. Imagination
11. Independence
12. Intellect
13. Broad-Mindedness
14. Logic
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Applying cognitive style to studying: Hold a classroom discussion about the best ways to
study for exams or for case discussions. First, ask students about their preferred methods
of studying. Depending on their cognitive styles, students usually prefer very different
modes of preparing for final exams. The following table summarizes recommendations
for each different cognitive style.
Style Best Study Methods
Knowing Reading, integrating, thinking things through, analyzing
Planning Memorizing, outlining, identifying facts, focusing on few things
Creating Creative thinking, trial and error, personal feedback, a study partner
Although this table is oversimplified, it can help students identify the practical
applications of knowing their individual cognitive style.
Developing a well-rounded set of styles: Students’ scores indicate how much they rely
on each of the three main cognitive styles. Although individuals may concentrate on just
one style at times, a completely engaged learner will use all three styles for most effective
learning. This is why it is important for students to strengthen their less-developed
cognitive style skills.
Ask students to examine their scores and rank their cognitive styles from their strongest
to their less developed. Then have them list at least two ways they can strengthen their
less-developed cognitive styles. The goal is to avoid overreliance on a single strong
cognitive style for all situations. The following table shows suggestions for strengthening
each of the four cognitive styles.
Style How to Strengthen
Knowing Practice collecting and carefully analyzing complex data
Planning Practice setting goals and developing concrete and detailed plans of
action
Creating Practice identifying new opportunities and becoming personally
involved with people who challenge your thinking
Strategies for developing cognitive style skills: With a long-term plan, students can
identify safe situations in which to test and develop their cognitive style skills. Remind
them to reward themselves for seeking out and actively participating in such learning
experiences.
Three strategies for developing cognitive style skills are:
Strategy Rationale
Develop learning and work relationships
with individuals who are strong in learning
styles where you are not.
Watching and participating with people who
use different cognitive styles can help you
value different styles.
Better fit your cognitive style strengths to
the learning experiences you encounter.
You will learn better and feel more satisfied
if you focus on tasks that fit with your
cognitive style strengths.
Apply and strengthen cognitive style skills
that are the opposite of your strongest style
skills.
Become more flexible in your cognitive
style so you can deal more effectively with a
broader range of challenges and situations.
Applying cognitive style to studying: Hold a classroom discussion about the best ways to
study for exams or for case discussions. First, ask students about their preferred methods
of studying. Depending on their cognitive styles, students usually prefer very different
modes of preparing for final exams. The following table summarizes recommendations
for each different cognitive style.
Style Best Study Methods
Knowing Reading, integrating, thinking things through, analyzing
Planning Memorizing, outlining, identifying facts, focusing on few things
Creating Creative thinking, trial and error, personal feedback, a study partner
Although this table is oversimplified, it can help students identify the practical
applications of knowing their individual cognitive style.
Developing a well-rounded set of styles: Students’ scores indicate how much they rely
on each of the three main cognitive styles. Although individuals may concentrate on just
one style at times, a completely engaged learner will use all three styles for most effective
learning. This is why it is important for students to strengthen their less-developed
cognitive style skills.
Ask students to examine their scores and rank their cognitive styles from their strongest
to their less developed. Then have them list at least two ways they can strengthen their
less-developed cognitive styles. The goal is to avoid overreliance on a single strong
cognitive style for all situations. The following table shows suggestions for strengthening
each of the four cognitive styles.
Style How to Strengthen
Knowing Practice collecting and carefully analyzing complex data
Planning Practice setting goals and developing concrete and detailed plans of
action
Creating Practice identifying new opportunities and becoming personally
involved with people who challenge your thinking
Strategies for developing cognitive style skills: With a long-term plan, students can
identify safe situations in which to test and develop their cognitive style skills. Remind
them to reward themselves for seeking out and actively participating in such learning
experiences.
Three strategies for developing cognitive style skills are:
Strategy Rationale
Develop learning and work relationships
with individuals who are strong in learning
styles where you are not.
Watching and participating with people who
use different cognitive styles can help you
value different styles.
Better fit your cognitive style strengths to
the learning experiences you encounter.
You will learn better and feel more satisfied
if you focus on tasks that fit with your
cognitive style strengths.
Apply and strengthen cognitive style skills
that are the opposite of your strongest style
skills.
Become more flexible in your cognitive
style so you can deal more effectively with a
broader range of challenges and situations.
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Locus of Control Scale: Locus of control’s importance has been established in relation to many types
of behaviors and attitudes. Because of overwhelming evidence that an internal locus of control is
associated with successful management, students may feel that they are destined to failure if they score
high as externals. Emphasize that locus of control can shift over time, and that this book helps students
take control of their own skill competency development and become internally focused. The instrument
should provide insight and motivation, not discouragement.
Procedure: Scoring, as explained in the text, consists of simply identifying how many of the
keyed alternatives were chosen. The higher the score, the more the external locus of control.
The lower the score, the more the internal locus of control. If you have students share their
scores with the entire class as well as their own small group, do it before students have read the
text material. After reading it, they are less likely to feel comfortable when they know that one
type of score seems to have a higher potential of success.
Questions to Trigger Reflection and Discussion:
What accounts for the differences in the scores of individuals in the class? Is there
anything consistently unique about the people who scored especially high or
especially low on internal or external locus of control?
What implications does locus of control have for college majors, future occupations,
study habits, social relationships, test-taking abilities, and so on?
How can a person change his or her locus of control?
Discussion Objective: Help students explore applications of locus of control in
their own experiences. Encourage the sharing of anecdotes that reveal the
difference between internal and external locus of control. Allow the students to
speculate about how internal locus of control could benefit their study habits
and relationships. Emphasize that locus of control can shift toward the internal
as people strive to take more responsibility for their own outcomes.
Tolerance of Ambiguity Scale: This instrument assesses individuals’ comfort with ambiguous
situations in which only partial information is available or new experiences are encountered.
Asking students to share their scores and record them on a chalkboard or flip chart provides the
range of scores for the class and helps students interpret where they are compared to their
classmates. It also stimulates discussion of the meaning of the scale and its implications. Because
there is an implied positive bias in the scoring—that is, tolerance is better than intolerance—help
students avoid discouragement if they have high scores by explaining that this orientation is
changeable and that exposure to new information, new situations, and complex problems (typical
of the university environment) will help them develop more tolerance of ambiguity. Most
important, improving their competency in several of the skills in this book (such as knowing how
to solve problems, handle difficult interpersonal situations, and influence others) will boost
tolerance as well. Discuss the differences that might exist in the three subscales: Novelty,
Complexity, and Insolubility. Encourage students to share their scores in their small group and
compare subscales as well as total scores.
Questions to Trigger Reflection and Discussion:
What are the major sources of ambiguity for students? For managers?
Locus of Control Scale: Locus of control’s importance has been established in relation to many types
of behaviors and attitudes. Because of overwhelming evidence that an internal locus of control is
associated with successful management, students may feel that they are destined to failure if they score
high as externals. Emphasize that locus of control can shift over time, and that this book helps students
take control of their own skill competency development and become internally focused. The instrument
should provide insight and motivation, not discouragement.
Procedure: Scoring, as explained in the text, consists of simply identifying how many of the
keyed alternatives were chosen. The higher the score, the more the external locus of control.
The lower the score, the more the internal locus of control. If you have students share their
scores with the entire class as well as their own small group, do it before students have read the
text material. After reading it, they are less likely to feel comfortable when they know that one
type of score seems to have a higher potential of success.
Questions to Trigger Reflection and Discussion:
What accounts for the differences in the scores of individuals in the class? Is there
anything consistently unique about the people who scored especially high or
especially low on internal or external locus of control?
What implications does locus of control have for college majors, future occupations,
study habits, social relationships, test-taking abilities, and so on?
How can a person change his or her locus of control?
Discussion Objective: Help students explore applications of locus of control in
their own experiences. Encourage the sharing of anecdotes that reveal the
difference between internal and external locus of control. Allow the students to
speculate about how internal locus of control could benefit their study habits
and relationships. Emphasize that locus of control can shift toward the internal
as people strive to take more responsibility for their own outcomes.
Tolerance of Ambiguity Scale: This instrument assesses individuals’ comfort with ambiguous
situations in which only partial information is available or new experiences are encountered.
Asking students to share their scores and record them on a chalkboard or flip chart provides the
range of scores for the class and helps students interpret where they are compared to their
classmates. It also stimulates discussion of the meaning of the scale and its implications. Because
there is an implied positive bias in the scoring—that is, tolerance is better than intolerance—help
students avoid discouragement if they have high scores by explaining that this orientation is
changeable and that exposure to new information, new situations, and complex problems (typical
of the university environment) will help them develop more tolerance of ambiguity. Most
important, improving their competency in several of the skills in this book (such as knowing how
to solve problems, handle difficult interpersonal situations, and influence others) will boost
tolerance as well. Discuss the differences that might exist in the three subscales: Novelty,
Complexity, and Insolubility. Encourage students to share their scores in their small group and
compare subscales as well as total scores.
Questions to Trigger Reflection and Discussion:
What are the major sources of ambiguity for students? For managers?
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To what extent do you think tolerance of ambiguity is situation-dependent? Are some
people more tolerant in some situations than in others? (Research suggests that this
orientation toward change is generalizable, not situation-specific.)
What accounts for differences in the scores of individuals in the class? Is anything
consistently unique about the people who scored especially high or especially low on
intolerance of ambiguity?
What implications does intolerance of ambiguity have for college majors, future
occupations, study habits, social relationships, test-taking abilities, and so on?
How can a person change his or her tolerance scores?
Discussion Objective: Help students explore how tolerance for ambiguity
applies to their own experiences. Encourage the sharing of personal anecdotes
and insights. Allow them to speculate about how tolerance (or intolerance) for
ambiguity aligns with different jobs or majors.
Core Self-Evaluation Scale: This instrument assesses the four components of core self-
evaluation: self-esteem, generalized self-efficacy, neuroticism, and locus of control. These four
areas of personality provide a measure of a powerful factor that lies at the core of one’s
personality and its various behavioral and attitudinal manifestations. This survey measures the
extent of one’s positive self-regard and feelings of being valuable, capable, stable, and in control.
As noted in the text, when scoring the instrument, be sure that students reverse-score relevant
measures (2, 4, 6, 8, 10, and 12).
Following is an online survey instrument that doesn’t appear in the text, but which students can
access without cost:
The “Big Five” Personality Test
Direct students to take the “Big Five” personality test at: www.outofservice.com and click on the
link titled “The Big Five Personality Test” (Website developed and copyrighted by Atof Inc.
<Jeff Potter>, portions of “Big Five” test copyrighted by U. C. Berkeley psychologist Oliver D.
John, Ph.D.).
This test gives information about five fundamental personality characteristics: 1) Neuroticism (or
Negative Emotionality), 2) Extraversion, 3) Openness (or Originality), 4) Agreeableness (or
Accommodation), and 5) Conscientiousness (or Consolidation.) For a complete description of
each of these characteristics, go to the website www.centacs.com and click on “Learn about the
Big Five Model.” Once the students have received their test results, ask them to compare these
results with the results of the other tests that appear in the text, particularly the test for Tolerance
of Ambiguity (results should correspond to results on Openness) and the Core Self-Evaluation
assessments. See the preface of this instructor’s manual for additional information on helping
students to interpret tests.
If time permits, students might find a mini-lecture about personality and work outcomes
interesting. Two articles by Timothy Judge and his associates summarize the research on
personality and job satisfaction (Judge, T. A., Heller, D., & Mount, M.K. (2002). Five-Factor
Model of Personality and Job Satisfaction: A Meta-Analysis. Journal of Applied Psychology, 87,
530–
To what extent do you think tolerance of ambiguity is situation-dependent? Are some
people more tolerant in some situations than in others? (Research suggests that this
orientation toward change is generalizable, not situation-specific.)
What accounts for differences in the scores of individuals in the class? Is anything
consistently unique about the people who scored especially high or especially low on
intolerance of ambiguity?
What implications does intolerance of ambiguity have for college majors, future
occupations, study habits, social relationships, test-taking abilities, and so on?
How can a person change his or her tolerance scores?
Discussion Objective: Help students explore how tolerance for ambiguity
applies to their own experiences. Encourage the sharing of personal anecdotes
and insights. Allow them to speculate about how tolerance (or intolerance) for
ambiguity aligns with different jobs or majors.
Core Self-Evaluation Scale: This instrument assesses the four components of core self-
evaluation: self-esteem, generalized self-efficacy, neuroticism, and locus of control. These four
areas of personality provide a measure of a powerful factor that lies at the core of one’s
personality and its various behavioral and attitudinal manifestations. This survey measures the
extent of one’s positive self-regard and feelings of being valuable, capable, stable, and in control.
As noted in the text, when scoring the instrument, be sure that students reverse-score relevant
measures (2, 4, 6, 8, 10, and 12).
Following is an online survey instrument that doesn’t appear in the text, but which students can
access without cost:
The “Big Five” Personality Test
Direct students to take the “Big Five” personality test at: www.outofservice.com and click on the
link titled “The Big Five Personality Test” (Website developed and copyrighted by Atof Inc.
<Jeff Potter>, portions of “Big Five” test copyrighted by U. C. Berkeley psychologist Oliver D.
John, Ph.D.).
This test gives information about five fundamental personality characteristics: 1) Neuroticism (or
Negative Emotionality), 2) Extraversion, 3) Openness (or Originality), 4) Agreeableness (or
Accommodation), and 5) Conscientiousness (or Consolidation.) For a complete description of
each of these characteristics, go to the website www.centacs.com and click on “Learn about the
Big Five Model.” Once the students have received their test results, ask them to compare these
results with the results of the other tests that appear in the text, particularly the test for Tolerance
of Ambiguity (results should correspond to results on Openness) and the Core Self-Evaluation
assessments. See the preface of this instructor’s manual for additional information on helping
students to interpret tests.
If time permits, students might find a mini-lecture about personality and work outcomes
interesting. Two articles by Timothy Judge and his associates summarize the research on
personality and job satisfaction (Judge, T. A., Heller, D., & Mount, M.K. (2002). Five-Factor
Model of Personality and Job Satisfaction: A Meta-Analysis. Journal of Applied Psychology, 87,
530–
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1-12
Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review.
Journal of Applied Psychology, 87, 765–780.)
Judge finds that people who are more neurotic tend to have lower job satisfaction (ρ = -.29) and
that people who are more extraverted tend to have higher job satisfaction (ρ = .25.) They also
found high true score correlations between job satisfaction and conscientiousness (ρ = .26) and
agreeableness (ρ = .17), but determined that the relationship between those two traits and job
satisfaction did not generalize across all studies.
As for leadership, Judge, et al. found that Extraversion was the trait most consistently related to
leadership, although it was more strongly related to leader emergence (who is likely to become a
leader) than leader effectiveness (how well that person leads.) Conscientiousness and Openness to
Experience also showed positive correlations with leadership, although more research is needed
to fully explore the relationship of Openness to Experience and leadership.
SKILL LEARNING
Following is an outline of key concepts developed in the Skill Learning section of Chapter 1:
Key Dimensions of Self-awareness
• Self-awareness involves developing an understanding of many dimensions of the self,
and provides an essential foundation for general personal mastery as well as other
personal management skills.
The Enigma of Self-Awareness
• The sensitive line refers to the point at which individuals become defensive or protective
when encountering information about themselves that is inconsistent with their self-
concept.
• The threat-rigidity response refers to the way in which people respond to threatening
situations or information. When encountering such information, people tend to become
tight, rigid, protective, and defensive, making it hard for people to listen to and
understand feedback about themselves.
• People can overcome the threat-rigidity response by 1) receiving information about
oneself that is verifiable, predictable, and controllable, 2) interacting with others and
engaging in self-disclosure.
Understanding and Appreciating Individual Differences
• Self-awareness assists people in learning to diagnose, value, and utilize differences
(rather than distinctions) among others. Since people are naturally inclined to interact
with people like themselves, understanding and appreciating individual differences can
be a tool for creating trusting relationships.
Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review.
Journal of Applied Psychology, 87, 765–780.)
Judge finds that people who are more neurotic tend to have lower job satisfaction (ρ = -.29) and
that people who are more extraverted tend to have higher job satisfaction (ρ = .25.) They also
found high true score correlations between job satisfaction and conscientiousness (ρ = .26) and
agreeableness (ρ = .17), but determined that the relationship between those two traits and job
satisfaction did not generalize across all studies.
As for leadership, Judge, et al. found that Extraversion was the trait most consistently related to
leadership, although it was more strongly related to leader emergence (who is likely to become a
leader) than leader effectiveness (how well that person leads.) Conscientiousness and Openness to
Experience also showed positive correlations with leadership, although more research is needed
to fully explore the relationship of Openness to Experience and leadership.
SKILL LEARNING
Following is an outline of key concepts developed in the Skill Learning section of Chapter 1:
Key Dimensions of Self-awareness
• Self-awareness involves developing an understanding of many dimensions of the self,
and provides an essential foundation for general personal mastery as well as other
personal management skills.
The Enigma of Self-Awareness
• The sensitive line refers to the point at which individuals become defensive or protective
when encountering information about themselves that is inconsistent with their self-
concept.
• The threat-rigidity response refers to the way in which people respond to threatening
situations or information. When encountering such information, people tend to become
tight, rigid, protective, and defensive, making it hard for people to listen to and
understand feedback about themselves.
• People can overcome the threat-rigidity response by 1) receiving information about
oneself that is verifiable, predictable, and controllable, 2) interacting with others and
engaging in self-disclosure.
Understanding and Appreciating Individual Differences
• Self-awareness assists people in learning to diagnose, value, and utilize differences
(rather than distinctions) among others. Since people are naturally inclined to interact
with people like themselves, understanding and appreciating individual differences can
be a tool for creating trusting relationships.
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2. Planning Style emphasizes structure, preparation, and planning. It seeks clear
agendas and well-defined processes. Planners tend to be well-prepared and
follow-up meticulously.
3. Creating Style emphasizes experimentation and creativity. It seeks novelty and
embraces ambiguity. Creators tend to respond to information quickly and
impulsively.
Orientation toward change (Area #4)
• Tolerance of ambiguity is the extent to which individuals are threatened by, or have
difficulty coping with, situations that are ambiguous, incomplete, unstructured, and
changing.
• Locus of control refers to the attitude people develop regarding the extent to which they
are in control of their own destinies.
o People with an internal locus of control tend to interpret such information as “I
was the cause of this success or failure.” They are more inclined to believe that
changes in their environments are the result of their own actions.
o People with an external locus of control tend to interpret such information as
“Something or someone else caused this success or failure.” They are more
inclined to believe that changes in their environments are the result of outside
forces—not their own actions.
Core Self-Evaluation (Area #5)
• Core self-evaluation refers to one’s fundamental evaluation of oneself. It is comprised of
four components:
1. Self-esteem is the extent to which people see themselves as capable, successful, and
worthy.
2. Generalized self
2. Planning Style emphasizes structure, preparation, and planning. It seeks clear
agendas and well-defined processes. Planners tend to be well-prepared and
follow-up meticulously.
3. Creating Style emphasizes experimentation and creativity. It seeks novelty and
embraces ambiguity. Creators tend to respond to information quickly and
impulsively.
Orientation toward change (Area #4)
• Tolerance of ambiguity is the extent to which individuals are threatened by, or have
difficulty coping with, situations that are ambiguous, incomplete, unstructured, and
changing.
• Locus of control refers to the attitude people develop regarding the extent to which they
are in control of their own destinies.
o People with an internal locus of control tend to interpret such information as “I
was the cause of this success or failure.” They are more inclined to believe that
changes in their environments are the result of their own actions.
o People with an external locus of control tend to interpret such information as
“Something or someone else caused this success or failure.” They are more
inclined to believe that changes in their environments are the result of outside
forces—not their own actions.
Core Self-Evaluation (Area #5)
• Core self-evaluation refers to one’s fundamental evaluation of oneself. It is comprised of
four components:
1. Self-esteem is the extent to which people see themselves as capable, successful, and
worthy.
2. Generalized self
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Computerized Exam
This exercise allows students to examine the ethical decision rules and rationale that they might
use in making value-based decisions. The situation in the case is one that students should closely
relate to, since it involves the process of taking an exam on a computer. The case enables students
to evaluate the situation from the standpoint of both a student and an instructor. In teaching the
case, emphasize that “right and wrong” answers are less important than values maturity, ethics,
and one’s rationale for making these choices.
Other suggestions for teaching the case:
• As a class, have students vote on alternatives first and then discuss them. This should
force them first to “take a public stand” on decisions and subsequently explain their
rationale and decision rules.
• Another way of teaching the case is to ask students to vote, then move them into groups
according to their choices, and then have them develop rationales in small groups.
Decision Dilemmas
These five brief scenarios illustrate bases of ethical decision-making—for example, which
criterion did the students use: universalism, reversibility, dignity and liberty, utilitarianism,
distributive justice, or personal moral code? They can also help stimulate a discussion about all
four aspects of self-awareness. That is, some students will interpret the scenarios differently,
some will have difficulty making a decision without more information, some will make
assumptions that others will not make, some will want to discuss their point of view with others,
some will be very confident of their answers whereas others are less confident, and so on. In each
case, encourage the students to identify individual differences that are reflected in their
approaches to the answers as well as the answers themselves.
For each scenario, ask the questions following the exercise. Then encourage different points of
view by different students. The discussion will be more interesting and enlightening if students
with different viewpoints are asked to elaborate and defend their positions.
Following are descriptions of clips from feature films that instructors might use as further in-
class skill analysis activities:
The Lion King
Simba, the lion cub heir to the throne of Pride Rock, is lured by his evil Uncle Scar into a plot
resulting in the death of Simba’s father. Scar then tells Simba that he is responsible for his
father’s demise. Stricken with grief and guilt, Simba banishes himself from Pride Rock, leaving
Scar as king. The exiled Simba’s new friends encourage him to forget his tragic past. Meanwhile,
Scar eventually runs the kingdom to ruins, prompting Simba’s childhood friend, Nala the lioness,
to forage for food beyond the borders of the Pridelands.
Computerized Exam
This exercise allows students to examine the ethical decision rules and rationale that they might
use in making value-based decisions. The situation in the case is one that students should closely
relate to, since it involves the process of taking an exam on a computer. The case enables students
to evaluate the situation from the standpoint of both a student and an instructor. In teaching the
case, emphasize that “right and wrong” answers are less important than values maturity, ethics,
and one’s rationale for making these choices.
Other suggestions for teaching the case:
• As a class, have students vote on alternatives first and then discuss them. This should
force them first to “take a public stand” on decisions and subsequently explain their
rationale and decision rules.
• Another way of teaching the case is to ask students to vote, then move them into groups
according to their choices, and then have them develop rationales in small groups.
Decision Dilemmas
These five brief scenarios illustrate bases of ethical decision-making—for example, which
criterion did the students use: universalism, reversibility, dignity and liberty, utilitarianism,
distributive justice, or personal moral code? They can also help stimulate a discussion about all
four aspects of self-awareness. That is, some students will interpret the scenarios differently,
some will have difficulty making a decision without more information, some will make
assumptions that others will not make, some will want to discuss their point of view with others,
some will be very confident of their answers whereas others are less confident, and so on. In each
case, encourage the students to identify individual differences that are reflected in their
approaches to the answers as well as the answers themselves.
For each scenario, ask the questions following the exercise. Then encourage different points of
view by different students. The discussion will be more interesting and enlightening if students
with different viewpoints are asked to elaborate and defend their positions.
Following are descriptions of clips from feature films that instructors might use as further in-
class skill analysis activities:
The Lion King
Simba, the lion cub heir to the throne of Pride Rock, is lured by his evil Uncle Scar into a plot
resulting in the death of Simba’s father. Scar then tells Simba that he is responsible for his
father’s demise. Stricken with grief and guilt, Simba banishes himself from Pride Rock, leaving
Scar as king. The exiled Simba’s new friends encourage him to forget his tragic past. Meanwhile,
Scar eventually runs the kingdom to ruins, prompting Simba’s childhood friend, Nala the lioness,
to forage for food beyond the borders of the Pridelands.
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1-16
also doubts his ability to rule. When Nala asks him why he stayed away from home, he becomes
defensive and refuses to give her an explanation. Nala angrily accuses him of shirking his
responsibilities. Although she cannot persuade Simba to return to Pride Rock, she does succeed in
shaking him out of his comfortable cocoon of self-delusion. When Simba encounters the shaman
baboon Rafiki (Robert Guillaume) soon thereafter, he admits that he is uncertain about who he is.
Primed by Nala, Simba heeds his father’s spirit, who urges him to engage in introspection and
remember who he is. Simba, who had adopted a new persona to cover his past, can no longer hide
from himself. He gives up his carefree existence to face his past and battle Scar.
Questions to Trigger Reflection and Discussion:
Whenever an individual is in a situation in which he or she encounters information
that defies or threatens his or her self-image, the individual is likely to become
defensive. How is this situation compounded when the individual is confronted with
information that he or she already knows, but has been suppressing? Distinguish
between a lack of self-awareness due to insufficient introspection and self-delusion
due to a deliberate avoidance of introspection.
Simba’s introspection was initiated by Nala and advanced by Rafiki. What are the
implications for designing interventions to raise someone’s self-awareness?
Why can it be more difficult to disclose one’s deepest fears and self-doubts to a
friend than to a stranger?
Simba constructed for himself an entirely novel life and identity. To a lesser extent,
many people adopt new personae. How and why do they do so? What are the benefits
of self-delusion? What are the dangers of self-delusion?
Although it may be natural to respond to someone’s defensiveness with anger, anger
will likely exacerbate the other person’s defensiveness. What can one do to control
one’s own emotions when trying to diffuse defensiveness?
Discussion Objective: Help students explore how this film clip depicts the
process by which people become more self-aware. Allow them to speculate
about how the processes depicted in this clip might apply to their own lives.
Pleasantville
David, a modern-day teenager, is transported with his twin sister into the world of a 50s sit-com,
where the characters’ seemingly perfect lives mask their empty existence. The twins’ interactions
with the townspeople of Pleasantville make these people aware of their monotone lives, which, in
turn, spark their curiosity and their desire to replace their ignorance with knowledge and personal
growth. Such enlightenment is manifested by their transformation from black-and-white to
colorized characters.
Clip (1:42:00–1:47:40). The changes in Pleasantville frighten many of the citizens, including the
mayor (J. T. Walsh), who tries to halt them. He arrests David (Tobey Maguire) and a merchant
(Jeff Daniels), who has lately taken to painting vivid R-rated murals on his store windows.
During their trial, David purposely baits the mayor to the point where he becomes angry. As his
less-than-pleasant emotions emerge for the first time in his life, the mayor gains self-awareness—
and color.
Questions to Trigger Reflection and Discussion:
also doubts his ability to rule. When Nala asks him why he stayed away from home, he becomes
defensive and refuses to give her an explanation. Nala angrily accuses him of shirking his
responsibilities. Although she cannot persuade Simba to return to Pride Rock, she does succeed in
shaking him out of his comfortable cocoon of self-delusion. When Simba encounters the shaman
baboon Rafiki (Robert Guillaume) soon thereafter, he admits that he is uncertain about who he is.
Primed by Nala, Simba heeds his father’s spirit, who urges him to engage in introspection and
remember who he is. Simba, who had adopted a new persona to cover his past, can no longer hide
from himself. He gives up his carefree existence to face his past and battle Scar.
Questions to Trigger Reflection and Discussion:
Whenever an individual is in a situation in which he or she encounters information
that defies or threatens his or her self-image, the individual is likely to become
defensive. How is this situation compounded when the individual is confronted with
information that he or she already knows, but has been suppressing? Distinguish
between a lack of self-awareness due to insufficient introspection and self-delusion
due to a deliberate avoidance of introspection.
Simba’s introspection was initiated by Nala and advanced by Rafiki. What are the
implications for designing interventions to raise someone’s self-awareness?
Why can it be more difficult to disclose one’s deepest fears and self-doubts to a
friend than to a stranger?
Simba constructed for himself an entirely novel life and identity. To a lesser extent,
many people adopt new personae. How and why do they do so? What are the benefits
of self-delusion? What are the dangers of self-delusion?
Although it may be natural to respond to someone’s defensiveness with anger, anger
will likely exacerbate the other person’s defensiveness. What can one do to control
one’s own emotions when trying to diffuse defensiveness?
Discussion Objective: Help students explore how this film clip depicts the
process by which people become more self-aware. Allow them to speculate
about how the processes depicted in this clip might apply to their own lives.
Pleasantville
David, a modern-day teenager, is transported with his twin sister into the world of a 50s sit-com,
where the characters’ seemingly perfect lives mask their empty existence. The twins’ interactions
with the townspeople of Pleasantville make these people aware of their monotone lives, which, in
turn, spark their curiosity and their desire to replace their ignorance with knowledge and personal
growth. Such enlightenment is manifested by their transformation from black-and-white to
colorized characters.
Clip (1:42:00–1:47:40). The changes in Pleasantville frighten many of the citizens, including the
mayor (J. T. Walsh), who tries to halt them. He arrests David (Tobey Maguire) and a merchant
(Jeff Daniels), who has lately taken to painting vivid R-rated murals on his store windows.
During their trial, David purposely baits the mayor to the point where he becomes angry. As his
less-than-pleasant emotions emerge for the first time in his life, the mayor gains self-awareness—
and color.
Questions to Trigger Reflection and Discussion:
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1-17
What positive outcomes does self-awareness confer on an individual and those with
whom the individual interacts? What challenges does an individual encounter as his
or her self-awareness develops?
Under what circumstances might members of a group collude to limit one another’s
self-awareness? Why?
The mayor was made to confront his more-complex self quite suddenly. How
effective is an abrupt epiphany for raising a person’s self-awareness? What are some
possible disadvantages of sudden self-awareness? When may it be more advisable to
increase an individual’s self-awareness more gradually?
Discussion Objective: Help students explore how this film clip depicts the
barriers to self-awareness. Encourage them to reflect on their own experiences,
and situations or events that have inhibited their self-awareness. Allow them to
speculate about how sudden self-awareness can bring challenges, but that often
these challenges lead to growth.
SKILL PRACTICE (EXERCISES)
Following are resources to help instructors teach the three practice activities that appear in the
text:
Through the Looking Glass
Purpose: To help students practice self-disclosure and receive feedback on a non-superficial
level. Time required: 30–90 minutes, depending on how well the partners know each other and
whether there are partnerships of two or three. We often assign this exercise to be done outside of
class and recorded in a journal.
Procedure:
1. Assign each student to do this exercise with a partner or two.
2. Ask each person to share his or her scores on each of the assessment instruments with the
others.
3. Each person then answers the 10 questions listed in the exercise. Encourage students to
answer seriously and carefully.
4. After each person has answered the 10 questions, the other partner(s) should provide
reactions and feedback. They should address the following statements:
a. What I have learned about you is...
b. I think your greatest strengths are...
c. Areas I think you may want to work on are...
5. Feedback from the partner(s) is important because self-disclosure with no feedback is
uncomfortable and one-sided. The exercise should end up being an interchange, not a one-
way presentation.
What positive outcomes does self-awareness confer on an individual and those with
whom the individual interacts? What challenges does an individual encounter as his
or her self-awareness develops?
Under what circumstances might members of a group collude to limit one another’s
self-awareness? Why?
The mayor was made to confront his more-complex self quite suddenly. How
effective is an abrupt epiphany for raising a person’s self-awareness? What are some
possible disadvantages of sudden self-awareness? When may it be more advisable to
increase an individual’s self-awareness more gradually?
Discussion Objective: Help students explore how this film clip depicts the
barriers to self-awareness. Encourage them to reflect on their own experiences,
and situations or events that have inhibited their self-awareness. Allow them to
speculate about how sudden self-awareness can bring challenges, but that often
these challenges lead to growth.
SKILL PRACTICE (EXERCISES)
Following are resources to help instructors teach the three practice activities that appear in the
text:
Through the Looking Glass
Purpose: To help students practice self-disclosure and receive feedback on a non-superficial
level. Time required: 30–90 minutes, depending on how well the partners know each other and
whether there are partnerships of two or three. We often assign this exercise to be done outside of
class and recorded in a journal.
Procedure:
1. Assign each student to do this exercise with a partner or two.
2. Ask each person to share his or her scores on each of the assessment instruments with the
others.
3. Each person then answers the 10 questions listed in the exercise. Encourage students to
answer seriously and carefully.
4. After each person has answered the 10 questions, the other partner(s) should provide
reactions and feedback. They should address the following statements:
a. What I have learned about you is...
b. I think your greatest strengths are...
c. Areas I think you may want to work on are...
5. Feedback from the partner(s) is important because self-disclosure with no feedback is
uncomfortable and one-sided. The exercise should end up being an interchange, not a one-
way presentation.
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1-18
exercise, and focus placed on real feelings and perspectives. In our experience, this positive
outcome almost always occurs when they are told of its significance in improving self-awareness.
At the end of the exercise, discuss the following questions in the class as a whole:
What did you learn about yourselves by participating in this exercise? What became
clarified that was less clear before?
What was uncomfortable to talk about? What does that suggest about you?
How difficult was it to provide feedback to others after they answered the 10
questions?
Because self-disclosure is such an important ingredient in acquiring self-awareness,
what else would have been helpful for you (or others) to share to further improve
self-awareness?
Diagnosing Managerial Characteristics
Purpose: To help students diagnose and manage different styles, weaknesses, and strengths
among other people. By analyzing four real managers and their emotional intelligence, values
maturity, orientations toward change, cognitive styles, and core self-evaluation, students will get
a sense of the alternative approaches that must be used in managing different kinds of people. Of
course, too little information is provided to do an accurate and complete diagnosis, but we have
found that students can do a reasonable job using just the information provided here.
Procedure: Have students form small groups and do the diagnoses of these four individuals in
teams. Each team can diagnose all four individuals—focusing on contrasts and differences—or
each team can diagnose one person and then present their diagnosis and rationale to the rest of the
class. If the latter option is chosen, make sure that you leave time for questions and challenges by
other class members. Encourage students to challenge and question one another’s assumptions
and perceptions. The intent is to make certain that students understand clearly what the
manifestations might be for each of these different kinds of styles or orientations.
The following table summarizes examples of two of the self-awareness dimensions that
differentiate these four individuals.
Manager Cognitive Style, Orientation Toward Change
Michael Dell Knowing style—problem solver focused on technical tasks
High tolerance for ambiguity
Patrick M. Byrne Planning style—focus on theory based on sound logic
Medium tolerance for ambiguity
exercise, and focus placed on real feelings and perspectives. In our experience, this positive
outcome almost always occurs when they are told of its significance in improving self-awareness.
At the end of the exercise, discuss the following questions in the class as a whole:
What did you learn about yourselves by participating in this exercise? What became
clarified that was less clear before?
What was uncomfortable to talk about? What does that suggest about you?
How difficult was it to provide feedback to others after they answered the 10
questions?
Because self-disclosure is such an important ingredient in acquiring self-awareness,
what else would have been helpful for you (or others) to share to further improve
self-awareness?
Diagnosing Managerial Characteristics
Purpose: To help students diagnose and manage different styles, weaknesses, and strengths
among other people. By analyzing four real managers and their emotional intelligence, values
maturity, orientations toward change, cognitive styles, and core self-evaluation, students will get
a sense of the alternative approaches that must be used in managing different kinds of people. Of
course, too little information is provided to do an accurate and complete diagnosis, but we have
found that students can do a reasonable job using just the information provided here.
Procedure: Have students form small groups and do the diagnoses of these four individuals in
teams. Each team can diagnose all four individuals—focusing on contrasts and differences—or
each team can diagnose one person and then present their diagnosis and rationale to the rest of the
class. If the latter option is chosen, make sure that you leave time for questions and challenges by
other class members. Encourage students to challenge and question one another’s assumptions
and perceptions. The intent is to make certain that students understand clearly what the
manifestations might be for each of these different kinds of styles or orientations.
The following table summarizes examples of two of the self-awareness dimensions that
differentiate these four individuals.
Manager Cognitive Style, Orientation Toward Change
Michael Dell Knowing style—problem solver focused on technical tasks
High tolerance for ambiguity
Patrick M. Byrne Planning style—focus on theory based on sound logic
Medium tolerance for ambiguity
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• McCallum, John S. (2000, May/June). Tennyson on management. Ivey Business Journal,
64 (5), 70–72.
The author draws from Tennyson’s “Oenone” to assert that self-knowledge is a key
prerequisite for successful organizational leaders. He argues that managers must (1)
admit to themselves those areas in which they need to develop proficiency and
acquire knowledge, (2) gauge the effectiveness of their characteristic modes of
responding to typically encountered organizational situations, and (3) be willing to
solicit and use honest feedback from their subordinates.
• McCallum, John S. (2000, May/June). Tennyson on management. Ivey Business Journal,
64 (5), 70–72.
The author draws from Tennyson’s “Oenone” to assert that self-knowledge is a key
prerequisite for successful organizational leaders. He argues that managers must (1)
admit to themselves those areas in which they need to develop proficiency and
acquire knowledge, (2) gauge the effectiveness of their characteristic modes of
responding to typically encountered organizational situations, and (3) be willing to
solicit and use honest feedback from their subordinates.
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