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

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

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

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

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.

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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.

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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

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1-6
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.

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1-7
(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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