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Test Bank for Developing Management Skills, 10th Edition

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    Developing Management Skills Ten th Edition David A. Whetten Kim S. Cameron Test Bank (Download only) for Developing Management Skills, 10 e Revised by Laurel Donaldson

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    1 Developing Management Skills, 10e (Whetten/Cameron) Chapter 1 Developing Self - Awareness 1) Self - awareness is at the foundation of personal life management skills. Answer: TRUE Explanation: Though self - awareness is not in itself sufficient for good lif e management, other management skills (such as self - control, time - management, stress mitigation) build upon strong self - awareness skills. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: Key Dimensions of Self - Awa reness Skill: Concept AACSB: Application of knowledge 2) Empirical evidence indicates that people who are more self - aware are healthier, perform better in leadership roles, and are more productive at wor k. Answer: TRUE Explanation: This is true becaus e we cannot improve ourselves or develop new capabilities unless and until we know what level of capability we currently possess. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensiti ve line Topic: The Enigma of Self - Awareness Skill : Concept AACSB: Application of knowledge 3) The concept of sensitive line refers to the point at which individuals welcome information about themselves from their co - workers. Answer: FALSE Explanation: The concept of sensitive line refers to the poin t at which people become defensive or protective of information about themselves. Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: The Sensitive Line Skill: Conce pt AACSB: Application of knowledge

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    2 4) Marvin co nsistently finds fault with Alicia's competence as a manager. Because Alicia has been told she is doing a good job she therefore responds in a threatened, rigid way. Thus, her most likely response will be to defend herself in light of Marvin's acc usations. Answer: TRUE Explanation: The threat - rigidity response occurs when people encounter information that is a threat to their self - concept. They protect themselves and become risk averse. When people respond this way, they tend to deny the validity of the c ontradictory information or contradict the source. Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: The Sensitive Line Skill: Application AACSB: Application of knowledge 5) Self - awareness can be manage d by exer cising minimal control over when and what kind of information one receives about oneself and by not involving others in the pursuit of self - understanding. Answer: FALSE Explanation: Self - awareness is best achieved through self - disclosure, which allows on e to receive feedback and additional information from others. A quote from the text states that "Our self - reflection in a mirror does not tell us what we are like, only our reflection in other people." Diff: 2 Learning Objective: 1.1 Increase per sonal awa reness of your sensitive line Topic: The Sensitive Line Skill: Application AACSB: Application of knowledge 6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate, and act on key fundamental difference s among h er employees. Answer: TRUE Explanation: These attributes (recognizing, appreciating, and acting on fundamental employee differences) are known generally as managing diversity. Effectively managing diversity allows Simone to better utilize the di fferences (perspectives, strengths, and skills she finds in her employees. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: Understanding and Appreciating Individual Differences Skill: Concept AACSB: Diverse and multicul tural work environments

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    3 7) In order to help her newer and more experienced employees understand their differences, a manager focuses on pointing out how more experienced employees are given extra privileges for scheduling. She is successfully man aging di versity by understanding differences and focusing on distinctions. Answer: FALSE Explanation: Creating and evaluating distinctions creates barriers between people. Focusing on recognizing differences allows us to utilize individual's strengths, whereas c reating distinctions reinforces advantages and disadvantages. Diff: 1 Learning Objective: 1.1 I ncrease personal awareness of your sensitive line Topic: Understanding and Appreciating Individual Differences Skill: Application AACSB: Diverse and multicul tural work environments 8) Emotional intelligence has been identified as a moderately unimporta nt factor in accounting for success in leaders and managers. Answer: FALSE Explanation: Emotional intelligence has been identified as one of the most importan t factors in managerial and leadership success. Diff: 1 Learning Objective: 1.2 Increase person al awareness of your emotional intelligence Topic: Emotional Intelligence Skill: Concept AACSB: Application of knowledge 9) Results of research studies indi cate that cognitive intelligence is twice as important in contributing to excellence as emotiona l intelligence. Answer: FALSE Explanation: Results of research indicate that emotional intelligence is twice as important in contributing to excellence (not t he other way around). Diff: 1 Learning Objective: 1.2 Increase personal awareness of your emoti onal intelligence Topic: Emotional Intelligence Skill: Concept AACSB: Application of knowledge 10) Emotional intelligence refers to the noncognitive capabil ities and skills including social skills that affect human functioning. Answer: FALSE Explanati on: Emotional competence refers to the noncognitive capabilities and skills including social skills that affect human functioning. Emotional intelligence, acco rding to the definition adopted by the authors, refers to the ability to diagnose, understand, a nd manage emotional cues. Diff: 1 Learning Objective: 1.2 Increase personal awareness of your emotional intelligence Topic: Emotional Intelligence Skill: Con cept AACSB: Application of knowledge

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    4 11) Emotional intelligence can be developed and improved. Answer: TRUE Explanation: Unlike IQ, which remains relatively constant over a lifetime, emotional intelligence can be enhanced with practice and concerted eff ort. Diff: 1 Learning Objective: 1.2 Incr ease personal awareness of your emotional intelligence Topic: Emotional Intelligence Skill: Concept AACSB: Application of knowledge 12) According to research cited by the textbook authors, the general competenc y of emotional intelligence of individuals has increased over time. Answer: FALSE Explanation: Goleman, 1988, found that general competency levels of emotional intelligence have deteriorated over time. On the other hand, IQ scores have risen by almost 25 points over the last 100 years. Diff: 1 L earning Objective: 1.2 Increase personal awareness of your emotional intelligence Topic: Emotional Intelligence Skill: Concept AACSB: Application of knowledge 13) Specific versus diffuse refers to the cultural dimension that either general societal ru les or relationships with others govern people's behavior. Answer: FALSE Explanation: Specific vs. diffuse refers to cultures that segregate life roles to maintain privacy and personal autonomy compared to cultur es that integrate and merge their roles. D iff: 2 Learning Objective: 1.3 Increase personal awareness of your personal values and moral maturity Topic: The Values of National Cultures Skill: Concept AACSB: Diverse and multicultural work environments 14 ) Mana gers of Spanish or Hispanic origin, in general, place a high degree of emphasis on personal accomplishments and achievements. Answer: FALSE Explanation: Managers of Spanish origin place a high degree of emphasis on individual relationships, team co ntribu tions, and showing emotions. Diff: 3 Learning Objective: 1.3 Increase personal awareness of your personal values and moral maturity Topic: The Values of National Cultures Skill: Concept AACSB: Diverse and multicultural work environments

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    5 15) The value dimension about how people manage time relates to the emphasis people place on the past, present, or future. Answer: TRUE Explanation: Some people value past and tradition more than future possibilities. Others place more value on the future than the pas t. Another variation is in the time periods attributed to our past and future (short - time horizons versus long - time horizons). Diff: 1 Learning Objective: 1.3 Increase personal awareness of your personal values and moral maturity Topic: The Values of Nat ional Cultures Skill: Concept AACSB: Application of knowledge 16) You are cheating on this test because you hold to the principle of "every man for himself" and principles supersede rules and laws for principled individuals. Your stage of values maturit y is the highest (level 6). Answer: FALSE Explanation: Cheating on a test is a means to an end and is self centered. Principled individuals don't break the law just for personal advantage. They may break the law because the law violates a greater human v alue or is morally unjustifiable. Diff: 2 Learning Objective: 1.3 Increase personal awareness of your personal values and moral maturity Topic: Values Maturity Skill: Application AACSB: Ethical understanding and reasoning 17) If you judge right and wrong on the basis of a set of core values developed from personal experience, you are at the principled level of maturity. Answer: TRUE Explanation: Principled maturity is the level in whic h moral values reside in a commitment to freely selected st andards, rights, and duties. At the highest stage of maturity, this set of values is comprehensive, consistent, and universal. Diff: 1 Learning Objective: 1.3 Increase personal awareness of your p ersonal values and moral maturity Topic: Values Maturity S kill: Concept AACSB: Ethical understanding and reasoning

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    6 18) Assume you are a male during the late 1960s. If you joined the protests against the Vietnam War because you didn't want to go (you ha d college to finish), your level of maturity was self - cent ered. Answer: TRUE Explanation: At the principled level, you may join the protests out of a sense that the war was inherently wrong. At the conformity level, you may join the protests out of a sen se of duty to society and soldiers. Here, your reason for protesting is to fulfill your own immediate interests, which is self - centered or preconventional. Diff: 1 Learning Objective: 1.3 Increase personal awareness of your personal values and moral matur ity Topic: Values Maturity Skill: Concept AACSB: Ethica l understanding and reasoning 19) Most ethical trade - offs are conflicts between two desirable ends: economic performance versus social performance. Answer: TRUE Explanation: Ethical dilemmas aris e because management decisions are not simple cases of cho osing between right and wrong. Organizations have duties and aspirations both in the economic and social arenas. Social responsibility cannot be an organization's only motivating influence; without solid fiscal performance an organization cannot usually be successful. On the other hand, neither can profit or production be the only motivator. Managers must therefore make tradeoffs. Diff: 3 Learning Objective: 1.3 Increase personal awareness of your p ersonal values and moral maturity Topic: Ethical Decision Making Skill: Concept AACSB: Ethical understanding and reasoning 20) By not cheating on this test, you are exhibiting character strengths in line with values of honesty. Answer: TRUE Explanation: Character strengths emerge from your values and are th e means by which your values are manifested. Diff: 1 Learning Objective: 1.4 Increase personal awareness of your character strengths Topic: Character Strengths Skill: Application AACSB: Diverse and multicultural work environments

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    7 21) The primary dime nsions of cognitive style include (1) the manner in which you gather infor mation, and (2) the way in which you talk about information to other people. Answer: FALSE Explanation: The primary dimensions of cognitive style include the manner in which you ga ther information and the manner in which you interpret and act on informat ion. Cognitive style is not related to the way you talk to others about information. Diff: 1 Learning Objective: 1.5 Increase personal awareness of your cognitive style Topic: Cogn itive Style Skill: Concept AACSB: Application of knowledge 22) Someone who is strong on the planning dimension of cognitive style tends to seek agendas, outlines, and clear processes. Answer: TRUE Explanation: The planning dimension of cognitive style entails a focus on structure, plans, and preparation. Consequently, someo ne with a planning style would prefer using agendas, outlines, and clear processes. Diff: 1 Learning Objective: 1.5 Increase personal awareness of your cognitive style Topic: Plann ing Style Skill: Concept AACSB: Application of knowledge 23) Someone wh o is strong on the creating dimension of cognitive style tends to focus on the credibility of data and will emphasize accuracy and precision. Answer: FALSE Explanation: People with a creating style emphasize creativity and risk - taking, and may be resistant to structure and precedent. They also may be prone to making mistakes, so an emphasis on accuracy and precision is not a characteristic of creating style. Diff: 1 Learn ing Objecti ve: 1.5 Increase personal awareness of your cognitive style Topic: Creating Style Skill: Concept AACSB: Application of knowledge 24) The three dimensions of tolerance of ambiguity are novelty, insolubility, and control. Answer: FALSE Expla nation: To lerance of ambiguity comprises three dimensions: novelty, insolubility, and complexity. High tolerance of ambiguity means that one maintains a level of comfort despite confronting change that involves any of these three characteristics. Diff: 1 Learning Ob jective: 1.6 Increase personal awareness of your orientation toward change Topic: Tolerance for Ambiguity Skill: Concept AACSB: Application of knowledge

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    8 25) Based on the Locus of Control Scale you determine you have an external locus of con trol. This means that you have always had an external locus of control, and will always have an external locus of control, since locus of control is a fixed trait. Answer: FALSE Explanation: Locus of control is not an inborn trait, but results from devel opment of a general expectancy about the dominant sources of the reinforcement they receive. In other words, it did not develop overnight. Also, locus of control can shift over time, as a function of life experience, job responsibilities, and conscious att itudes. Dif f: 1 Learning Objective: 1.6 Increase personal awareness of your orientation toward change Topic: Locus of Control Skill: Concept AACSB: Application of knowledge 26) The concept of personality refers to the relatively enduring combination o f traits th at produces consistencies in thoughts and behaviors. Answer: TRUE Explanation: This combination of traits is what makes each of us unique. Some of our unique traits are genetic, others are learned, but it is our personality traits that manifes t differenc es to others and inform them who we are. Diff: 1 Learning Objective: 1.7 Increase personal awareness of your core self - evaluation Topic: Core Self - Evaluation Skill: Concept AACSB: Application of knowledge 27) Core self - evaluation is the fundamental ev aluation each person has developed about him - or herself. Answer: TRUE Explanation: Sometimes referred to as overall self - regard, core self - evaluation is comprised of four components: (1) self - esteem, (2) self - efficacy, (3 ) neuroticism, and (4) locus of control. This fundamental evaluation profoundly affects each person's perceptions and behaviors. Diff: 1 Learning Objective: 1.7 Increase personal awareness of your core self - evaluation Topic: Core Self - Evaluation Skill: Concept AACSB: Application of k nowledge

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    9 28) To become a better manager, what is one of the first things one should do? A) Improve one's communication skills B) Seek knowledge of oneself C) Manage one's time better D) Empower one's employees Answer: B Ex planation: A) Incorrect. Impro ved communication is one of the later steps in improving managerial skills. A manager should first seek self - knowledge. This self - knowledge is necessary because we cannot improve ourselves or develop new capabilities unless a nd until we know what level of capabilities we currently possess. B) Correct. This self - knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we currently possess. C) Inco rrect. Improved time - management is one of the later steps in improving managerial skills. A manager should first seek self - knowledge. This self - knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we c urrently possess. D) Incorrect. Employee empowerment is one of the later steps in improving managerial skills. A manager should first seek self - knowledge. This self - knowledge is necessary because we cannot improve ourselves o r develop new capabilities unle ss and until we know what level of capabilities we currently possess. Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: Key Dimensions of Self - Awareness Skill: Concept AACSB: Applic ation of knowledge

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    10 29) How sh ould managers know and accept others? A) Be an enigma to themselves B) Work toward enlightenment and unselfishness C) Work toward self - awareness and self - acceptance D) Work toward self - reverence and reflection Answer: C Explanation: A) Incorrect. Being a n enigma to oneself is not helpful in a managerial situation. Managers should work toward self - awareness and self - acceptance. Once managers are aware of and accept themselves, they are able to understand and accept others. B) Incorrect. Self - denial and uns elfishness are not always helpful in managerial situations. Managers should work toward self - awareness and self - acceptance. Once managers are aware of and accept themselves, they are ab le to understand and accept others. C) Correct. Once managers are aware of and accept themselves, they are able to understand and accept others. D) Incorrect. Self - reverence may actually be counterproductive, because self - reverent people fear discovering n egative information about themselves. Managers should work toward self - awareness and self - acceptance in order to know and accept others. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: The Enigma of Self - Awarenes s Skill: Concept AACSB: Application of knowledge 30) How can the eni gma of self - awareness be managed? A) Avoid information contradictory to one's self - image B) Seek information from others about one's self C) Make sure to cross the sensitive lines of ot hers D) Challenge information inconsistent with one's self - image Answer : B Explanation: A) Incorrect. The enigma of self - awareness is that self - awareness is a prerequisite and a motivator of growth and improvement, but that it may also inhibit growth and improvement. Avoiding contradictory information does not improve self - awareness, but rather inhibits growth and improvement because it merely reinforces our current views of ourselves. B) Correct. It is almost impossible to increase skill in self - awarenes s unless we interact with and disclose ourselves to others, because the y see attributes and behaviors that we are unaware of. C) Incorrect. The sensitive line is a concept that allows us to help manage and facilitate productive self - awareness and discovery in others. Intentionally crossing it is counterproductive to good mana gement. D) Incorrect. The enigma of self - awareness is that self - awareness is a prerequisite and a motivator of growth and improvement, but that it may also inhibit growth and improvemen t. Challenging inconsistent information does not improve self - awareness , but rather inhibits growth and improvement because it merely reinforces our current views of ourselves. Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: The Sensitive Line Skill: Application AACSB: Application of knowledge

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    11 31) What does the text suggest is an important element in gaining self awareness? A) Practising introverted reflection B) Being careful to not cross the sensitive line C) Involving others D) Being highly selective about who to get information from Answer: C Explanation: A) Incorrect. Self - examination and meditation is mentioned as one solution. The most often prescribed sol ution is to involve others in one's own self - awareness efforts. B) Incorrect. Though not crossing the sensitive line can improve the self - awareness of others, it does not have as much of an effect on one's own self - awareness. The most often prescribed solu tion is to involve others in one's own self - awareness efforts. C) Correct. Involving others brings helpful insights and the perspectives of others into the quest for self - discovery. They often see things more clearly than we see them ourselves. D) Incorrec t. Carefully selecting sources of information may actually be counterproductive to one's search for self - awareness. The most often prescribed solution is to involve others in one's own self - awareness efforts. Diff: 2 Learning Objective: 1.1 Increase perso nal awareness of your sensitive line Topic: The Sensitive Line Skill: Concept AACSB: Application of knowledge 32) Re sponding to a remark from a peer that a report looks like it was slapped together at the last minute (you had spent most of last week wo rking on it), the sensitive line was crossed. Which of the following is a response most related to the sensitive line be ing crossed? A) "I think you are right, thanks for the feedback." B) "You don't know what you are talking about! Call my boss if you don 't believe me!" C) "Well, maybe I did or maybe I didn't, what do you care?" D) "Could you tell me how I might improve th e report?" Answer: C Explanation: A) Incorrect. The concept of the sensitive line states that the greater the discrepancy between the feedback and your self - concept, the greater the likelihood that it will evoke a strong defensive response. This response does not indicate that the sensitive line has even been crossed. B) Incorrect. Though this is a possible response, you are more likely to question the validity of the source than to appeal to a higher authority, who may in fact agree with the negative rem ark. C) Correct. This is typical threat - rigidity response attacking the validity of the co - worker's opinion which accompanies a breach o f the sensitive line. D) Incorrect. The concept of the sensitive line states that the greater the discrepancy between th e feedback and your self - concept, the greater the likelihood that it will evoke a strong defensive response. This response only hints that the sensitive line has been crossed. Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive l ine Topic: The Sensitive Line Skill: Application AACSB: Application of knowledge

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    12 33) George has returned from his two - week trip to India. He believes his trip has provided an introspection that increased his self - knowledge. When you begin to question h im about his experiences, he becomes defensive and states, "I don't want to talk about it with you!" Based on the review of self - awareness in the text, what would be the most accurate conclusion? A) Yes, it probably has increased his self - knowledge. Now he is protective of that kn owledge. B) No, it probably has not increased his self - knowledge. C) Maybe, maybe not, depends upon what rituals he practiced. D) Yes, because he has become more self - assertive and aware of what he wants to talk about. Answer: B E xplanation: A) Incorrect . Protecting knowledge and experiences does not indicate increased self - awareness; rather, self - disclosure is a key to improvement in self - awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self - k nowledge. B) Correct. George's unwillingness to share insights he gained indicates that he has probably not increased his self - knowledge. If he truly had gained awareness, he would be eager and willing to share it. C) Incorrect. Ge orge's self - awareness doe s not depend on the rituals he practiced during his trip to India. Self - disclosure is a key to improvement in self - awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self - knowledge. D) Incorrect. Assertiveness is not indicative of self - awareness. In fact, self - disclosure is a key to improvement in self - awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self - knowled ge. Diff: 3 Learning Obje ctive: 1.1 Increase personal awareness of your sensitive line Topic: The Sensitive Line Skill: Analytical AACSB: Application of knowledge

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    13 34) You want to be seen as interpersonally competent and be well liked by your college peers. Which behaviors are most likely to be viewed positively? A) Consistently supply creative solutions to problems B) Openly and honestly share everything about yourself whenever the opportunity arises C) Maintain privacy and be secretive about your lif e, creating an air of myst ery D) Be willing to disclose yourself to others and share personal insights in discussions Answer: D Explanation: A) Incorrect. This may be true for some individuals, but there is no indication that this is a generally liked tr ait. B) Incorrect. People who are high self - disclosers are liked better and have closer relationships, but not when the self - disclosure is excessi ve. C) Incorrect. People who are high self - disclosers are liked better and have closer relationships than thos e who self - disclose insufficiently. D) Correct. High self - disclosers are seen as more interpersonally competent, are liked better, have closer rel ationships and are seen as more similar and enjoyable that low self - disclosers. Diff: 3 Learning Objective: 1 .1 Increase personal awareness of your sensitive line Topic: Understanding and Appreciating Individual Differences Skill: Application AACSB: In terpersonal relations and teamwork 35) George made the following comment to Sarah, one of his co - workers: "Ge ne's recommendation to cut costs by eliminating travel to training seminars just shows he really isn't aware of how important training is. His lac k of insight shows that people of his background aren't savvy enough to figure out the business world." George 's comment is A) observing a difference. B) creating a distinction. C) focusing on an artificial social barrier. D) creating a false value for a p articular background. Answer: B Explanation: A) Incorrect. Differences are observable and can help us unders tand potential sources of misunderstanding. Distinctions are things that we create to form social barriers. This is actually an example of creatin g a distinction: a social barrier based on Gene's "background." B) Correct. A distinction is more than just be ing aware of a difference. It is creating a barrier between groups of people based on generalized (and usually unwarranted assumptions. In this ca se, George creates a social barrier around people of Gene's "background." C) Incorrect. The social barrier doe s not exist until George creates it. This is actually an example of creating a distinction, a social barrier, around people of Gene's "background. " D) Incorrect. This is actually an example of creating a distinction, a social barrier, around Gene's "backgr ound." Diff: 2 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: Understanding and Appreciating Individual Diffe rences Skill: Application AACSB: Diverse and multicultural work environments; Application of knowledge

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    14 36) Some of the areas of self - awareness are listed in 1 through 4. Which of the following are correctly listed as areas of self - awareness? 1. personal values 2. creativity 3. emotional intelligence 4. core self - evaluation A) All four areas listed are correct. B) Only areas 1 and 4 are correct. C) Only area 2 is incorrect. D) None of the four areas listed are correct. Answer: C Explanation: A) Incorrect. Creativity is not one of the five core concepts of self - awareness. B) Incorrect. In addition to personal v alues and core self - evaluation, emotional intelligence is an importa nt area of self - awareness. C) Correct. Personal values, cognitive style, emotional intelligence, orientation toward change, and core self - evaluation are all important areas of self - awarene ss. Creativity, however, is not a part of self - awareness. D) Incorre ct. Personal values, emotional intelligence, and core self - evaluation are all important areas of self - awareness. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensit ive line Topic: Important Areas of Self - Awareness Skill: Concept A ACSB: Application of knowledge 37) The manner in which individuals gather and process information is a part of which of the following? A) Personal values B) Cognitive style C) Adaptabili ty D) Creativity Answer: B Explanation: A) Incorrect. Personal val ues give rise to attitudes, orientations, and behaviors. The manner in which individuals gather and process information is a part of cognitive style. B) Correct. This information - gathering process is important; researchers have found that differences in co gnitive style influence our perceptions, learning, problem solving, decision making, creativity, and communication. C) Incorrect. Adaptability is an element of one's orientation toward cha nge. The manner in which individuals gather and process information is a part of cognitive style. D) Incorrect. Level of creativity is an element of one's core self - evaluation. The manner in which individuals gather and process information is a part of cog nitive style. Diff: 1 Learning Objective: 1.1 Increase personal awareness of your sensitive line Topic: Important Areas of Self - Awareness Skill: Concept AACSB: Application of knowledge

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