Write a 1,050- to 1,400-word paper, using the results of the Assessment, in which you discuss the following:

Write a 1,050- to 1,400-word paper, using the results of the Assessment, in which you discuss the following:

• The growth opportunities as revealed by your results
• The ways in which self-awareness influences management performance
• How your results relate to strategies for overcoming personal blocks
• How self-awareness leads to overcoming conceptual blocks
• Which of the steps in the problem-solving process would be the most challenging for you and why
• How this might this affect your problem-solving skills
Provide an example from your personal experience of when one or more of these areas affected your work.
Explain why development in these areas is necessary for successful management.
Cite at least two different references.
Format your paper consistent with APA guidelines.

DIAGNOSTIC SURVEYS FOR
SCALE SELF-AWARENESS
SELF-AWARENESS ASSESSMENT
Step 1: Before you read the material in this chapter, please respond to the following
statements by writing a number from the rating scale below in the left-hand column (Preassessment).
Your answers should reflect your attitudes and behavior as they are now, not
as you would like them to be. Be honest. This instrument is designed to help you discover
how self-aware you are so you can tailor your learning to your specific needs. When you
have completed the survey, use the scoring key at the end of the chapter to identify the
skill areas discussed in this chapter that are most important for you to master.
Step 2: After you have completed the reading and the exercises in this chapter and, ideally,
as many of the Skill Application assignments at the end of this chapter as you can,
cover up your first set of answers. Then respond to the same statements again, this time
in the right-hand column (Post-assessment). When you have completed the survey, use
the scoring key at the end of the chapter to measure your progress. If your score remains
low in specific skill areas, use the behavioral guidelines at the end of the Skill Learning
section to guide further practice.
Rating Scale
1 Strongly disagree
2 Disagree
3 Slightly disagree
4 Slightly agree
5 Agree
6 Strongly agree
Assessment
Pre- Post-
______ ______ 1. I seek information about my strengths and weaknesses from others as a basis for selfimprovement.
______ ______ 2. When I receive negative feedback about myself from others, I do not get angry or
defensive.
______ ______ 3. In order to improve, I am willing to be self-disclosing to others (that is, to share my
beliefs and feelings).
______ ______ 4. I am aware of my personal cognitive style and how I process information.
______ ______ 5. I have a good grasp of what it means to be emotionally mature, and I demonstrate
that capability.
______ ______ 6. I have a good sense of how I cope with situations that are ambiguous and uncertain.
______ ______ 7. I have a well-developed set of personal standards and principles that guide my
behavior.
______ ______ 8. I feel in charge of what happens to me, good and bad.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
DEVELOPING SELF-AWARENESS CHAPTER 1 47
______ ______ 9. I seldom, if ever, feel angry, depressed, or anxious without knowing why.
______ ______ 10. I am conscious of the areas in which conflict and friction most frequently arise in my
interactions with others.
______ ______ 11. I have a close personal relationship with at least one other person with whom I can
share personal information and personal feelings.
EMOTIONAL INTELLIGENCE ASSESSMENT
Please reply to each item below by selecting the one alternative that is most likely to be
your response. Think about the way you usually respond to these kinds of situations, not
the way you would like to respond or the way you think you should respond. No correct
answers exist for any of the items, and your scores will be most useful if you provide an
accurate assessment of your typical behavior. Mark only one answer per item.
1. When I get really upset, I . . .
a. Analyze why I am so disturbed.
b. Blow up and let off steam.
c. Hide it and remain calm.
2. In a situation in which a colleague takes credit in public for my work and my ideas,
I would probably . . .
a. Let it slide and do nothing in order to avoid a confrontation.
b. Later—in private—indicate that I would appreciate being given credit
for my work and ideas.
c. Thank the person in public for referencing my work and ideas and then
elaborate on my contributions.
3. When I approach another person and try to strike up a conversation but the other
person doesn’t respond, I . . .
a. Try to cheer up the person by sharing a funny story.
b. Ask the person if he or she wants to talk about what’s on his or her mind.
c. Leave the person alone and find someone else to talk to.
4. When I enter a social group I usually . . .
a. Remain quiet and wait for people to talk to me.
b. Try to find something complimentary I can tell someone.
c. Find ways to be the life of the party or the source of energy and fun.
5. On important issues I usually . . .
a. Make up my own mind and ignore others’ opinions.
b. Weigh both sides, and discuss it with others before making a decision.
c. Listen to my friends or colleagues and make the same decision they do.
6. When someone that I do not particularly like becomes romantically attracted to me,
I usually . . .
a. Tell that person directly that I am not interested.
b. Respond by being friendly but cool or aloof.
c. Ignore the person and try to avoid him or her.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
48 CHAPTER 1 DEVELOPING SELF-AWARENESS
7. When I am in the company of two people who have diametrically opposing points
of view about an issue (for example, politics, abortion, war) and are arguing about
it, I . . .
a. Find something upon which they can both agree and emphasize it.
b. Encourage the verbal battle.
c. Suggest that they stop arguing and calm down.
8. When I am playing a sport and the game comes down to my last-second performance,
I . . .
a. Get very nervous and hope that I don’t choke.
b. See this as an opportunity to shine.
c. Stay focused and give it my best effort.
9. In a situation in which I have an important obligation and need to leave work early,
but my colleagues ask me to stay to meet a deadline, I would probably . . .
a. Cancel my obligation and stay to complete the deadline.
b. Exaggerate a bit by telling my colleagues that I have an emergency that
I can’t miss.
c. Require some kind of compensation for missing the obligation.
10. In a situation in which another person becomes very angry and begins yelling at
me, I . . .
a. Get angry in return. I don’t take that from anyone.
b. Walk away. It doesn’t do any good to argue.
c. Listen first, and then try to discuss the issue.
11. When I encounter someone who has just experienced a major loss or tragedy, I . . .
a. Really don’t know what to do or say.
b. Tell the person I feel very sorry and try to provide support.
c. Share a time when I experienced a similar loss or tragedy.
12. When someone makes a racist joke or tells a crude story about a member of the
opposite sex in mixed company, I usually . . .
a. Point out that this is inappropriate and not acceptable, and then change
the subject.
b. Ignore it so I don’t cause a scene.
c. Get really upset and tell the person just what I think of what he or she
said.
THE DEFINING ISSUES TEST
This instrument assesses your opinions about controversial social issues. Different people
make decisions about these issues in different ways. You should answer the questions for
yourself without discussing them with others. You are presented with three stories.
Following each story are 12 statements or questions. Your task after reading the story is to
rate each statement in terms of its importance in making a decision. After rating each
statement, select the four most important statements and rank them from one to four in
the spaces provided. Each statement should be ranked in terms of its relative importance
in making a decision.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
DEVELOPING SELF-AWARENESS CHAPTER 1 49
Some statements will raise important issues, but you should ask yourself whether the
decision should rest on that issue. Some statements sound high and lofty but are largely
gibberish. If you cannot make sense of a statement, or if you don’t understand its meaning,
mark it 5—“Of no importance.”
For information about interpreting and scoring the Defining Issues Test, refer to the
scoring key at the end of the chapter. Use the following rating scale for your response.
Rating Scale
1 Of great importance This statement or question makes a crucial difference in making
a decision about the problem.
2 Of much importance This statement or question is something that would be a major
factor (though not always a crucial one) in making a decision.
3 Of some importance This statement or question involves something you care about,
but it is not of great importance in reaching a decision.
4 Of little importance This statement or question is not very important to consider in
this case.
5 Of no importance This statement or question is completely unimportant in making
a decision. You would waste your time thinking about it.
The Escaped Prisoner
A man had been sentenced to prison for 10 years. After one year, however, he escaped
from prison, moved to a new area of the country, and took on the name of Thompson. For
eight years he worked hard, and gradually he saved enough money to buy his own business.
He was fair to his customers, gave his employees top wages, and gave most of his
own profits to charity. Then one day, Ms. Jones, an old neighbor, recognized him as the
man who had escaped from prison eight years before and for whom the police had been
looking.
Should Ms. Jones report Mr. Thompson to the police and have him sent back to
prison? Write a number from the rating scale on the previous page in the blank beside
each statement.
_______ Should report him
_______ Can’t decide
_______ Should not report him
Importance
______ 1. Hasn’t Mr. Thompson been good enough for such a long time to prove he isn’t a bad
person?
______ 2. Every time someone escapes punishment for a crime, doesn’t that just encourage
more crime?
______ 3. Wouldn’t we be better off without prisons and the oppression of our legal system?
______ 4. Has Mr. Thompson really paid his debt to society?
______ 5. Would society be failing what Mr. Thompson should fairly expect?
______ 6. What benefit would prison be apart from society, especially for a charitable man?
______ 7. How could anyone be so cruel and heartless as to send Mr. Thompson to prison?
______ 8. Would it be fair to prisoners who have to serve out their full sentences if
Mr. Thompson is let off?
______ 9. Was Ms. Jones a good friend of Mr. Thompson?
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
50 CHAPTER 1 DEVELOPING SELF-AWARENESS
______ 10. Wouldn’t it be a citizen’s duty to report an escaped criminal, regardless of the
circumstances?
______ 11. How would the will of the people and the public good best be served?
______ 12. Would going to prison do any good for Mr. Thompson or protect anybody?
From the list of questions above, select the four most important:
_______ Most important
_______ Second most important
_______ Third most important
_______ Fourth most important
The Doctor’s Dilemma
A woman was dying of incurable cancer and had only about six months to live. She was
in terrible pain, but was so weak that a large dose of a pain killer such as morphine would
probably kill her. She was delirious with pain, and in her calm periods, she would ask her
doctor to give her enough morphine to kill her. She said she couldn’t stand the pain and
that she was going to die in a few months anyway.
What should the doctor do? (Check one.)
_______ He should give the woman an overdose that will make her die
_______ Can’t decide
_______ Should not give the overdose
Importance
______ 1. Is the woman’s family in favor of giving her the overdose?
______ 2. Is the doctor obligated by the same laws as everybody else?
______ 3. Would people be better off without society regimenting their lives and even their
deaths?
______ 4. Should the doctor make the woman’s death from a drug overdose appear to be an
accident?
______ 5. Does the state have the right to force continued existence on those who don’t want
to live?
______ 6. What is the value of death prior to society’s perspective on personal values?
______ 7. Should the doctor have sympathy for the woman’s suffering, or should he care more
about what society might think?
______ 8. Is helping to end another’s life ever a responsible act of cooperation?
______ 9. Can only God decide when a person’s life should end?
______ 10. What values has the doctor set for himself in his own personal code of behavior?
______ 11. Can society afford to let anybody end his or her life whenever he or she desires?
______ 12. Can society allow suicide or mercy killing and still protect the lives of individuals
who want to live?
From the list of questions above, select the four most important:
_______ Most important
_______ Second most important
_______ Third most important
_______ Fourth most important
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
DEVELOPING SELF-AWARENESS CHAPTER 1 51
The Newspaper
Rami, a senior in high school, wanted to publish a mimeographed newspaper for students
so that he could express his opinions. He wanted to speak out against military build-up
and some of the school’s rules, such as the rule forbidding boys to wear long hair.
When Rami started his newspaper, he asked his principal for permission. The principal
said it would be all right if before every publication Rami would turn in all his articles
for the principal’s approval. Rami agreed and turned in several articles for approval. The
principal approved all of them and he published two issues of the paper in the next two
weeks.
But, the principal had not expected that Rami’s newspaper would receive so much
attention. Students were so excited by the paper that they began to organize protests
against the government, hair regulation, and other school rules. Angry parents objected to
Rami’s opinions. They phoned the principal telling him that the newspaper was unpatriotic
and should not be published. As a result of the rising excitement, the principal wondered
if he should order Rami to stop publishing on the grounds that the controversial
newspaper articles were disrupting the operation of the school.
What should the principal do? (Check one.)
_______ Should stop it
_______ Can’t decide
_______ Should not stop it
Importance
______ 1. Is the principal more responsible to the students or to the parents?
______ 2. Did the principal give his word that the newspaper could be published for a long
time, or did he just promise to approve the newspaper one issue at a time?
______ 3. Would the students start protesting even more if the principal stopped the newspaper?
______ 4. When the welfare of the school is threatened, does the principal have the right to
give orders to students?
______ 5. Does the principal have the freedom of speech to say no in this case?
______ 6. If the principal stopped the newspaper, would he be preventing full discussion of
important problems?
______ 7. Would the principal’s stop order make Rami lose faith in him?
______ 8. Is Rami really loyal to his school and patriotic to his country?
______ 9. What effect would stopping the paper have on the students’ education in critical
thinking and judgment?
______ 10. Is Rami in any way violating the rights of others in publishing his own opinions?
______ 11. Should the principal be influenced by some angry parents when it is the principal
who knows best what is going on in the school?
______ 12. Is Rami using the newspaper to stir up hatred and discontent?
From the list of questions above, select the four most important:
_______ Most important
_______ Second most important
_______ Third most important
_______ Fourth most important
SOURCE: Adapted from Rest, 1979.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
52 CHAPTER 1 DEVELOPING SELF-AWARENESS
COGNITIVE STYLE INDICATOR
This instrument assesses the way you gather and evaluate information and make decisions.
There are no right or wrong answers, and the accuracy of your results will depend
on the extent to which you honestly answer each question. Please use the following scale
in responding to each item:
Rating Scale
1 Totally disagree
2 Disagree
3 Neither agree nor disagree
4 Agree
5 Totally agree
______ 1. Developing a clear plan is very important to me.
______ 2. I like to contribute to innovative solutions.
______ 3. I always want to know what should be done when.
______ 4. I prefer to look at creative solutions.
______ 5. I want to have a full understanding of a problem.
______ 6. I like detailed action plans.
______ 7. I am motivated by ongoing innovation.
______ 8. I like to analyze problems.
______ 9. I prefer a clear structure to do my job.
______ 10. I like a lot of variety in my life.
______ 11. I engage in detailed analyses.
______ 12. I prefer well-planned meetings with a clear agenda.
______ 13. New ideas attract me more than existing solutions.
______ 14. I study each problem until I understand the underlying logic.
______ 15. I make definite appointments and follow-up meticulously.
______ 16. I like to extend the boundaries.
______ 17. A good task is a well-prepared task.
______ 18. I try to avoid routine.
SOURCE: Cognitive Style Indicator, Cools, E. and H. Van den Broeck. (2007) “Development and Validation of
the Cognitive Style Indicator.” Journal of Psychology, 14: 359–387.
LOCUS OF CONTROL SCALE
This questionnaire assesses your opinions about certain issues. Each item consists of a pair
of alternatives marked with a or b. Select the alternative with which you most agree.
If you believe both alternatives to some extent, select the one with which you most
strongly agree. If you do not believe either alternative, mark the one with which you
least strongly disagree. Since this is an assessment of opinions, there are obviously no
right or wrong answers. When you have finished each item, turn to the scoring key at the
end of the chapter for instructions on how to tabulate the results and for comparison data.
This questionnaire is similar, but not identical, to the original locus of control scale
developed by Julian Rotter. The comparison data provided in the scoring key comes from
research using Rotter’s scale instead of this one. However, the two instruments assess
the same concept, are the same length, and their mean scores are similar.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
DEVELOPING SELF-AWARENESS CHAPTER 1 53
1. a. Leaders are born, not made.
b. Leaders are made, not born.
2. a. People often succeed because they are in the right place at the right time.
b. Success is mostly dependent on hard work and ability.
3. a. When things go wrong in my life, it’s generally because I have made mistakes.
b. Misfortunes occur in my life regardless of what I do.
4. a. Whether there is war or not depends on the actions of certain world leaders.
b. It is inevitable that the world will continue to experience wars.
5. a. Good children are mainly products of good parents.
b. Some children turn out bad no matter how their parents behave.
6. a. My future success depends mainly on circumstances I can’t control.
b. I am the master of my fate.
7. a. History judges certain people to have been effective leaders mainly because
circumstances made them visible and successful.
b. Effective leaders are those who have made decisions or taken actions that
resulted in significant contributions.
8. a. Avoiding punishing children guarantees that they will grow up irresponsible.
b. Spanking children is never appropriate.
9. a. I often feel that I have little influence over the direction my life is taking.
b. It is unreasonable to believe that fate or luck plays a crucial part in how my life
turns out.
10. a. Some customers will never be satisfied no matter what you do.
b. You can satisfy customers by giving them what they want when they want it.
11. a. Anyone can get good grades in school by working hard enough.
b. Some people are never going to excel in school no matter how hard they try.
12. a. Good marriages result when both partners continually work on the
relationship.
b. Some marriages are going to fail because the partners are just incompatible.
13. a. I am confident that I can improve my basic management skills through learning
and practice.
b. It is a waste of time to try to improve management skills in a classroom.
14. a. More management skills courses should be taught in business schools.
b. Less emphasis should be put on skills in business schools.
15. a. When I think back on the good things that happened to me, I believe they happened
mainly because of something I did.
b. The bad things that have happened in my life have mainly resulted from
circumstances outside my control.
16. a. Many exams I took in school were unconnected to the material I had studied, so
studying hard didn’t help at all.
b. When I prepared well for exams in school, I generally did quite well.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
54 CHAPTER 1 DEVELOPING SELF-AWARENESS
17. a. I am sometimes influenced by what my astrological chart says.
b. No matter how the stars are lined up, I can determine my own destiny.
18. a. Government is so big and bureaucratic that it is very difficult for any one person
to have any impact on what happens.
b. Single individuals can have a real influence on politics if they will speak up and
let their wishes be known.
19. a. People seek responsibility in work.
b. People try to get away with doing as little as they can.
20. a. The most popular people seem to have a special, inherent charisma that attracts
people to them.
b. People become popular because of how they behave.
21. a. Things over which I have little control just seem to occur in my life.
b. Most of the time I feel responsible for the outcomes I produce.
22. a. Managers who improve their personal competence will succeed more than those
who do not improve.
b. Management success has very little to do with the competence possessed by the
individual manager.
23. a. Teams that win championships in most sports are usually the teams that, in the
end, have the most luck.
b. More often than not, teams that win championships are those with the most
talented players and the best preparation.
24. a. Teamwork in business is a prerequisite to success.
b. Individual effort is the best hope for success.
25. a. Some workers are just lazy and can’t be motivated to work hard no matter what
you do.
b. If you are a skillful manager, you can motivate almost any worker to put forth
more effort.
26. a. In the long run, people can improve this country’s economic strength through
responsible action.
b. The economic health of this country is largely beyond the control of
individuals.
27. a. I am persuasive when I know I’m right.
b. I can persuade most people even when I’m not sure I’m right.
28. a. I tend to plan ahead and generate steps to accomplish the goals that I have set.
b. I seldom plan ahead because things generally turn out OK anyway.
29. a. Some things are just meant to be.
b. We can change anything in our lives by hard work, persistence, and ability.
TOLERANCE OF AMBIGUITY SCALE
Please respond to the following statements by indicating the extent to which you agree or
disagree with them. Fill in the blanks with the number from the rating scale that best represents
your evaluation of the item. The scoring key is at the end of the chapter.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
DEVELOPING SELF-AWARENESS CHAPTER 1 55
Rating Scale
1 Strongly disagree
2 Moderately disagree
3 Slightly disagree
4 Neither agree nor disagree
5 Slightly agree
6 Moderately agree
7 Strongly agree
______ 1. An expert who doesn’t come up with a definite answer probably doesn’t know too
much.
______ 2. I would like to live in a foreign country for a while.
______ 3. There is really no such thing as a problem that can’t be solved.
______ 4. People who fit their lives to a schedule probably miss most of the joy of living.
______ 5. A good job is one where what is to be done and how it is to be done are always
clear.
______ 6. It is more fun to tackle a complicated problem than to solve a simple one.
______ 7. In the long run it is possible to get more done by tackling small, simple problems
rather than large and complicated ones.
______ 8. Often the most interesting and stimulating people are those who don’t mind being
different and original.
______ 9. What we are used to is always preferable to what is unfamiliar.
______ 10. People who insist upon a yes or no answer just don’t know how complicated things
really are.
______ 11. A person who leads an even, regular life in which few surprises or unexpected happenings
arise really has a lot to be grateful for.
______ 12. Many of our most important decisions are based upon insufficient information.
______ 13. I like parties where I know most of the people more than ones where all or most of
the people are complete strangers.
______ 14. Teachers or supervisors who hand out vague assignments give one a chance to show
initiative and originality.
______ 15. The sooner we all acquire similar values and ideals the better.
______ 16. A good teacher is one who makes you wonder about your way of looking at things.
SOURCE: Tolerance of Ambiguity Scale, S. Budner (1962), “Intolerance of Ambiguity as a Personality Variable,”
from Journal of Personality, 30: 29–50. Reprinted with the permission of Blackwell Publishing, Ltd.
ISBN 1-323-05694-7
Developing Management Skills, Eighth Edition, by David A. Whetten and Kim S. Cameron. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
56 CHAPTER

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