Lecture Notes for Developing Management Skills, 10th Edition

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Developing ManagementSkillsTenthEditionDavid A. WhettenKim S. CameronDeveloping Management Skills,Instructor's Resource Manual withSolutions (Download only),10eBy

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11CONTENTSPREFACESECTION 1: DESIGNING THE COURSEGetting StartedCourse PhilosophyCourse DesignCourse RequirementsCourse Administration ToolsA Noteon Using Skill AssessmentsTA Training Program for Large CoursesFurther Reading on Teaching Management Skills*Principles of Effective Course Design: What I Wish I Had Known AboutLearning-Centered Teaching 30 Years Ago by DavidWhetten*Integrated Model for Teaching Management Skills by DavidWhetten andSue Campbell ClarkSECTION 2: TEACHING THE COURSEIntroductionPersonal Assessmentof Management Skills (PAMS) (Associates Version)Icebreaker ExercisesChapter 1: Developing Self-AwarenessSkill AssessmentSkill LearningSkill Analysis(Cases)Skill Practice(Exercises)Skill ApplicationFor Further ReadingChapter 2: Managing Stressand Well-BeingSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 3: Solving Problems Analytically and CreativelySkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 4: Building Relationships by Communicating Supportively

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12Skill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingResource GuideChapter 5: Gaining Power and InfluenceSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 6: MotivatingPerformanceSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 7:Negotiatingand ResolvingConflictSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 8: Empowering andEngagingOthersSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 9: Building Effective Teams and TeamworkSkill AssessmentSkill LearningSkill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingChapter 10:Leading Positive ChangeSkill AssessmentSkill Learning

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13Skill Analysis (Cases)Skill Practice (Exercises)Skill ApplicationFor Further ReadingSECTION 3: SUPPLEMENTARY TEACHING AND LEARNINGMATERIALSI. Teaching Enhancement ToolsRole Playing as a Learning Tool for Skill DevelopmentGuidelines for Conducting Effective Demonstration Role Plays by Karen Fletcher,as Revised by Debra ComerVariations on the Structured Role Play ModelSuggestions for Effective Classroom DiscussionsII. Learning-Centered Approaches to TestingA Team Learning Approach to Content Mastery ExamsAction Skills Exams by John BigelowIntegrative, Application-Oriented Exams by Larry MichaelsenIntegration Exam Cases

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14PREFACEThis Instructor’s Manual contains three sections. Section One focuses on the fundamentalprinciples and design of a management skill-building course. It contains many specific ideas andsuggestions for course requirements, along with a comparison of this approach with traditionalcourse design. Two skill-building alternative formats are examined: a high-involvement classoption that assumes a relatively small class size (fewer than 40 students) and a low-involvementoption for use in large lecture hall settings. The material, gleaned from the authors’ many years ofteaching the subject, demonstrates the wide range of settings in which management skills can betaught effectively.Section Two focuses on teaching the course. The chapters in this section correspond with those inthe text—beginning with the Introduction. Subsequent chapters follow the basic format of eachbook chapter, with supporting teaching tips and guidelines for the Skill Assessment, SkillLearning, Skill Analysis, Skill Practice, and Skill Application sections.Section Three contains supplemental teaching aids that support the learning-centered approach toskill-development characteristic of the text and text supplements. (For more information on howthe learning-centered focus is reflected in the design of the text see the Preface and Introductionin the text.) In this final sectionareguidelines for conducting effective role plays, enhancingclassroom discussions, as well as suggestions for assessing students’ abilities to integrate andapply core concepts and behavioral guidelines.Some of the important features of this revisedInstructor’s Manual include:Guidelines for designing a skill-building course, including tips on how to use teachingassistants effectively for larger courses.An extensive introduction to teaching a skill-building course, including comparisons withtraditional 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 videoclips from popular movies to illustrate course principles.In addition to the Instructor’s Manual, the teaching support package for this edition of DMSincludes the following(available atwww.pearsonhighered.com/irc).DMS Test Item File (with the accompanyingTestGen® Computerized Test Bank).Therevised test bank includes new test questions that focus on application.Updated PowerPoint slides of key text materials, including tables, figures, and behavioralguidelines.Please send your suggestions for how we can use our web site to better support you as a teachertodms@byu.edu.

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15ACKNOWLEDGEMENTSWewould like to thank those who have contributed to developing this instructor’s manual overthe years—David Whetten, BrighamYoung University;CarolF. Moore, California StateUniversity, 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 DavidNiño, University of Houston-Downtown. In this edition, we haveadded new content, retained or revised some of the previous contributions, and deleted contentthat we feltno longer fit with thetenthedition of the textbook.Finally, we would also like to acknowledgePooja AggarwalandDarathie RenganathanatPearsonfortheirexcellent assistance in coordinating and developing this updated version of theinstructor’s manual.

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1-1CHAPTER1DEVELOPING SELF-AWARENESSLearning ObjectivesIncreasepersonalawareness ofyour:1.Sensitive Line2.Emotional Intelligence3.Personal Values and Moral Maturity4.Character Strengths5.Cognitive Style6.Orientation Toward Change7.Core Self-EvaluationQUICK RESOURCE LOCATOR:1One way to help your students master the general skill of “developing self-awareness” is to focustheir attention on one or more specific skills. These basic skills are identified in the chapter’s titlepage, and below as learning objectives. If you elect to organize this portion of your course aroundspecific 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 supportmaterial in this chapter of the Instructor’s Manual (hereafter referred to as “IM”).Learning Objective #1:Increase personal awareness of your sensitive lineSkill 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 slides3Skill 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 FurtherReading✓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 differencesand self-awareness in the context of multi-source feedback.Journal ofOccupational and Organizational Behavior, 73, 303–319.✓McCallum, John S. (2000, May/June). Tennyson on management.Ivey BusinessJournal, 64 (5), 70–72.Learning Objective #2:

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1-2Increase personal awareness of your emotional intelligenceSkill 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 slides3Skill 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 FurtherReading✓Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find YourStrengths.✓Drucker, Peter. (1999) Managing oneself. Harvard Business Review,March-April, pp. 65-74.✓Fletcher, Clive, & Baldry, Caroline. (2000). A study of individualdifferences 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.IveyBusiness Journal, 64 (5), 70–72.Learning Objective #3:Increase personal awareness of your personal values and moral maturitySkill Assessment2✓Take “Self-Awareness Assessment”item 7 (text, p. 74)✓Take “Defining Issues Test” (text, p. 38-39)Skill Learning✓Read “Ethical Decision-Making” (text, p.55-57)✓Read Behavioral Guidelines 2-3 (text, p. 64)✓View clip from “Lion King” (IM, p. 1-25)4✓View PowerPoint slides3Skill Analysis✓Analyze “The Case of Heinz” (text, p. 65;IM, p. 1-25)✓Analyze “Computerized Exam” (text, p. 66;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)✓Do “Cultural Values” exercise (IM, p. 1-25)Skill Application✓Complete Assignments 1.19, 1.20, 1.22, 1,23, 1.24 (text, p. 75)✓Complete an Application Plan and Evaluation (text, p. 76)For FurtherReading✓Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find YourStrengths.✓Drucker, Peter. (1999) Managing oneself. Harvard Business Review,

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1-3March-April, pp. 65-74.✓Fletcher, Clive, & Baldry, Caroline. (2000). A study of individualdifferences 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.IveyBusiness Journal, 64 (5), 70–72.Learning Objective #4:Increase personal awareness of your cognitive styleSkill 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 slides3Skill 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)✓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 FurtherReading✓Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find YourStrengths.✓Drucker, Peter. (1999) Managing oneself. Harvard Business Review,March-April, pp. 65-74.✓Fletcher, Clive, & Baldry, Caroline. (2000). A study of individualdifferences 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.IveyBusiness Journal, 64 (5), 70–72.Learning Objective#5:Increase personal awareness of your orientation toward changeSkill Assessment2✓Take “Self-Awareness Assessment”items 6, 8 (text, p. 74)✓Take “Locus of Control Scale” (text, p. 74)✓Take “Tolerance of Ambiguity Scale” (text p. 74)✓Take “Big 5 Personality Test” (IM, p. 1-25)Skill Learning✓Read “Attitudes Toward Change” (text, p. 59)✓Read Behavioral Guideline 4 (text, p. 64)✓View clip from “Pleasantville” (IM, p. 1-25)4✓View PowerPoint slides3Skill Analysis✓Analyze “The Case of Heinz” (text, p. 65;IM, p. 1-25)✓Analyze “Decision Dilemmas” (text, p. 67;IM, p. 1-25)✓Do “Entrepreneurial Locus of Control” exercise (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)

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1-4✓Complete an Application Plan and Evaluation (text, p. 76)For FurtherReading✓Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find YourStrengths.✓Drucker, Peter. (1999) Managing oneself. Harvard Business Review,March-April, pp. 65-74.✓Fletcher, Clive, & Baldry, Caroline. (2000). A study of individualdifferences 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.IveyBusiness Journal, 64 (5), 70–72.Learning Objective #6:Increase personal awareness of your core self-evaluationSkill 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 slides3Skill 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 FurtherReading✓Buckingham, Marcus & Clifton, Donald O. (2001) Now, Find YourStrengths.✓Drucker, Peter. (1999) Managing oneself. Harvard Business Review,March-April, pp. 65-74.✓Fletcher, Clive, & Baldry, Caroline. (2000). A study of individualdifferences 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.IveyBusiness Journal, 64 (5), 70–72.Footnotes:1. Aweb site tosupport DMS teachers has been developedto post questions, share resource materials, seek feedbackon new ideas, and so forth. To participate in this DMS teaching network, please send an enrollment request todms@byu.edu.2.Tips for helping students learn the most from skill assessment surveys are included in Section 1, “Designing theCourse” of the Instructor’s Manual.A computerized version of all Skill Assessment surveys is available throughtheMyLab Management course online atwww.pearson.com/mylab/management.3. The PowerPoint slides for the text can be ordered through Prentice Hall representative, or they can be downloadedfrom the Prentice Hall website.

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1-54. Short video clips from popular movies can be used as a Skill Learning exercise to introduce a chapter, or as videocases—setting up Skill Analysis discussions or Skill Practice role playing exercises. Several suggestions are included ineach IM chapter.5. There are several benefits to using classroom exercises to introduce key concepts in a chapter. These activitiesgenerate 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 exercisesfor use as application or performance exams. These would be excellent demonstration role plays for introducing aparticular learning objective, or simultaneous role plays for practicing specific behavioral guidelines. The first part ofSection 3 contains numerous teaching tips for the effective use of demonstration and simultaneous role plays in a skilldevelopment course.Resources for Teaching the ChapterBecoming an effective manager or leader begins with a process of self-awareness, and thischapter provides valid content and assessment tools forachieving this self-knowledge.Managersthatfailtoknowandunderstandthemselveswouldverylikelyexperienceproblemsunderstanding and managing others.The same could be said for people in general; knowingoneselfisanessentialprerequisitetopersonalgrowthandtothedevelopmentofgoodinterpersonal relationships.The following sections provide resources to help instructors guide their students through thefive-step Model for Developing Management Skills (see Table2in the Introduction of the textbook).SKILL ASSESSMENTBeforereadingthechapter,havestudentscompletethePersonalInventoryAssessmentinstrumentsinMyLab ManagementTM. Scores indicate the extent to which individuals havedeveloped 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 andinclinations,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-basedinformation about their association with management success.Self-AwarenessAssessment Instrument.This instrumentassessesthe core aspects of skilllearning covered in the chapter. Five items (1, 2, 3, 9, and 11) focus on the extent to whichstudents are open to new information and to feedback from others and the extent to which theyself-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 helpintroduce students to the concepts, each of which is assessed in detail in other assessmentinstruments.Emotional Intelligence Assessment:This instrumentevaluatescompetencies in four generalareas of emotional intelligence; emotional awareness (items 1, 5,and9), emotional control or

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1-6balance (2, 6,and10), emotional diagnosis or empathy (3, 7,and11),and emotional response (4,8,and12).Note thatthisisashortand relativelyincompleteassessmentofemotionalintelligence.Studentsinterestedingainingamorefullyvalidatedmeasureofemotionalintelligence should use those in the sources cited in the text. Instructions are provided in the texton how to score this assessment.The Defining IssuesTest:This instrument is the most reliable and valid paper-and-pencilinstrument available for assessing moral or values maturity. However, author James R. Rest hasasked that we notprovide the precise scoring key used in research becauseofpossiblemisinterpretation of the scores. The purpose here is to use the instrument to become aware of thestage of moral development that one uses most when facing moral dilemmas.The instrumentdoes not assess moral worth or the goodness or badness of a person. Rather, it assesses the extentto which people rely on certain instrumental values when making choices in value-ladencircumstances. The scoring instructions give students an idea of which level they rely on most.SuggestedProcedure: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 EscapedPrisoner story, statement #1 represents a Stage 3 response.3.Reverse the points associated with the rankings. That is, the item ranked #1 gets fourpoints, #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 inthe appropriate box. For example, if sentence #1 in the Escaped Prisoner story wasranked #1, put a 4 (4 points) in the cell entitled Stage 3.STORY123456PrisonerDoctorNewspaperTotal Points5.Multiply the total points for each stage by 2.3 and compare the scores to norm datashown BELOW.LevelPercent Scoring in this Stage26.98318.08431.00528.4066.37

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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 representingstages 4 and 5in 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 Chapter1, which shows how stages of development change over time. This table plots theemphasis 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 dataare derived from Kohlberg’s interview technique, however, not from the paper-and-pencil instrument used here.)Questionsto TriggerReflection andDiscussion: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 valuesmaturity?DiscussionObjective:Use this discussion to guide students to a deeperunderstanding of Kohlberg’s model. Help them understand that people tend tomove through the three stages over time. Help them identify the differencesbetween the stages using examples from their own lives.Teaching Hints:Before reviewing and using this instrument in class, it may be especiallyhelpful for instructors to complete the assessment and scorethemselves. The scoring andinterpretation of the results is a complicated procedure and completing the assessment inadvance may help instructors better explain this procedure.Values Maturity:The discussion about values maturity is derived from many references onmoral maturity. Some students may be familiar with that literature and may question whatmoral maturity has to do with values maturity. In brief, moral maturity is much the same asinstrumental values development, in that both focus on behavioral processes or means toreach an end. Neither prescribes an end state, but both focus on the best way to reach anend state. Moral maturity literature suggests that the bases on which moral judgments aremade change as individuals mature, so that what is correct behavior at one time may not bejudged correctlater. The same is true forthe rankingsofinstrumentalvalues.Asindividuals mature, values change, so methods that were once deemed highly importantmay not be later. Thus, another way of helping individuals become aware of theirinstrumental values is to assess their current level of values maturity, or the values theytend to emphasize at this stage in their development. Maturity can be enhanced, accordingto researchers, by providing opportunities for students to confront value-laden issues andwork 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 mostimportant, but the motive behind the choice. Therefore, asking, “Why did you make thechoice that you did?” is probably the most enlightening aspect of this exercise. The reasonswill 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 hisresearch is includedbelow. Rokeach asked respondents to order these values according totheir importance. We have found it enlightening to ask students to complete the same task,

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1-8andthen compare their rankingswith one another.Numerous comparison tables areavailable in Milton Rokeach’sThe Nature of Human Values(New York: Free Press, 1973)for those who are interested.Rokeach’sTerminalValues:1.True Friendship2.Mature Love3.Self-Respect4.Happiness5.Inner Harmony6.Equality7.Freedom8.Pleasure9.Social Recognition10.Wisdom11.Salvation12.Family Security13.National Security14.A Sense of Accomplishment15.A World of Beauty16.A World at Peace17.A Comfortable Life18.An Exciting LifeRokeach’sInstrumentalValues:1.Cheerfulness2.Ambition3.Love4.Cleanliness5.Self-Control6.Capability7.Courage8.Politeness9.Honesty10.Imagination11.Independence12.Intellect13.Broad-Mindedness14.Logic15.Obedience16.Helpfulness17.Responsibility18.ForgivenessThe Cognitive Style Indicator:This instrumentassessescritical dimensions of cognitive style—knowing, planning, and creating—and providesinsights into the students’preferred way ofcollecting and processing information. Scores reflect the relative strength of students’ tendenciesto use each of the three styles in day-to-day situations.However, the instrument is not intended tosignify a fixed trait. People can alter their comfort level with the various cognitive styles throughtraining and experience. The instrument provides insight about one’s current level of comfortwith the styles, but does not imply limits to their further development, nor is it indicative ofintelligence or professional capacity.Questionsto Trigger Reflection and Discussion:What accounts for differences in these scores? Is there anything consistently uniqueabout people who are characterized by one cognitive style more than others?What implicationsdo you thinkcognitive style hasfor college majors, futureoccupations, study habits, social relationships, test-taking abilities, and so on?Howdo you thinka personcanfurther develop a cognitive style?What implications might cognitive style have for the way you study? The way youcollaborate with teammates?DiscussionObjective:Help students explore how the three cognitive stylesapply to their own experiences. Encourage them to find evidence for theirpreferred style. Help them see that we can develop other styles through practiceand application. Allow them to speculate about how the styles prepare them fordifferent roles or learning strategies.

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1-9Applying cognitive style to studying:Hold a classroom discussion about the best ways tostudy for exams or for case discussions. First, ask students about their preferred methodsof studying. Depending on their cognitive styles, students usually prefer very differentmodes of preparing for final exams. The following table summarizes recommendationsfor each different cognitive style.StyleBest Study MethodsKnowingReading, integrating, thinking things through, analyzingPlanningMemorizing, outlining, identifying facts, focusing on few thingsCreatingCreative thinking, trial and error, personal feedback, a study partnerAlthoughthistableisoversimplified,itcanhelpstudentsidentifythepracticalapplications of knowing their individual cognitive style.Developing a well-rounded set of styles:Students’ scores indicate how much they relyon each of the three main cognitive styles. Although individuals may concentrate on justone style at times, a completely engaged learner will use all three styles for most effectivelearning. This is why it is important for students to strengthen their less-developedcognitive style skills.Ask students to examine their scores and rank their cognitive styles from their strongestto their less developed. Then have them list at least two ways they can strengthen theirless-developed cognitive styles. The goal is to avoid overreliance on a single strongcognitive style for all situations. The following table shows suggestions for strengtheningeach of the four cognitive styles.StyleHow to StrengthenKnowingPractice collecting and carefully analyzing complex dataPlanningPractice setting goals and developing concrete and detailed plans ofactionCreatingPracticeidentifyingnewopportunitiesandbecomingpersonallyinvolved with people who challenge your thinkingStrategies for developing cognitive style skills:With a long-term plan, students canidentify safe situations in which to test and develop their cognitive style skills. Remindthem to reward themselves for seeking out and actively participating in such learningexperiences.Three strategies for developing cognitive style skills are:StrategyRationaleDeveloplearningandworkrelationshipswith individuals who are strong in learningstyles where you are not.Watching and participating with people whouse different cognitive styles can help youvalue different styles.Better fit your cognitive style strengths tothe learning experiences you encounter.You will learn better and feel more satisfiedif you focus on tasks that fit with yourcognitive style strengths.Apply and strengthen cognitive style skillsthat are the opposite of your strongest styleskills.Becomemoreflexibleinyourcognitivestyle so you can deal more effectively with abroader range of challenges and situations.

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1-10Locus of Control Scale:Locus of control’s importance has been established in relation to many typesof behaviors and attitudes. Because of overwhelming evidence that an internal locus of control isassociated with successful management, students may feel that they are destined to failure if they scorehigh as externals. Emphasize that locus of control can shift over time, and that this book helps studentstake control of their own skill competency development and become internally focused. The instrumentshould provide insight and motivation, not discouragement.Procedure:Scoring, as explained in the text, consists of simply identifying how many of thekeyed 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 theirscores with the entire class as well as their own small group, do it before students have read thetext material. After reading it, they are less likely to feel comfortable when they know that onetype of score seems to have a higher potential of success.Questionsto Trigger Reflection and Discussion:What accounts for the differences in the scores of individuals in the class? Is thereanythingconsistentlyuniqueaboutthepeoplewhoscoredespeciallyhighorespecially 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?DiscussionObjective:Help students explore applications of locus of control intheir own experiences. Encourage the sharing of anecdotes that reveal thedifference between internal and external locus of control. Allow the students tospeculate about how internal locus of control could benefit their study habitsand relationships. Emphasize that locus of control can shifttoward the internalas people strive to take more responsibility for their own outcomes.Tolerance of Ambiguity Scale:This instrumentassessesindividuals’ comfort with ambiguoussituations 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 therange of scores for the class and helps students interpret where they are compared to theirclassmates. It also stimulates discussion of the meaning of the scale and its implications. Becausethere is an implied positive bias in the scoring—that is, tolerance is better than intolerance—helpstudents avoid discouragement if they have high scores by explaining that this orientation ischangeable and that exposure to new information, new situations, and complex problems (typicalof the university environment) will help them develop more tolerance of ambiguity. Mostimportant, improving their competency in several of the skills in this book (such as knowing howto solve problems, handle difficult interpersonal situations,and influence others) will boosttolerance 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 andcompare subscales as well as total scores.Questionsto Trigger Reflection and Discussion:What are the major sources of ambiguity for students? For managers?

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1-11To what extent do you think tolerance of ambiguity is situation-dependent? Are somepeople more tolerant in some situations than in others? (Research suggests that thisorientation toward change is generalizable, not situation-specific.)What accounts for differences in the scores of individuals in the class? Is anythingconsistently unique about the people who scored especially high or especially low onintolerance of ambiguity?What implications does intolerance of ambiguity have for college majors, futureoccupations, study habits, social relationships, test-taking abilities, and so on?How can a person change his or her tolerance scores?DiscussionObjective:Help students explore how tolerance for ambiguityapplies to their own experiences. Encourage the sharing of personal anecdotesand insights. Allow them to speculate about how tolerance (or intolerance) forambiguity aligns with different jobs or majors.CoreSelf-EvaluationScale:This instrumentassessesthe fourcomponents ofcoreself-evaluation: self-esteem, generalized self-efficacy, neuroticism, and locus of control. These fourareas of personality provide a measure of a powerful factor that lies at the core of one’spersonality and its various behavioral and attitudinal manifestations. This survey measures theextent 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 relevantmeasures (2, 4, 6, 8, 10,and12).Followingisan online survey instrument that doesn’t appear in the text, but which students canaccess without cost:The “Big Five” Personality TestDirect students to take the “Big Five” personality test at:www.outofservice.com and click on thelink 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 (orNegative Emotionality), 2) Extraversion, 3) Openness (or Originality), 4) Agreeableness (orAccommodation), and 5) Conscientiousness (or Consolidation.) For a complete description ofeach of these characteristics, go to the websitewww.centacs.comand click on “Learn about theBig Five Model.”Once the students have received their test results, ask them to compare theseresults with the results of the other tests that appear in the text, particularly the test for Toleranceof Ambiguity (results should correspond to results on Openness) and the Core Self-Evaluationassessments. See the preface of this instructor’s manual for additional information on helpingstudents to interpret tests.If time permits, students might find a mini-lecture about personality and work outcomesinteresting. Two articles by Timothy Judge and his associates summarize theresearch onpersonality and job satisfaction (Judge, T. A., Heller, D., & Mount, M.K. (2002). Five-FactorModel of Personality and Job Satisfaction: A Meta-Analysis.Journal of Applied Psychology, 87,530–541) and personality and leadership characteristics (Judge, T. A., Bono, J. E., Ilies, R., &

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1-12Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review.Journal of Applied Psychology, 87, 765–780.)Judgefinds that people who are more neurotic tend to have lower job satisfaction (ρ =-.29) andthat people who are more extraverted tend to have higher job satisfaction (ρ = .25.) They alsofound high true score correlations between job satisfaction and conscientiousness (ρ = .26) andagreeableness (ρ = .17), but determined that the relationship between those two traits and jobsatisfaction did not generalize across all studies.As for leadership, Judge, et al. found that Extraversion was the trait most consistently related toleadership, although it was more strongly related to leader emergence (who is likely to become aleader) than leader effectiveness (how well that person leads.) Conscientiousness and Openness toExperience also showed positive correlations with leadership, although more research is neededto fully explore the relationship of Openness to Experience and leadership.SKILL LEARNINGFollowing is an outline of key concepts developed in the Skill Learning section of Chapter 1:Key Dimensions of Self-awareness•Self-awarenessinvolves developing an understanding of many dimensions of the self,andprovides an essential foundation for general personal mastery as well as otherpersonal management skills.The Enigma of Self-Awareness•Thesensitive linerefers to the point at which individuals become defensive or protectivewhen encountering information about themselves that is inconsistent with their self-concept.•Thethreat-rigidity responserefers to the way in which people respond to threateningsituations or information. When encountering such information, people tendtobecometight, rigid, protective, and defensive, making it hard for people to listen to andunderstand feedback about themselves.•People canovercome the threat-rigidity responseby 1)receiving information aboutoneself that is verifiable, predictable, and controllable, 2)interacting with others andengaging inself-disclosure.Understanding andAppreciatingIndividualDifferences•Self-awareness assists people in learningto diagnose, value, and utilizedifferences(rather thandistinctions)among others. Since people are naturally inclined to interactwith people like themselves, understanding and appreciating individual differences canbe a tool for creating trusting relationships.ImportantAreas ofSelf-Awareness.•The text focusesonfive important areas of self-awarenessthatare directly relevant toeffective management.They include emotional intelligence, personal values, cognitivestyle, orientation toward change, and core self-evaluation.•Cognitive styledescribesthe manner in whichpeopleacquire and evaluate information.•Orientation toward changerefers to the methods that people use to cope with changingcircumstances.Itpertainstoone’stoleranceofambiguity,andhowoneacceptsresponsibility for one’s actions under changing conditions.

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1-13•Coreself-evaluationreferstothemostfundamentalaspectsofpersonality,andincorporates self-esteem, self-efficacy, emotional stability, and self-control.Emotional Intelligence(Area #1)•Emotionalintelligenceistheabilitytomanageone’sownemotionsaswellasrelationships with others.•Thespecific componentsinclude:(1) the ability to diagnose and recognize your ownemotions, (2) the ability to control your own emotions, (3) the ability to recognize anddiagnose emotions displayed by others, and (4) the ability to respond appropriately tothose emotional cues.•Research suggests that emotional intelligence is four timesmore important than IQindetermining job performance and life success.Values(Area #2)•Valuesareaperson’sstableandtaken-for-grantedstandardsthatdefinewhatisgood/bad, worthwhile/worthless, desirable/undesirable, true/untrue, moral/immoral.•Cultural valuesexplain patterns of sharedvaluesamong people in various countries, aswell as difference between them.These patterns can be explained using the followingseven dimensions.1.Universalism(societal rules govern behavior)versus particularism, (rules inparticular relationships govern behavior).2.Individualism(the individual is emphasized)versus collectivism(the group isemphasized).3.Affective(emotionsareopenlydisplayed)versusneutral(rationalityisexpected rather than emotional displays).4.Specific(careful separation of roles in life)versus diffuse(integration of rolesin life).5.Achievement(status is derived from accomplishments)versus ascription(statusis derived from birthright).6.Emphasis on past and present versus emphasis on the future.7.Internallocusofcontrol(individuals’controltheirowndestiny)versusexternal locus of control(external forces control one’s destiny).•Personal valuesexplain what an individual tends to value inhis or herdecisions. Theseare relatively small sets of two types of values.1.Instrumentalvaluesprescribestandardsofconductormethodsforaccomplishing some end.2.Terminalvalues prescribe desired ends or goals.•Valuesmaturitysuggeststhataperson’svaluesdevelopandmatureovertime.Kohlberg’s model consists of three major levels, each of which has two sequential stagesof development. Table 1.2summarizes this model.•Ethicaldecision-making.Managersoftenhave to weigh competing values, such as thoseassociated with maximizing what is best for the company versus what is best for othergroups (customers, employees, suppliers, society, etc…). Managers best deal with thesetradeoffswhen theythat have a clear sense of their own values and universal principles.Cognitive style(Area #3)•Cognitive stylesrefer to how an individualtends to perceive, interpret, and respondtoinformation.The three styles include:1.Knowing Styleemphasizes facts, details, and data.It gives preference for datathatconfirmsone’sargument.Knowersarewellsuitedtoevidence-basedargumentation.

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1-142.Planning Styleemphasizes structure, preparation, and planning.It seeksclearagendas and well-defined processes.Planners tend tobe well-prepared andfollow-up meticulously.3.Creating Styleemphasizesexperimentation and creativity. It seeksnovelty andembracesambiguity.Creatorstendtorespondtoinformationquicklyandimpulsively.Orientationtoward change(Area #4)•Tolerance of ambiguityisthe extent to which individuals are threatened by, or havedifficulty coping with, situations that are ambiguous, incomplete, unstructured, andchanging.•Locus of controlrefers to the attitude people develop regarding the extent to which theyare in control of their own destinies.oPeople with aninternal locus of controltend to interpret such information as “Iwas the cause of this success or failure.”They are more inclined to believe thatchanges in their environments are the result of their own actions.oPeople with anexternal locus of controltend to interpret such information as“Something or someone else caused this success or failure.”They are moreinclined to believe that changes in their environments are the result of outsideforces—not their own actions.Core Self-Evaluation(Area #5)•Core self-evaluationrefers toone’sfundamental evaluationof oneself.Itis comprised offour components:1.Self-esteemis the extent to which people see themselves as capable, successful, andworthy.2.Generalized self-efficacyis a generalized sense of one’s ability to perform capablyacross a variety of circumstances.3.Neuroticismis the tendency to have a negative outlook or pessimistic approach tolife.4.Locus of controlis a person’s belief about the extent to which they can control theirown experiences.SKILL ANALYSIS(CASES)Following are resources to help instructors teach the three cases that appear in the text:The Case of HeinzThis case illustratesthe different levels of values maturityusingKohlberg (1969)’s wellknownstory to help better understand levels of values maturity.In discussing this case, you might break the class into smaller groups to discuss the how aperson classified as the following levels of maturity might respond to the dilemmapresented in The Case of Heinz:•Self-centered level of maturity•Conformity level of maturity•Principle-level of maturity

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1-15Computerized ExamThis exercise allows students to examine the ethical decision rules and rationale that they mightuse in making value-based decisions. The situation in the case is one that students should closelyrelate to, since it involves the process of taking an exam on a computer. The case enablesstudentsto evaluate the situation from the standpoint of both a student andaninstructor. In teaching thecase, emphasize that “right and wrong” answers are less important than values maturity, ethics,andone’srationalefor making these choices.Other suggestions for teaching the case:•As a class, have students vote on alternatives first and then discuss them. This shouldforce themfirstto“take a public stand” on decisions and subsequently explain theirrationale and decision rules.•Another way of teachingthe caseis to ask students to vote, then move them into groupsaccording to theirchoices, and then have them develop rationales in small groups.Decision DilemmasThese five brief scenarios illustrate bases of ethical decision-making—for example, whichcriterion did the students use: universalism, reversibility, dignity and liberty, utilitarianism,distributive justice, or personal moral code? They can also help stimulate a discussion about allfour aspects of self-awareness. That is, some students will interpret the scenarios differently,some willhave difficulty making adecision withoutmoreinformation, somewillmakeassumptions 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 eachcase,encouragethestudentstoidentifyindividualdifferencesthatarereflectedintheirapproaches to the answers as well as the answers themselves.For each scenario, ask the questions following the exercise. Then encourage different points ofview by different students. The discussion will be more interesting and enlightening if studentswith different viewpoints are asked to elaborate and defend their positions.Following aredescriptions of clips from feature films thatinstructorsmight use as further in-class skill analysis activities:The Lion KingSimba, the lion cub heir to the throne of Pride Rock, is lured by his evil Uncle Scar into a plotresulting in the death of Simba’s father. Scar then tells Simba that he is responsible for hisfather’s demise. Stricken with grief and guilt, Simba banishes himself from Pride Rock, leavingScar 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.Clip (1:00:30–1:08:20).Nala (Moira Kelly), overjoyed to find Simba (Matthew Broderick) alive,implores him to reclaim the throne that is rightfully his and save Pride Rock. Simba fears howNala will react if she learns that he is at fault for the death of his father (James Earl Jones). He

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1-16also doubts his ability to rule. When Nala asks him why he stayed away from home, he becomesdefensive and refuses to give her an explanation. Nala angrily accuses him of shirking hisresponsibilities. Although she cannot persuade Simba to return to Pride Rock, she does succeed inshaking him out of his comfortable cocoon of self-delusion. When Simba encounters the shamanbaboon 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 andremember who he is. Simba, who had adopted a new persona to cover his past, can no longer hidefrom 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 informationthat defies or threatens his or her self-image, the individual is likely to becomedefensive. How is this situation compounded when the individual is confronted withinformation that he or she already knows, but has been suppressing? Distinguishbetween a lack of self-awareness due to insufficient introspection and self-delusiondue to a deliberate avoidance of introspection.Simba’s introspection was initiated by Nala and advanced by Rafiki. What are theimplications 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 afriend 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 benefitsof self-delusion? What are the dangers of self-delusion?Although it may be natural to respond to someone’s defensiveness with anger, angerwill likely exacerbate the other person’s defensiveness. What can one do to controlone’s own emotions when trying to diffuse defensiveness?DiscussionObjective:Help students explore how this film clip depicts theprocess by which people become more self-aware. Allow them to speculateabout how the processes depicted in this clip might apply to their own lives.PleasantvilleDavid, 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’ interactionswith the townspeople of Pleasantville make these people aware of their monotone lives, which, inturn, spark their curiosity and their desire to replace their ignorance with knowledge and personalgrowth. Such enlightenment is manifested by their transformation from black-and-white tocolorized characters.Clip (1:42:00–1:47:40).The changes in Pleasantville frighten many of the citizens, including themayor (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 hisless-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 withwhom the individual interacts? What challenges does an individual encounter as hisor her self-awareness develops?Under what circumstances might members of a group collude to limit one another’sself-awareness? Why?The mayor was made to confront his more-complex self quite suddenly. Howeffective is an abrupt epiphany for raising a person’s self-awareness? What are somepossible disadvantages of sudden self-awareness? When may it be more advisable toincrease an individual’s self-awareness more gradually?DiscussionObjective:Help students explore how this film clip depicts thebarriers to self-awareness. Encourage them to reflect on their own experiences,and situations or events that have inhibited their self-awareness.Allow them tospeculate abouthow sudden self-awareness can bring challenges, but that oftenthese challenges lead to growth.SKILL PRACTICE (EXERCISES)Following are resources to help instructors teach the three practice activities that appear in thetext:Through the Looking GlassPurpose: To help students practice self-disclosure and receive feedback on a non-superficiallevel. Time required: 30–90 minutes, depending on how well the partners know each other andwhether there are partnerships of two or three. We often assign this exercise to be done outside ofclass 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 instrumentswith theothers.3.Each person then answers the 10 questions listed in the exercise. Encourage students toanswer seriously and carefully.4.After each person has answered the 10 questions, the other partner(s) should providereactions 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 isuncomfortable and one-sided. The exercise should end up being an interchange, not a one-way presentation.Unlike other exercises in this book, this discussion exercise does not lend itself to behavioralanalysis or observation. Instead, it is intended to motivate simple self-disclosure and the receipt offeedback.However,experiencingself-disclosure,onarelativelypersonallevel,generallyproduces improved sensitivity to aspects of the self that were previously masked or hidden. Thepublic self, often couched in superficial roles and managed impressions, can be put aside in this

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1-18exercise, and focus placed on real feelings and perspectives. In our experience, this positiveoutcome 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 becameclarified 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 10questions?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 improveself-awareness?Diagnosing Managerial CharacteristicsPurpose:To help students diagnose and manage different styles, weaknesses, and strengthsamong other people. By analyzing four real managers and their emotional intelligence, valuesmaturity, orientationstoward change, cognitive styles, and core self-evaluation, students will geta sense of the alternative approaches that must be used in managing different kinds of people. Ofcourse, too little information is provided to do an accurate and complete diagnosis, but we havefound 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 inteams. Each team can diagnose all four individuals—focusing on contrasts and differences—oreach team can diagnose one person and then present their diagnosis and rationale to the rest of theclass. If the latter option is chosen, make sure that you leave time for questions and challenges byother class members. Encourage students to challenge and question one another’s assumptionsand perceptions. The intent is to make certain thatstudents understand clearly what themanifestations might be for each of these different kinds of styles or orientations.Thefollowingtablesummarizesexamplesoftwooftheself-awarenessdimensionsthatdifferentiate these four individuals.ManagerCognitive Style, Orientation Toward ChangeMichael DellKnowing style—problem solver focused on technical tasksHigh tolerance for ambiguityPatrick M. ByrnePlanning style—focus on theory based on sound logicMedium tolerance for ambiguityMaurice BlanksPlanning and Knowing styles—systematic control of informationtosolve technical problemsModerate to low tolerance for ambiguityGordon BethuneCreating style—focus on spontaneity, novelty, and social relationsHigh tolerance for ambiguityQuestions to Trigger Reflection and Discussion:How would you manage a team full of people like each of these managers? Whatwould be your challenges?

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1-19What are the main weaknesses of these managers? What will cause them to fail?Which one of these managersdo you thinkwould be best as president of thisuniversity, or dean of this school?Which manager would you most like to work for? Which would you least like towork for? Why?DiscussionObjective:Challenge the students to useconcepts fromthischapter (e.g., the personality traits and measures) to describe the managers inthe case. Allow them to speculate about which traits predispose people toleadership. Encourage them to draw upon their own experiences in theirresponses.An Exercise for Identifying Aspects of Personal Culture:A Learning Plan andAutobiographyPurpose:To help students identify and clarify their own goals, plans, aspirations, strengths, andcore attributes. This assignment will be one of the most important activities students willcomplete during the course. It helps them come to grips, in a positive and optimistic way, with theimprovements that they need to make, the strengths they have to work with, and the support theyhave available as they work toward being an effective leader and manager.Procedure:Have students engage in all four steps in this activity:Write a future autobiography showing what they will have achieved.Analyze their scores on the pre-assessment instruments and identify their strengths.Conduct an interview with a family member or close friend.Create a plan for development and improvement.This assignment will require that students do work outside of class, so you may want to make thisassignment before you cover this chapter. It can also be completed as one of the students’semester-long projects. First, ask students to write a future-oriented newspaper article identifyingwhat they will have accomplished in the future. Ask them to use future-perfect tense. How willthey have fulfilled their dreams? Encourage students to take this assignment seriously—that is,avoid fantastic, unrealistic, or ridiculous scenarios—while at the same time being optimistic andstretching their aspirations.Second, ask students to analyze and interpret their scores on the instruments. They should drawconclusions about their own strengths and inclinations. They should identify the implications ofthose scores for their own future.Third, they should interview someone who will give them unmitigated and unqualifiedpositivefeedback. This is not a time for someone to point out weaknesses or areas of immaturity. It is aninterview where someone close to them identifies special strengths and attributes of the “bestself.” Questions are provided in the text to help students conduct this interview.Finally, students should use all this information to create a personal development or improvementplan. Five questions can help guide the development activities. If done well, this will be adocument that students will cherish and will want to read and reread as the years go by.We recommend that students turn this paper in for class credit. In a few cases the document is sopersonal students have been uncomfortable having an instructor read it. In such cases, they still

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1-20turn it in, but they staple it closed or in some other way tell us they would rather not have it read.We usually trust that the student completed the assignment seriously, and we honor their request.In discussing this assignment,it is useful to have students share some peak experiences. Try tocapture themes or categories in the stories being shared; e.g., some might be related to obtainingpopularity or acclaim, some to achieving inner confidence, some to observing a role model’sbehavior, and so on. Having students share, and hear others share, incidents that were life-changing often creates positive energy in the class and stimulates a willingness to improvethemselves.Questions to Trigger Reflection and Discussion:What did you learn about yourselves by participating in this exercise? What becameclarified that was less clear before?What did you uncover that you had not known regarding your strengths andinclinations?What kinds of peak experiences were most significant to you? Is there a theme in theexperiences that seemed to have the biggest impact on you?What level of dissatisfaction exists with scores on the assessment instruments? Whatdoes this tell you about yourselves?DiscussionObjective:Challenge the students to use the experience to reflecton their own traits and strengths. Consider having small groups discuss them tofoster more self-disclosure. Allow the students to explore how the exerciseprovides insights into their real-life experiences.Following are supplemental activities that do not appear in the textbook, but serve as a resourcethat instructors can use in class.Entrepreneurial Locus of ControlPurpose:To help students understand how locus of control relates to entrepreneurial initiative.By predicting and then testing assumptions about the internal locus of control of a small businessowner, students will gain a deeper appreciation for the way this attitude toward change can affectan entrepreneur’s outlook and accomplishments.Procedure:Ask each student to select a small business owner they know (such as the owner of asmall store, restaurant, repair service, or other business). Based on what they know of thatentrepreneur, have students complete the locus of control questionnaire (in the assessment sectionof Chapter 1) before they meet with him or her.Next, students should arrange to meet with the entrepreneur they have chosen and ask whether hisor her business success has come about largely as a result of his/her own initiative or as a result ofoutside forces (such as being in the right place at the right time). Have students record theentrepreneur’s response. Then students should ask the owners to complete the locus of controlquestionnaire (or respond as the students pose each question). Before leaving the owner’s officeor place of business, students should look around and consider what the furnishings and personalitems say about the occupant.

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1-21In preparation for class discussion, ask students to score both the predicted and the actual answersand compare the results. For which questions did students correctly predict the entrepreneur’sanswers? How did these predictions compare with the message conveyed by the furnishings andmementos in the owner’s office? Now have students compare the predicted and actual resultswith the scores for corporate business executives shown in Appendix 1. What differences dostudents observe? Students should also compare the actual answers with the entrepreneur’sstatement about the source of his or her business success.Duringtheclassdiscussion,havestudentsconsidertheentrepreneurs’self-awarenessbydetermining how many of the entrepreneurs’ statements match the results of their responses to thequestionnaire and match the message conveyed by their office. Also ask them to collect the scoresand calculate the average of all the entrepreneurs interviewed by the class. How does this averagecomparewiththescoresforcorporatebusinessexecutivesandwithotherscores?Whatconclusions about locus of control and entrepreneurial activity do students draw from thisexercise?Self-Introduction Role PlayPurpose:To help students practice conveying their strengths and achievements so they will bemore comfortable in job application situations. This is an opportunity for students to play the roleof interviewer as well as the role of applicant so they can develop a deeper understanding of theinfluence of self-awareness on both roles.Procedure:Ask students to pair up (ideally, with someone who is not a close friend), with onestudent assuming the role of a job applicant and the other assuming the role of a managerinterviewing to fill an open position. Each pair should role-play the initial meeting between theapplicant and the interviewer, in which the interviewer asks the applicant to take no more thantwo minutes to “tell me about yourself.” As the applicant speaks—without notes—the interviewershould take notes about what the self-introduction covers. After two minutes, the interviewerreads over the notes and offers feedback about what strengths, accomplishments, and values wereconveyed by the applicant’s self-introduction. Did the interviewer get a favorable or unfavorableimpression of the applicant? Now ask the students to switch roles, with the interviewer becomingthe job applicant. After both role plays, students can discuss the results in their pairs and thenprepareaone-pagesummaryofwhattheyhavelearnedaboutself-awarenessandself-introductions in employment situations.Cultural ValuesPurpose:To help students identify the influence of cultural values dimensions in managementsituations. By analyzing publicly-reported statements and actions, students will see the effect ofkey value dimensions on executive behavior and company performance.Procedure:Ask students to gather two in-depth news articles, one about a senior executive froma company based in the United States and one about a senior executive of a firm based in anothercountry, such as Japan. Have them scan the stories for information and quotes related tooneofthe following:Each executive’s comparison of the company’s past with its futureEach executive’s comments on the value of individual vs. team contributions

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1-22Each executive’s behavior regarding displaying emotionsEach executive’s behavior regarding segregation or integration of life rolesNow ask students to prepare an oral or written report contrasting the U.S. and non-U.S.executive’s attitudes and behavior on the value dimension they have selected. What are thesimilarities and differences between the two executives? Based on the discussion of culturalvalues in Chapter 1, how well do these executives exemplify their countries’ dominance on theselected value dimension? According to the news reports, how is each company performing?Hold a class discussion to discuss the influence of each leader’s cultural values on his or her ownmanagement behavior and on company performance.SKILL APPLICATIONSuggested ActivitiesThese exercises provide opportunities for students to extend the learning experience outside theclassroom. Assignment1.19is especially important. In fact, much of the rest of the textbookassumes that your students will keep a journal. Not only does a journal provide a goodmechanism for evaluating and grading students’ work, but it also frequently proves invaluable tostudents as they progress through this course.A journal is not a diary. It need not be written in every day, or even every week. Instead, it is aplace where students can record insights and experiences that contribute to their skill competency.We usually require students to record at least one skill application exercise in the journal, andthen we evaluate the report as part of the grading process for the course. We expect students tomake entries regularly, not just at the end of a chapter or (at worst) at the end of the course.Therefore, we ask to see the journal periodically throughout the course to monitor progress andlearning. You may find good feedback to help improve the class or your teaching methods. Agood reference for the value of keeping a journal as an aid to self-awareness and insight is IraProgoff’s,At a Workshop(Dialogue House, 1975).Assignments1.20-1.22provide alternative opportunities for students to further explore the coreaspects of self-awareness discussed in the chapter. Assignments1.23 and 1.24encourage studentsto teach what they have learned to someone else. Teaching others is a reliable method forincreasing students’ understanding of the material.Application Plan and EvaluationOne of the best ways to generate application exercises that help students transfer their skilllearning to a real-life setting is to have them create their own assignments. This applicationexercise is designed to help students identify the specific skills associated with the chapter thatthey want to improve.Students shouldidentify specific behaviors, a specific time frame, andspecific reporting mechanisms that can help them actually implement a change in their skillbehaviors outside the classroom environment.

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1-23Step 1asks students to identify the specific skill(s) that they want to improve. Writing this downhelps clarify itin ways thatwouldnotoccurotherwise.Ask themto write the skill(s)behaviorally, using the behavioral guidelines as a model—as well as a source of ideas.Step 2asks students to identify the circumstances in which the improvement efforts will occur.This focuses their attention on a particular problem or issue, a particular work situation, or aspecific set of individuals. Students should indicate when they will begin this application activity;otherwise it is easy for them to procrastinate.Step 3asks the student to identify specific behaviors in which they will engage to improve theirskill performance. Completing this step will take some analysis and time; it should not be donehurriedly or perfunctorily. This step essentially operationalizes the improvement activity intoobservable actions.Step 4asks the student to identify specific outcomes that will signal success. This is not easy forskills without a quantifiable outcome, but that is why this step is so important. Identifying theways,they know they have improved helps students see more clearly what improvement requires.Appropriate outcomes might include increased satisfaction with a relationship or improvedunderstanding, but do not let students use changes in another person’s behavior serve as thecriteria for success. Instead, they should focus on outcomes that they can control.Steps 5 through 7ask students to analyze, evaluate, and record their improvement in a journal.These steps not only foster learning and self-understanding, they can also lead to continuedimprovement as students discover new ways to enhance their performance.We usually have students hand in at least some of these skill application analyses as part of theirgrade for the course. By doing so, you reinforce immediate application and also get a chance forgiving students written feedback and encouragement.FOR FURTHER READING•Buckingham, Marcus & Clifton, Donald O. (2001)Now, Find Your Strengths.This book argues that most people devote too much focus on their weaknesseswhile neglecting their strengths.The book develops a program for identifying andenhancing one’s strengths, including the introduction of an online instrument calledthe StrengthsFinder Profile. Access to this instrument is provided by a codepackaged with a purchased book.•Drucker, Peter. (1999) Managing oneself.Harvard Business Review, March–April, pp.65–74.In this article, Drucker distills a lifetime of accumulated wisdom about howeffective managers can know and manage themselves. It explicitly poses manyquestions that relate to those in this chapter–including how one performs, howthey learn and communicate, what one’s contribution (in life) should be, and howone takes responsibility for relationships. The article describes a method forobtaining feedback about oneself that may be particularly useful.•Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual differences and self-awarenessinthecontextofmulti-sourcefeedback.JournalofOccupationalandOrganizational Behavior, 73, 303–319.

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1-24•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 keyprerequisite for successful organizational leaders. He argues that managers must (1)admit to themselves those areas in which they need to develop proficiency andacquire knowledge, (2) gauge the effectiveness of their characteristic modes ofresponding to typically encountered organizational situations, and (3) be willing tosolicit and use honest feedback from their subordinates.

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