Developing management skills 9th edition whetten test bank

Developing Management Skills 9th Edition Whetten Test Bank Full clear download( no error formatting) at: https://testbanklive.com/download/developing-management-skills-9th-editionwhetten-test-bank/ Developing Management Skills 9th Edition Whetten Solutions Manual Full clear download( no error formatting) at: https://testbanklive.com/download/developing-management-skills-9th-editionwhetten-solutions-manual/ Developi n g Man agem ent S kil ls, 9 e (Whetten /Cameron ) Chap ter 1 Dev elop in g S elf -Aw aren ess 1) Self-aw aren ess i s at t he foundati on of pe rsonal li fe mana gement ski ll s. Answer: TRUE E xp lan ation : Though se lf -awa reness i s not it self sufficient for good li f e ma na gement, othe r mana gement ski ll s (such as self -control, t im e-m an agement, st ress m it igation) buil d upon st rong self-aw aren ess ski ll s.

Difficult y: 1 Topic: Ke y Dimensions of S elf -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king 2) Empi rical eviden ce in dicates that people who a re more sel f -aw ar e ar e he alt hier, perfo rm bett er in l eadership roles, and a re more produ cti ve at wo rk.

Answer: TRUE E xp lan ation : Thi s is true bec ause we cannot i mp rove ourselves o r dev elop new cap abil it ies unless and unti l we know what l evel of c apabil it y we cur rentl y possess.

Difficult y: 1 Topic: Ke y Dimensions of S elf -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king 3) The con cept of sensit i ve li ne ref ers to the point at which indivi duals wel come informati on about t hemselves from t h eir co -wo rkers.

Answer: F A LS E E xp lan ation : The conce pt of sensit ive line refe rs to t he point at which peo ple become d efensive or protecti ve of in formati on about t hemselves.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l : C oncept

AAC S B: R eflecti ve Thin king 4) Marvin consi stentl y fi nds fault with Ali cia's co mpetence as a mana ger. Bec ause Aliciahas beentoldsheisdoingagoodjobs he therefo re r es ponds i n a threaten ed, ri gidway.Thus,her mostlikelyresponsewil l be to defend h erself in l i ght of Ma rvin 's ac cusati o ns.

Answer: TRUE E xp lan ation : The threat -rigidi t y respons e occu rs when people encounter i nformation t hat i s a threat t o their self- conc e pt. The y p rotect t hemselv e s and becom e risk ave rs e. W hen people respond t his wa y, the y te nd to den y the v ali dit y of the contradictor y info rm ati on or contradict the source.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l : Appli cati on

AAC S B: R efl ecti ve Thin king; Appli cati on of Kno wledge 5) Self-aw aren ess can b e mana ged b y ex ercisi n g mi nim al control over wh en and what ki nd of information one re ceives about oneself and b y not invol ving others in t he p ursuit of self - understandin g.

Answer: F A LS E Exp lan ation : S elf-awar eness i s best achiev ed thr ough self -disclosure, whi ch all ows one to receiv e fe edba ck and add it ional information from ot hers. A quote from the tex t st ates that "Our self-re flecti on in a mirro r does not tell us what we are li ke, onl y our r efle cti on in ot her people. " Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l : Appli cati on AAC S B: R eflecti ve Thin king 6) Si mone wil l be viewe d as an ef fecti ve m ana ge r if she uses her abil it y to reco gniz e, appr eciate, and act on ke y fundamen tal differen ces among h er empl o ye es.

Answer: TRUE E xp lan ation : These att ributes (reco gniz ing, appr eciatin g, and a cti ng on fu ndamental emplo yee differen ces) ar e known generall y as m ana gin g div ersit y. E ffe cti vel y m ana ging diversit y a ll ows S im one to better uti li z e the differ enc es (pe rspecti ves, st ren gths, and skil ls s he finds in her empl o ye es.

Difficult y: 1 Le arnin g Obje cti ve 1.1 Topic: Appli cati on and Appreciatin g Indivi dual Differ ences S kil l : C oncept AAC S B: Diverse and M ult icultural W ork 7) Promoti ng sim il arit y a mong people in a work s ett ing redu ces cre ati vit y and compl ex problem solvi ng.

Answer: TRUE E xp lan ation : Though si mi larit y is comfortable a nd differen ces are som eti mes int erpreted as fright ening o r thre ateni n g, r esea rch on or ganiz ati onal fail ure h as rep eatedl y demons tr ated that a lack of diversit y makes it difficult t o reco gniz e ch anges in t he environment and respond creati vel y and approp riat el y.

Difficult y: 1 Le arnin g Obje cti ve 1.1 Topic: Appli cati on and Appreciatin g Indivi dual Differ ences S kil l : C oncept AAC S B: Diverse and M ult icultural W ork

8) Emot ional int ell igence has been identified as a moderatel y unim portant f actor in ac counti ng for succ ess i n leade rs and mana gers.

Answer: F A LS E E xp la n ation : Em oti onal int ell igence h as be en ide nti fied as one of the most im portant factors in mana gerial and lead ershi p success.

Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 9) R esult s of rese arch st u dies indi cate that co gnit i ve int ell igen ce is t wice a s im portant i n contribut ing to ex cell enc e as emot ional int ell igen ce.

Answer: F A LS E E xp lan ation : R esult s of resea rch indi cat e that em oti onal i ntelli gence is t wi ce as im portant i n contribut ing to ex cell enc e (not the other w a y arou nd).

Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 10) Emot ional int ell igenc e ref ers to the nonco gnit i ve cap abil it ies and ski lls including social skil ls that affect hum an functi oning.

Answer: F A LS E E xp lan ation : Em oti onal competenc e re fers to the noncognit ive capabil it ie s and ski ll s including social ski ll s that aff ect hum an fun cti oning. Emot ional int ell ige nce, a ccordin g to t he definiti on adopted b y th e authors, ref ers to the abil it y to di a gnose, unde rsta nd, and mana ge emot ional cues.

Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 11) Emot ional int el li genc e can b e develop ed and i mproved. Answer: TRUE E xp lan ation : Unli ke IQ , which remains r elativel y const ant ov er a li f eti me, emot ional int ell igence can b e enhan ced with pra cti ce and con certed effo rt.

Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 12) Acco rding to rese arc h cit ed b y th e tex tbook authors, the gener al comp etenc y of emot ional int ell igence o f indivi duals has increas ed ove r tim e.

Answer: F A LS E

Ex planati on: Goleman, 1988, found that gener al competenc y lev els of em oti onal i ntelli gence have dete riorated ov er ti me. On the other hand, IQ scores h ave risen b y al most 25 point s over the

last 100 ye ars. Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 13) Specific vs. di ffus e r efers to the cult ural di me nsion that eit her gener al societal rules or relations hips wi th ot hers gove rn people 's b ehavior .

Answer: F A LS E E xp lan ation : S pecific vs. di ffuse re fers to cult ur es that se gre gate life rol e s to m aint ain privac y and personal autonom y c ompared to cultures that i ntegr ate and m er ge thei r roles.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: C ult ural Values S kil l : C oncept AAC S B: Et hical Und erst anding and R easoni ng 14) Mana ge rs of S panish or Hispanic ori gin pl ac e a high d e gre e of emph asis on personal accompl ishm ents and a c hievements.

Answer: F A LS E E xp lan ation : Manage rs of Spanish origin pl ac e a high de gr ee o f emphasis on indi vidual relation ships , team contri buti ons, and showing em oti ons.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: C ult ural Values S kil l : C oncept AAC S B: Diverse and M ult icultural W ork

15) The value dimension about how people man a ge ti me relates to t he emp hasis people plac e on the past, present, or futur e.

Answer: TRUE E xp lan ation : S ome people value past and tr adit ion m ore than future possi bil it ies.

Othersplace morevalueonthefuturethan the past. Anot her v a riati on is in t he ti me periodsattributedtoour pastandfuture (short -ti me horiz ons versus long-ti me horiz ons).

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : C oncept AAC S B: R eflecti ve Thin king 16) Terminal values p res cribe desir able standa rds of conduct or methods fo r att aini ng an end. Answer: F A LS E E xp lan ation : Instrumen tal values presc ribe desir able stand ards of conduct or methods for att aini ng an end. Te rminal values pres cribe d esir able ends or goal s for the indi vidual.

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : C oncept AAC S B: Et hical Underst anding and R easoni n g 17) If you a re ch eati n g o n thi s test, you are viol ati ng an inst rument al value. Answer: TRUE E xp lan ation : C heati ng on a test is a means t o an end and has to d o with your standards of conduct or methods , whi ch is an inst rumental val ue.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : Appli cati on AAC S B: Et hical Underst anding and R easoni n g 18) If you jud ge ri ght an d wron g on the basis of a set of core v alues dev elo ped from person al ex perience, you a re at t he principl ed level o f maturit y.

Answer: TRUE E xp lan ation : P rincipl ed maturit y is t he level i n w hich moral values r eside in a comm it ment to freel y sel ected stand ards, rights, a nd duti es. At t he highest s ta ge o f maturit y, thi s set of values is comprehensive, consi ste nt, and universal.

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l : C oncept AAC S B: Et hical Underst anding and R easoni n g 19) Assum e you ar e a ma le during the l ate 1960s. If you joi ned the p rotests against the Vietnam W ar becaus e you didn't want t o go ( you had coll e ge to fini sh), you r level o f maturit y w as self - center ed.

Answer: TRUE E xp lan ation : At t he principl ed level, you ma y jo in t he protests out of a se nse that the war was inherentl y wron g. At the conformi t y l evel, you ma y joi n the protests out of a sense of dut y to societ y and sol diers. He r e, you r re ason for p rotest ing is t o fulfil l your o wn im mediate interests , which is s elf-c ent ered o r preconventi onal.

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l : C oncept AAC S B: Et hical Underst anding and R easoni n g

20) Most ethi cal t rade -of fs are conflicts betwe en t wo desirable ends: econo mi c performan ce versus social pe rforman c e.

Answer: TRUE

E xp lan ation : Et hical di lemm as arise be caus e ma nagement de cisi ons are n ot si mpl e cases of choosi ng b etween right a nd wron g. Or ganiz ati ons have duti es and aspir ati ons bot h in t he economi c and soci al ar en as. S ocial respon sibi li t y c annot be an or ganiz ati on's onl y mot ivating influence; without sol id fiscal perfo rmanc e an or ganiz ati on cannot us uall y be success ful. On the other hand, neit he r can p rofit or producti on be the onl y mot ivator.

Mana ger s mus t t herefore make tradeo ffs .

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l : C oncept AAC S B: Et hical Underst anding and R easoni n g 21) The primar y dim ensi ons of co gnit ive st yle inc lude (1) the mann er in w hich you gather information, and (2) the wa y you talk about i nfor mation t o other people.

Answer: F A LS E E xp lan ation : The primar y dim ension s of co gnit ive st yle includ e the mann er in which you gath er informati on and th e manner in which you in terpret and act on i nform ati on. C ognit ive st yle is not relat ed to t he wa y yo u talk to ot hers about i nformation.

Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: C ognit ive St yle S kil l : C oncept AAC S B: R eflecti ve Thin king 22) Som eone who is st rong on the plannin g dim en sion o f cognit ive st yle te nds t o see k a gend as, outl ines, and clear p roces ses.

Answer: TRUE E xp lan ation : The planning dim ension of co gnit i ve st yle entails a focus o n st ructure, plans,and preparation.Consequently,som eon e with a planni ng st yle would pr efe r using a gendas, out li nes, and clea r proc esses.

Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: P lanning S t yle S kil l : C oncept AAC S B: R eflecti ve Thin king

23) Som eone who is st rong on the cre ati ng dim en sion o f cognit ive st yle te nds t o focus on t he credibi li t y of d ata and will e mphasiz e accura c y an d precisi on.

Answer: F A LS E E xp lan ation : P eople with a cre ati ng st yle empha siz e creati vit y and risk -ta king, and ma y b e resis tant to s tructure and preced ent. The y also m ay be p rone to m akin g mi stakes, so an emphasis on accur ac y and pre cisi on is not a chara cterist ic o f cre ati ng st yle.

Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: C reati ng S t yle S kil l : C oncept AAC S B: R eflecti ve Thin king 24) The thre e dim ension s of toleranc e of ambi guit y a re novelt y, inso lubi li ty, and contr ol. Answer: F A LS E E xp lan ation : Tol erance of ambi guit y comprises t hree dim ension s: nov elt y, inso lubility,and complexity.Hightolerance of ambi guit y means t h at one maint ains a levelofcomfortdespite confrontingchan ge that i nvolves an y of these thr e e c har acte risti cs.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l : C oncept AAC S B: R eflecti ve Thin king 25) Bas ed on the Locus o f Control S cale you d eter mi ne you a re an ex ternal. This m eans t hat you have alw a ys b een an ex ternal and wil l alwa ys b e a n ex ternal, becaus e locus of control i s a fix ed trait .

Answer: F A LS E E xp lan ation : Lo cus of c ontrol i s not an inborn trait , but result s from developm ent of a gene ral ex pectanc y about t he do mi nant sou rces of the r ei nforcem en t t he y re ceive. In othe r words, it di d not develop overni ght. A lso, l ocus of control can s hift over tim e, as a fun cti on of li fe ex perienc e, job responsi bil it ies, and conscious att it udes.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Lo cus of C ontrol S kil l : C oncept AAC S B: R eflecti ve Thin king 26) The con cept of pe rso nali t y re fers to the relativ el y endurin g combi nati o n of trait s that produces consi sten cies in t houghts and beh aviors.

Answer: TRUE

E xp lan ation : Thi s combination of trait s is what makes ea ch of us uni que. S ome of our unique trait s are gen eti c, others are le arned, but i t i s our personali t y tr ait s that m anifest di ffer ences to others and inform t hem who we a re.

Difficult y: 1

Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king 27) Core self- evaluation is t he fundamental ev aluation each p erson has de veloped about hi m - or herself.

Answer: TRUE E xp lan ation : S ometimes refe rred to as ov erall se lf -re ga rd, cor e self -evalu ati on is com prised of four components: (1) s elf -esteem, (2 ) self- effic ac y, (3) neuroticism , and (4 ) locus of control. This fundamental ev aluation profoundl y aff ects e ach pe rson's p erc epti ons and be haviors.

Difficult y: 1 Le arnin g Obje cti ve 1.6 Topic: C ore S elf-Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king 28) To become a bett er mana ger, wh at i s one of t he first t hings one shoul d do? A) Improve on e 's comm u nicati on ski ll s B) Seek kno wled ge o f on eself C ) Mana ge on e 's ti me bett er D) Empower on e 's empl o ye e s Answer: B E xp lan ation : A) Inco rre ct. Imp roved comm unic a ti on is one of the later ste ps i n im proving mana gerial ski ll s. A man ager should first se ek self -knowled ge. This s elf -kn owledge is nec essar y because we c annot i mpro ve ourselves or d evelop n ew cap abil it ies unless and until we know what level of cap abil it ies we c urrentl y possess.

B) Corr ect. Thi s self-kno wledge is nec essar y b eca use we c annot i mprove o urselves or dev elop new cap abil it ies unless and until we know what l e vel of cap abil it ies we cur r entl y poss ess.

C ) In corr ect. Improv ed ti me -mana gem ent i s one o f the later steps i n im pro ving mana gerial ski ll s. A mana ger should first s eek self -kno wled ge. This self -knowled ge is necess ar y bec ause w e cannot i mprove ourselv e s or develop new cap abil it ies unl ess and until we know what l evel of capabil it ies we cu rrentl y possess.

D) Inco rre ct. Em plo ye e e mpowerment i s one of th e later steps i n im provin g mana gerial ski ll s. A mana ger should first se e k self -knowled ge. This s elf -knowled ge is necess a r y b ecaus e we cann ot im prove ourselves or d ev elop new c apabil it ies unless and until we know w hat l evel of capabil it ies we cu rrentl y possess.

Difficult y: 1 Topic: Ke y Dimensions of S elf -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king

29) How should m ana ge r s know and ac cept ot hers ? A) B e an eni gma to them selves B) W ork toward s elf -d en ial and unselfishness C ) W ork toward self - awa reness and s elf -a cc eptanc e D) W ork toward self -rev erenc e and refle cti on Answer: C E xp lan ation : A) Inco rre ct. Bein g an eni gma to o neself is not helpful i n a mana gerial si tuation. Mana gers should wo rk toward self -aw aren ess and self -ac ceptan ce. On ce m ana gersareawareof andacceptthemselves,the y are able to unde rstand and ac cept ot hers.

B) In corr ect. S elf -d enial and unselfishness ar e not alwa ys helpful i n mana gerial si tuations. Mana gers should wo rk toward self -aw aren ess and self -ac ceptan ce. On ce m ana gers are awa re of and ac cept t hemselves, th e y are able to unde rstand and ac cept ot hers.

C ) Correct. On ce mana ge rs are awa re of and ac c ep t t hemselves, the y are abl e to understand and acc ept ot hers.

D) Inco rre ct. S elf -rev er e nce ma y a ctuall y be coun terproducti ve, b ecaus e se lf -reve rent peopl e fear discov erin g ne gati ve information about themselves. Mana gers should work toward s elf - awar eness and s elf-a cc ep tance in orde r to know an d acc ept ot hers.

Difficult y: 2 Topic: The Enigm a of S elf -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king 30) How c an the eni gma of self -a war eness be m an aged? A) Avoid information co ntradictor y to one 's self -im age B) Seek in formation fro m ot hers about one 's self C ) Make sure to cross the sensit ive lines of others D) C hall en ge inform ati on inconsist ent wit h one's self -im a ge Answer: B E xp lan ation : A) Inco rre ct. The eni gma of s elf -a waren ess i s that se lf-a wa reness i s a pr erequisi te and a mot ivator of growt h and im provement, but t hat i t m a y also i nhibi t gr owth and im provement. Avoiding contradictor y info rmati on does not im prove self -a waren ess, but rathe r inhi bit s growth and impr ovement bec ause it merel y r einforc es our c urrent v iews of ourself.

B) Corr ect. It i s alm ost i mpos sibl e to i ncrease ski ll in self -awar eness unl es s we int era ct wit h and disclose ourselves to ot hers, bec ause the y s ee att ri butes and behaviors that we ar e unaw are o f.

C ) In corr ect. The s ensit ive line is a conc ept t hat allows us t o help m ana ge a nd facil it ate producti ve self- awa renes s and dis cover y in ot hers. Intentionall y c rossing it is counterproducti ve to good mana gement.

D) Inco rre ct. The eni gma of self -a war eness i s that self -aw aren ess is a pre re quisi te and a mot ivator of gro wth and im provement, but t hat i t m a y also i nhibi t growth a nd im provement. C hall engin g inconsist ent information does not i mprove self - awa reness, but

rather inhi bit s growth and im provement bec aus e it merel y reinfo rces ou r current vi e ws of oursel f.

Difficult y: 2 Topic: The Enigm a of S elf -Aw aren ess S kil l : Appli cati on AAC S B: R eflecti ve Thin king

31) To know one 's self, what i s mos t prescribed? A) Introve rsion B) Do not c ross the sensi ti ve li ne C ) Involv e o thers D) B e highl y s electi ve ab out who to get i nform ati on from Answer: C E xp lan ation : A) Inco rre ct. S elf -ex ami nati on and meditation i s menti oned as one sol uti on. The most often prescribed sol uti on is to i nvolve others in one's own s elf -a war en ess effo rts.

B) In corr ect. Thou gh not crossing th e sensit ive line can im prove th e self - a waren ess of others, it does not have as much o f an eff ect on one 's o wn self -aw aren ess. The most often presc ribed solut ion i s to i nvolve others in one 's own self -aw a reness e fforts.

C ) Correct. Involvi n g others b rings helpful i nsights and the p erspecti ves o f others into the quest for self-dis cover y. The y o ften se e thi ngs mo re cle arl y than w e see the m ourselves.

D) Inco rre ct. C arefull y s electi n g sourc es of infor mation m a y a ctuall y b e c ounterproducti ve to one's s ear ch for s elf -a war eness. The most often pr escribed sol uti on is to i nvolve others in one 's own self-a war eness e ffor ts.

Difficult y: 2 Topic: The S ensit ive Lin e S kil l : C oncept AAC S B: R eflecti ve Thin king 32) Respo nding to a rem ark from a p ee r that a r ep ort looks l ike it was sl apped together at t he l ast minute(youhadspentmostoflastweek workin g on it ), the sensit ive line was crossed.Whatwill themostlikelyresponse be?

A) " I thi nk you are right, thanks for the f eedba ck. " B) "You don 't know wh a t you ar e talkin g about! C all m y boss i f you don 't beli eve me! " C ) "W ell , ma yb e I did or ma yb e I didn 't, what do you care? " D) "C ould you tell m e ho w I mi ght i mprove the re port? " Answer: C E xp lan ation : A) Inco rre ct. T he conc ept of the se nsit ive line states that t he gr eate r the discrepan c y betwe en the feedba ck and you r self - c oncept, t he gre ater the lik eli hood that it will evoke a stron g d efensive response. This respons e does not indi cate that t he sensit ive line has even be en crossed .

B) In corr ect. Thou gh thi s is a possi ble response, you are mor e li kel y to qu e sti on thevalidity sourcethantoappealtoa higher authorit y, who m a y in f act a gre e with thenegativeremark. C)Correct.Thisist ypic a l t hreat -ri gidi t y response att acking th e vali dit y o f the co -wo rker 's opini on which accompa nies a bre ach of the s ensit ive line.

D) Inco rre ct. The con cep t of the sensit ive line states that t he gre ater the dis crepan c y betw een the feedba ck and you r self - c oncept, t he gre ater the lik eli h ood that it will evoke a strong d efe nsive response. This respons e onl y hint s that t he sensit ive line has been crossed.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l : Appli cati on AAC S B: R eflecti ve Thin king; Appli cat ion of Kno wledge

33) Geor ge has r eturned from hi s two -week t rip to India. He beli ev es hi s trip has provided an int rospecti on that increas ed his self -knowled ge. W hen you b e gin t o questi on him about hi s ex periences, he b ecomes defensive and st ates, "I d on't want t o talk about i t with you! " Based on the review o f self- awa ren ess i n the tex t, what would be the most accurat e c onclusi on?

A) Yes, it probabl y h as increas ed his self -knowl e dge. Now he is prote cti ve of that knowled ge. B) No, it prob abl y h as no t i ncrea sed his self -know ledge.

C ) Ma yb e, ma ybe not, de pends upon what rit uals he practi c ed.

D) Yes, be caus e he has b ecome more s elf - asserti v e and aw are o f what h e w ants t o talk about. Answer: B E xp lan ation : A) Inco rre ct. P rotecti ng knowl ed ge and ex periences do e s not indi cate incre ased self-aw aren ess; rathe r, se lf -disclosure is a ke y to i mprovement in s elf -a war eness. Geo r ge 's unwill ingness t o share in sights he gained indic ate s that he has probabl y no t i ncreased his self - knowledge.

B) Corr ect. G eor ge 's unw il li ngne ss t o share insi ghts he gained indicates th at he has probablynot increasedhisself-knowle dge. If he trul y h ad gaine d awar eness, he would be ea ger and will in g to share it .

C ) In corr ect. Geo r ge 's sel f -aw aren ess does not dep end on the rit uals he pr ac ti ced d uring his t rip to India. Self -disclosure i s a ke y to i mprovement i n self -aw aren ess. Geo r ge 's unwil li ngn ess t o share insi ghts he gained i ndicates that he has p rob abl y not i ncr eas ed his self -knowled ge.

D) Inco rre ct. Asserti ven e ss i s not indi cati ve of self -awa reness. In fa ct, self - disclosure is a ke y to im provement in s elf -aw a reness. G eor ge 's unwil li n gness t o sha reinsightshegainedindicatesthat hehas probabl y not i ncr e ased his self -knowl ed ge.

Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l: Anal yti c al AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 34) In the workpl ace, p e ople are most l ik ely to i nteract wit h which co -wo r kers? A) C reati ve co -wo rkers B) Co-wo rkers wit h dive rse social values C ) Co -workers wit h diff e rent self - awar eness t r ait s D) C o -worke rs sim il ar to them Answer: D E xp lan ation : A) Inco rre ct. Thi s ma y b e true of cr eati ve indi viduals, but it is unt rue of those for whom creati vit y is a ch all enge. This i s becaus e pe ople have a t endenc y to e x clude others who seem di ffe rent and are m ost l ikel y to i nte ract wit h co -work ers who a re sim il ar to them.

B) In corr ect. P eople a ctu all y hav e a tend enc y to e x clude others who seem different and ar e most likelytointeractwithco-workerswho are sim il ar t o them. P eople are less li kel y to interactwith co-workerswhohavediverse social v alues.

C ) In corr ect. P eople a ctu all y hav e a tend enc y to e x clude others who seem different and ar e most likelytointeractwithco-workerswho are sim il ar t o them. P eople are less li kel y to interactwith co-workerswhohavediverse self -aw aren ess t rait s .

D) C orre ct. Thi s occurs b ecause we tend to be mo r e comfortabl e around p e ople wit h si mi lar back grounds, ex perien ce s, and opini ons. However , thi s tendenc y redu ces c r eati vit y and compl ex problem -solvi ng abil it y.

Difficult y: 2

Le arnin g Obje cti ve 1.1 Topic: Understandin g an d Appreciatin g Indivi dua l Differen ces S kil l : C oncept AAC S B: Diverse and M ult icultural W ork 35) Geor ge made the following comm ent t o S ar ah , one of his co -wo rkers: "Gene 's recomm endati on to cut c osts b y eli mi nati ng tr avel to t raini ng semi nars just shows he re all y isn 't awar e of how important t raini ng is. Hi s lack o f insight shows that people of his b ack ground aren’t savv y enou gh to fi gur e out t he busi ness wor ld ?

A) Observin g a diffe renc e B) Cre ati ng a dist inction C ) Focusin g on an artific ial social barrie r D) C reati n g a false valu e for a coll e ge de gr ee Answer: B E xp lan ation : A) Inco rre ct. Differ enc es ar e obser vable, and c an help us un derstand potential sources of mis underst and i ng. Dist inctions are thi n gs that w e cr eate to fo rm social barrie rs. This is actuall y an ex ampl e of creati n g a dist inction : a social barrie r based on G ene’s “b ack groun d” . B) Corr ect. A dis ti ncti on is more than just being a ware o f a diff eren ce. It i s creat in g a b arri er between grou ps of peopl e based on ge ner ali z ed (a nd usuall y unw arr anted) assum pti ons. In thi s case, G eor ge cre ates a so cial barri er a round peopl e of Gen e’s “b ack ground .”

C ) In corr ect. The so cial barrier do es not ex ist until Geor ge c re ates it. This i s actuall y an ex ampl e of cre ati ng a dist inction a social barri er a round people of Gen e’s “back ground.”

D) Inco rre ct. Thi s is actuall y an ex ampl e of cre ati ng a dist inction a social barrier around G ene’s “back ground. ” Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: Understandin g an d Appreciatin g Indivi dua l Differen ces S kil l : Appli cati on AAC S B: Diverse and M ult icultural W ork ; Appli cati on of Knowled ge

36) S ome of the ar eas of self -aw aren ess ar e li sted in 1 t hrough 4. W hich of the foll owing a re corre ctl y li sted as are as o f self -a war eness ?

1. personal values 2. creati vit y 3. emot ional int ell igence 4. core self -ev aluation A) All four a reas li sted a re cor rect. B) Onl y a reas 1 and 4 a re corre ct. C ) Onl y a rea 2 is i ncorre ct.

D) None of th e four are a s li sted are cor rect. Answer: C E xp lan ation : A) Inco rre ct. C reati vit y is no t one o f the five co re con cepts o f self -a war eness.

B) In corr ect. In addit ion t o personal values and co re self - evaluation, emoti onal i ntelli genc e is an im portant area o f self - aw areness.

C ) Correct. P erson al values, co gnit ive st yle, emot ional int ell igenc e, orientat ion t owardchange, andcoreself-evaluationare all im portant a reas o f self -aw aren ess. C reativity,however,isnota partofself- awa ren ess.

D) Inco rre ct. P ersonal va l ues, emot ional int ell igen ce, and core s elf -ev aluation are all im portant areas o f self- awa reness.

Difficult y: 1 Le arnin g Obje cti ve 1.1 Topic: Import ant Are as of Self -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king 37) The manne r in whi ch indi viduals gather and pr ocess i nformation i s a pa rt of what? A) P ersonal valu es B) Co gnit ive st yle C ) Adaptabili t y D) C reati vit y Answer: B E xp lan ation : A) Inco rre ct. P ersonal values give r ise to att it udes, orientations, and behaviors. The manner in whi ch indi viduals gathe r and pro ce ss i nformation i s a part o f co gnit ive st yle. B) Corr ect. Thi s informat ion -gath erin g proc ess i s im portant; resea rche rs ha ve found that differen ces in co gnit ive s t yle influen ce our p erc ep ti ons, l earning, probl em sol ving, deci sion making, c reati vit y, and c omm unicati on.

C ) In corr ect. Ada ptabili ty is an el ement of one 's o rientation t oward ch an ge. The manner in whi ch indi viduals gather and pr ocess i nformation i s a pa rt of co gnit ive st yle.

D) Inco rre ct. Level of cr eati vit y is an e l ement of one's core s elf - evaluation . The manner in whi ch indi viduals gather and pr ocess i nformation i s a pa rt of co gnit ive st yle.

Difficult y: 1

Le arnin g Obje cti ve 1.1 Topic: Import ant Are as of Self -Aw aren ess S kil l : C oncept AAC S B: R eflecti ve Thin king

38) W hat m ethod do t he tex tbook authors propose to corre ct t he problem of mul ti ple definiti ons of emot ional int ell igenc e ?

A) Use de finiti ons proposed b y th e ori ginal devel opers of emot ional int ell igen ce theo ries B) Us e definiti ons t hat di sti nguish among p ersonal it y trait s and co gnit ive tr ait s C ) Use definiti ons t hat di sti nguish among emot ional int ell igenc e and emot i onal competenc e D) Use de finiti ons t hat were dev eloped wit hin t he last ye ar Answer: C E xp lan ation : A) Inco rre ct. There are ov er o n e hu ndred emot ional int ell ige nce tests and theories, ea ch with i ts own definiti on. This would not sol ve the problem of mul ti ple definiti ons. The authors ins tead dist inguish amon g emot ional int ell igence and emot ion al competenc e.

B) In corr ect. P erson ali t y t rait s and co gnit ive trait s are not di re ctl y related to emot ional int ell igence. The authors dist inguish among emot ional int ell igenc e and em oti onal competence to corre ct t he mul ti ple -defin it ion problem.

C ) Correct. Thi s di sti ngu ishi ng definiti on helps t o sep arat e the co gnit ive pr ocesses ( emot ional int ell igence ) from the l ea rned behavio rs (emot iona l competence ) that bui ld on t hem.

D) Inco rre ct. In an y give n ti me period, proponent s advance mul ti ple de finiti ons and theories of emot ional int ell igence. T o sol ve t his problem, the authors dis ti nguish amon g emot ional int ell igence and emot ion al competenc e rath er tha n focusing on a spe cific t im e period. Difficult y: 2 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 39) Acco rding to t he d efi nit ion of emot ional int elligen ce adopt ed b y the tex tbook authors, how man y abil it ies are invol ved with emoti onal i ntelligen ce?

A) 1 B) 2 C)3 D) 4 E) 5 Answer: D E xp lan ation : A) Inco rre ct. There are four abil it ie s invo l ved with emoti onal i ntelli gence. Th e y are (1 ) The abil it y to di a gnose and re co gniz e you r own emot ions; (2) The abil it y to control your own emot ions; (3) The a bil it y to r eco gniz e and di agnos e the emot ions d ispl a ye d b y others; (4) The abil it y to r espond ap pr opriatel y to t hose emot ional cues.

B) In corr ect. The re a re f our abil it ies invol ved with emoti onal i ntelli gence. The y ar e (1) Th e abil it y to di a gnose and re cogniz e your o wn emot ions; (2) The abil it y to control

your o wn emot ions; (3) The abil it y to reco gniz e and dia gnos e the emot ions d ispl a ye d b y others; (4) The abil it y to respond app rop riatel y to t hose emot ional cues.

C ) In corr ect. The re a re f our abil it ies invol ved with emoti onal i ntelli gence. The y ar e (1) Th e abil it y to di a gnose and re cogniz e your o wn emo ti ons; (2) The abil it y to control your o wn emot ions; (3) The abil it y to reco gniz e and dia gnos e the emot ions d ispl a ye d b y others; (4) The abil it y to respond app rop riatel y to t hose emot ional cues.

D) C orre ct. The y a re (1 ) The abil it y to di a gnose a nd reco gni z e your own e mot ions; (2) The abil it y to control your ow n emot ions; (3) The abil it y to re co gniz e and dia gn ose the emot ions

displ a yed b y othe rs; (4) The abil it y to r espond ap propriatel y to t hose emot ional cues.

E) Incor rect. Th ere ar e fo ur abil it ies invol v ed with emoti onal i ntelli gence. The y ar e (1) Th e abil it y to di a gnose and re cogniz e your o wn emot ions; (2) The abil it y to control your o wn emot ions; (3) The abil it y to reco gniz e and dia gnos e the emot ions d ispl a ye d b y others; (4) The abil it y to respond app rop riatel y to t hose emot ional cues.

Difficult y: 1 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l : C oncept AAC S B: R eflecti ve Thin king 40) W hich statement i s accurat e conc ernin g the a bil it ies lis ted in the author's d efiniti on of emot ional int ell igence an d the list provided below?

1. abil it y to di a gnose and reco gniz e emot ions 2. abil it y to control emoti ons 3. abil it y to l ead a te am 4. abil it y to m ana ge with s elf -confid ence A) All abili ti es above ar e included in t he author 's def ini ti on. B) Abil it ies 1 and 3 a re i ncluded in the author 's de finiti on. C ) Abil it ies 1 and 2 are i ncluded in the author 's de finiti on. D) Abili ti es 1 and 4 are i ncluded in the author 's de finiti on.

E) None of th e abil it ies a re included in t he autho r 's definit ion. Answer: C E xp lan ation : A) Inco rre ct. Abil it y to di a gnose an d reco gniz e emot ions an d the abil it y to control one's o wn emot ions are c entral t o the author 's de fi nit ion of emot ional int elligen ce. Abili t y to l e ad a team and abil it y to m an age with s elf - co nfiden ce are not i ncluded in the au thor's de finiti on of emot ional int ell igence.

B) In corr ect. Abil it y to d iagnose and r eco gniz e e mot ions and the abil it y to control one 's own emot ions are c entral t o the author 's de finiti on of emot ional int ell igence. Ab il it y to l e ad a team and abil it y to m ana ge with s elf -confid ence are not included in t he author 's d efiniti on of emot ional int ell igence.

C ) Correct. The re a re fou r abil it ies invol ved with emoti onal i ntelli gence. Th e y are (1) Th e abil it y to di agnose and re co gniz e you r own emot ions; (2) The abil it y to control yo ur own emot ions; (3) The abil it y to r eco gniz e a nd diagnos e the emot ions d ispl a yed b y othe rs; (4) The abil it y to respond approp riatel y to those emot ional cues.

D) Inco rre ct. Abil it y to d iagnose and r eco gniz e e mot ions and the abil it y to control one 's own emot ions are c entral t o the author 's de finiti on of emot ional int ell igence. Ab il it y to l e ad a team and abil it y to m ana ge with s elf -confid ence are not included in t he author 's d efiniti on of emot ional int ell igence.

E) Incor rect. Abil it y to di agnos e and r eco gniz e em oti ons and the abil it y to c ontrol one's own emot ions are c entral t o the author 's de finiti on of emot ional int ell igence. Ab il

it y to l e ad a team and abil it y to m ana ge with s elf -confid ence are not included i n the author 's d efiniti on of emot ional int ell igence.

Difficult y: 2 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce

S kil l : Appli cati on AAC S B: R eflecti ve Thin king 41) Lana w as si tt ing som berl y in her of fice. H er f a ce had an an gr y ex pre ssi on and she had a tear in her e ye. One of h er co -worke rs asked h er how s he was doi n g. Lan a respo nded, " I am fine. " C oncerned, the co -wo rke r asked, "Ar e you sure? " La na a gain respond ed, "Yes, there is no thi n g wron g, I am fin e." W hic h emot ional int ell igenc e abil it y does Lan a most li kel y n eed to dev elop? A) Abili t y to di a gnose an d reco gniz e your own emot ions B) Abil it y to control you r emot ions C ) Abil it y to r eco gniz e a nd diagnos e emot ions d ispl a ye d b y others D) Abili t y to respond ap propriatel y to ot hers ' em o ti onal cues Answer: A E xp lan ation : A) C orrec t. Though Lan a is clea rl y upset, she responds t wic e that nothi ng is wron g. R eco gniz ing your own emot ions i s the first st ep to controll ing them.

B) In corr ect. Thou gh La na is clearl y upset, t he p a ssage contains no eviden ce that her emot ions are out of control. S he tol d a co -wo rker that not hin g w as wron g. Th e proble m i s that Lana s eems not t o reco gniz e her own emot ional st ate.

C ) In corr ect. Lan a 's prob lem is not t hat she cannot reco gniz e her co -wo rker 's emot ional cues, but that she is un able to dia gnose and re co gniz e her o w n emot ions.

D) Inco rre ct. The co -wor ker ma y ne ed to work on respondi ng appropri atel y to emoti onal cues (he or she s eems ob li vious ), but La na 's problem i s that she is un able to dia gnose and re co gn iz e her own emot ions.

Difficult y: 3 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 42) J avier was gett ing a drink from the wate r cool er when Hartman approa ched e x cit edl y and ex claimed, "Guess wh at, J avier? I got t he d eal ... I got t he bi g contr act ... we finall y clos ed the sale wit h that giant comput er compan y. I am so ex cit ed." J avier r esponded i n a soft voice, "That 's nice." W hich emot ional i ntelli genc e abil it y do es Javier most l ikel y n eed to develop?

A) Abili t y to di a gnose an d reco gniz e your own emot ions B) Abil it y to control you r emot ions C ) Abil it y to r eco gniz e a nd diagnos e emot ions d ispl a ye d b y others D) Abili t y to respond ap propriatel y to ot hers ' em oti onal c ues Answer: D E xp lan ation : A) Inco rre ct. Though J avier ma y h a ve problems wit h self -dia gnosi s, the passa ge contains no suggesti on that J avier is m isdi agnosi ng his o wn emot ional st ate . R ather, in sp it e of the fact t hat H artman w a s clearl y ex cit ed, J avier r esponded quietl y and wit hout emoti on.

B) In corr ect. J avier 's mut ed response indic ates tha t he is i n control of his emoti ons. The problem is t hat he did not respond appropriatel y to H artma n's lev el of ex cit ement.

C ) In corr ect. Thou gh a t e mpt ing answe r, the passa ge do es not indi cate that J avier mi sdiagnosed Hartman 's emot ional st at e. In fa ct, t hat i s unl ikel y, because Hartman clea rl y stated his ex cit ement. The problem is more li kel y that J avier reco gniz ed Ha rtman 's ex cit ement but di d not respond approp riatel y.

D) C orre ct. It appe ars tha t J avier reco gniz ed Hart man's ex cit ement but di d not respond

appropriatel y. Difficult y: 2 Le arnin g Obje cti ve 1.2 Topic: Emot ional Intelli gen ce S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wle dge 43) In Trompen aars ' dim ension s of nati onal cultur e, which value dimension s refe r to how indi viduals relate to ot hers?

1. Universali sm vs . P articularism 2. Indivi duali sm vs . C oll ecti vism 3. Affe cti ve vs. Neutr al 4. S pecific vs. Diffus e 5. Achievement vs. As cri pti on 6. P ast and Present vs. F uture 7. Inte rnal vs. Ex ternal A) All of the dim ension s B) Onl y dim ension s 1, 2, and 4 C ) The first five dimensi ons D) Onl y dim ension 2 Answer: C E xp lan ation : A) Inco rre ct. The first five p airs re f er to how in divi duals rela te to others, and the last two value dimensions refe r to other r elations hips (though the y ma y ind irectl y aff ect int erpersonal r elations ). "P ast and Present vs. Futu re " re fers to how p eople i nterpret and m ana ge ti me, whil e "Inte rnal vs. Ex tern al" re fers to att it ud es about control.

B) In corr ect. The first fiv e pairs re fer to ho w indivi duals relate to ot hers, an d the last t wo value dim ension s refer to othe r relations hips (though the y ma y indi re ctl y aff ect i n terpersonal relations ). "P ast and Pres e nt vs. Future " r efe rs to how people interpr et and mana ge ti me, whil e "Inte rnal vs. Ex ternal" re fers to att it udes about co ntrol.

C ) Correct. The first five pairs ref er to how indi viduals relate to ot hers, and the last t wo value dim ension s refer to othe r rel ati onshi ps (though the y ma y indi re ctl y aff ect i n terpersonal relations ). "P ast and Pres ent vs. Future " r efe rs to how people interpr et and mana ge ti me, whil e "Inte rnal vs. Ex ternal" re fers to att it udes about co ntrol.

D) Inco rre ct. The first fiv e pairs re fer to ho w indivi duals relate to ot hers, an d the last t wo value dim ension s refer to othe r relations hips (though the y ma y indi re ctl y aff ect i n terpersonal relations ). "P ast and Pres ent vs. Future " r efe rs to how people interpr et and mana ge ti me, whil e "Inte rnal v s. Ex ternal" re fers to att it udes about co ntrol.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: C ult ural Values S kil l : C oncept AAC S B: Diverse and M ult icultural W ork

44) Empl o ye es at Turn er, In c. ar e en ga ged in a d e bate over the m erits of an i ndivi dual vs.a team-basedcompensationprogram. Based on T ro mpenaars ' dim ension s of nati onalculture, whichculturaldimension does thi s debate most closel y r elate to?

A) Univers ali sm vs . particularism B) Indivi duali sm vs . coll ecti vism C)Affe cti ve vs. neutral D) Achiev ement vs. asc riptio n E) Intern al vs. ex ternal Answer: B E xp lan ation : A) Inco rre ct. Universali sm vs . parti cularism ref ers to wheth e r behavior is gove rned b y unive rsal st andards and rules, or wh ether it is gov erned b y on e's relations hips wi t h others (i.e., beh avior vari es dependin g on the sit ua ti on).

B) Corr ect. Indivi duali s m v. collecti vism refers t o whether the cult ure em phasiz es the indi vidual versus the group.

C ) In corr ect. Af fecti ve v s. neutral re fers to wh ether a cult ur e openl y shows em oti on in publ ic, or whether the cult ure more highl y values stoi cism a nd rati onali t y.

D) Inco rre ct. Achiev eme nt vs. ascriptio n refe rs to whether an indi vidual ob tains st atus based on personal a ccompl ishm ents or based on ch ara cterist ics such as a ge, fami l y s tatus, gen der, etc.

E) Incor rect. Internal vs. ex ternal refe rs to whethe r the indi vidual is in control of his own desti n y, or whether th e indi vidual is a product of his ex ternal environment.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: C ult u ral Values S kil l : Appli cati on AAC S B: Diverse and M ult icultural W ork ; Appli cati on of Knowled ge 45) It i s obvi ous t hat Tali a values he r privac y as s he rar el y talks about her husband and chil dren in conversati ons wit h her co -work ers. Based on T r ompenaars ' di mensions o f nati onal culture, which cult ural di mension does Tali a 's behavio r in the workplac e most close l y rel ate to?

A) S pecific vs. di f fuse B) A chievement vs. as cri pti on C ) Universali sm vs . particularism D) Indivi duali sm vs . coll ecti vism E)Aff ecti ve vs. neutr al Answer: A E xp lan ation : A) C orrec t. Tali a is s egre gati n g he r personal and p rofessi ona l l ives, which relates to t he specific vs. di ffus e cult ural di mension.

B) In corr ect. Tali a is s e gre gati n g her p ersonal and professi onal l ives, which relates to t he spe cific vs. di ffuse cult ural di men sion.

C ) In corr ect. Tali a is s e gre gati n g her p ersonal and professi onal l ives, which relates to t he spe cific vs. di ffuse cult ural di men sion.

D) Inco rre ct. Tali a is s e gre gati n g her p ersonal and professi onal l ives, which relates to t he specific vs. di ffus e cult ur al di mension.

E) Incor rect. T ali a is s e gr egati ng h er pe rsonal and professi onal l ives, which relates to t he spe cific vs. di ffuse cult ural di men sion.

Difficult y: 1 Le arnin g Obje cti ve 1.3

Topic: C ult ural Values S kil l : C oncept AAC S B: Diverse and M ult icultural W ork 46) Resear ch indi cates th at busi ness m ana gers A) place hi gh er emph asis on personal values rathe r than social values. B) pla ce hi gher emphasis on social values rath er t han personal v alues.

C ) place hi gher emphasis on ins trumental values r ather than te rminal value s. D) diffe r in the emphasis placed on social v alues a ccordin g to gende r. Answer: A E xp lan ation : A) C orrec t. However, this t enden c y is not alwa ys b enefici al. A bett er balan ce o f personal and so cial value s ma y inc reas e mana geri al and or ganiz ati onal per formanc e.

B) In corr ect. Business m ana gers pl ace a hi gher e mphasis on personal valu es that social ones.

C ) In corr ect. The rese arc h cit ed in t he tex t does not di scuss pot enti al di ffer ences in emphasis on inst rumental and termi na l values. On the other h a nd, busi ness m ana gers do place a hi gh er emphasis on personal val ues that social ones.

D) Inco rre ct. The r esea rc h cit ed in t he tex t st ates that t here a re no dif fer enc es in emphasis on social valu es based on ge nder. On the othe r hand, busi ness m ana gers do pla ce a hi ghe r emphasis on personal values that s ocial ones.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : C oncept AAC S B: Ethi cal Underst anding and R easoni n g 47) Your boss was arr ested for emb ez z lement at the offic e. As he w alks pa st you hand cuff ed, he states, "You know, you a nd I poss ess t he same val ues, I just didn’t have the coura ge to act on mi ne." W hich is t he boss an ex ampl e of?

A) Terminal valu es B) Poor ethi c al decisi on making C ) Poor informati on gath ering D) C onformi t y lev el of v alues maturit y Answer: B E xp lan ation : A) Inco rre ct. Terminal values are p rescribed d esirable ends or go als. The boss is an ex ampl e of poor ethi c al decisi on making.

B) Corr ect. This i ndicate s that he has a valu e s yst em t hat emphasiz es hone st y and c ompan y lo yalt y. Howev er, he fa il ed to act i n acco rdanc e with i t.

C ) In corr ect. The re is no indi cati on that your boss fail ed to gather relev ant i nformation. The boss is an ex ampl e of poor eth ical decisi on makin g.

D) Inco rre ct. C onformi t y values maturit y ref ers to moral r easoni n g bas ed o n an indi vidual's conformi n g to and uphol ding the ex pectations of s ociet y.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : Appli cati on AAC S B: Ethi cal Underst anding and R easoni n g

48) W hich of the foll owin g statements are corr ect ? (1) indi viduals di ffer in their level of valu es developm ent, (2) indi vid uals hol d different sets of inst rumental values at di ffer ent st a ges of developm ent, and (3 ) peo ples' v alue prioriti es do n ot chan ge onc e the y be co me adult s.

A) All t hree statem ents a re cor rect.

B) Onl y statements 1 and 3 arecorrect.

C) Onl y statements 1 and 2 are co rre ct. D) Onl y statements 2 and 3 are co rre ct. Answer: C E xp lan ation : A) Inco rre ct. S tatement 3 is incorre ct. R ather than be comi ng permanentl y f ix ed in earl y adult hood, an indi v idual's value p riorit ies do in fact chan ge a ccordin g to hi s or her value maturit y.

B) In corr ect. S tatement 3 is i ncorrect. R athe r than becomi ng p erman entl y fix ed in earl y adult hood, an indi vidual's value priorit ies do in fa ct chan ge ac cordin g to hi s or her value maturit y.

C ) Correct. S tatement 3 i s incorrect. R ath er than b ecomi ng p erman entl y fixed in earl y adult hood, an indi vidual's value p rio rities do in fact chan ge a ccordin g to hi s or her v al ue maturit y.

D) Inco rre ct. S tat ement 3 is incorrect. R athe r than becomi ng p erman entl y fix ed in earl y adult hood, an indi vidual's value priorit ies do in fa ct chan ge ac cordin g to hi s or her value maturit y.

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l : C oncept AAC S B: Ethi cal Underst anding and R easoni n g 49) Durin g the 1992 riot s in Los An gel es wher e m an y indi viduals t ook mer chandise, some ar gued that loot ers took o nl y what t he y n eed ed, li ke food and diap ers, wh er eas ot hers a r gued loot ers took onl y what t h e y h ad be en denied b y th e s ystem, l ike TVs and st ereos. If these loot ers were focusin g on their o wn needs, wh at was their level of values maturit y?

A) First l ev el of maturit y B) Second l evel of matur it y C ) Third level of maturit y Answer: A E xp lan ation : A) Correc t. The first l evel of matur it y is call ed the s elf -c ente red level and focuses on personal ne eds and w ants.

B) In corr ect. The s econd level of maturit y is call ed the conformi t y level and focuses on conformi n g the indivi dua l's beh avior to societal no rm s and ex pectations . The first l evel of maturit y is call ed the s elf -cente red lev el and focus es on personal n eeds and wants.

C ) In corr ect. The thi rd le vel of maturit y is c all ed t he principl ed level and fo cuses on j udgin g right and wron g bas ed on a set of int ernali z ed prin cipl es. The first l evel o f maturit y is call ed the self-cent ered l evel and fo cuses on person al needs and wants.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l: Anal yti c al AAC S B: Ethi cal Underst anding and R ea soni n g

50) You need a li tt le ex tra mone y, so you added a n ex tra $100 to your ex pense reim burs ement statement befor e handin g the rec eipt s over to ac co unti ng. Your co -work er S ara added ov er $1000 to her statement. If you b eli eve S ara 's acti ons ar e worse tha n yours, wh at i s your lev el of valu es maturit y?

A) First l ev el of maturit y B) Second l evel of matur it y C ) Third level of maturit y Answer: A E xp lan ation : A) C orrec t. Under the self -cent ered level, st eali ng $1000 is worse be cause it has more ne gati ve consequen ces to yo ur compan y.

B) In corr ect. Und er the c onformi t y lev el of maturi t y, you would view both acti ons as equall y viol ati ng societal ex pecta ti ons and norms.

C ) In corr ect. Und er the p rincipl ed level of maturit y, you would view both a cti ons as equall y viol ati ng universal prin cipl es of ri ght and wron g.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l: Anal yti c al AAC S B: Ethi cal Underst anding and R easoni n g 51) You added an ex tra $ 100 to your ex pense statement and S ara add ed an ex tra $1000 to her ex pense statement. If you beli eve both of you a re e quall y wr on g (this does v iol ate compan y poli c y), what i s you r leve l of values maturit y?

A) First l ev el of maturit y B) Second l evel of matur it y C ) Third level of maturit y Answer: B E xp lan ation : A) Inco rre ct. Under the first l evel o f maturit y, S ar a 's a cti ons would be worse because th e y caus ed mor e financial d ama ge to t he compan y.

B) Corr ect. Thou gh you would hold t he behaviors equall y wron g unde r both the second and thi rd levels of maturit y, th e dif feren ce is t hat unde r the second level, i t i s wron g because it viol ates a rule or poli c y, rath er than because it viol ates unive rsal principl es of ri ght an d wron g.

C ) In corr ect. Thou gh und er the thi rd level of m aturit y, you would view bot h be haviors as equall y egre gious, it would not be based on a viol ati on of compan y poli c y, but rath er on universal principl es of ri ght and wr ong.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l: Anal yti c al AAC S B: Ethi cal Underst anding and R easoni n g

52) If you st ole somethi ng to save a stran ger 's li fe ( you rec eived no comp en sati on), what would be you r level of mor al j udgment?

A) First l ev el of maturit y B) Second l evel of matur it y

C ) Third level of maturit y Answer: C E xp lan ation : A) Inco rre ct. You wer e not acti n g f or you r own ne eds or self -int erest, whi ch is t he basis of the first l evel of maturit y.

B) In corr ect. You viol ate d the law and societ al ex pectations , which a re the basis of the second level of maturit y.

C ) Correct. You mad e a j udgment that human life is m ore im portant t han laws a gainst steali ng, which seems t o be bas ed on universal principl es of right and wron g.

Difficult y: 3 Le arnin g Obje cti ve 1.3 Topic: Values Maturit y S kil l: Anal yti c al AAC S B: Ethi cal Underst anding and R easoni n g 53) As mana ge r, you hav e decided to enfor ce a n e w polic y restrictin g dati n g in t he of fice. You are com fortable with t he poli c y and h ave d ecided t hat t he poli c y will affe ct yo u also. W hich ethi cal t est di d you mos t li kel y empl o y?

A) P ersonal gain t est B) Equal t r eatm ent t est C ) Cost -benefit test D) Golden rule t est Answer: D E xp lan ation : A) Inco rre ct. The person al gain test asks t he questi on: "W ould I mak e the decisi on the same w a y if it did not benefit m e in an y w a y? " He re th e re is n o indi cati on that you have ben efited from t he new polic y. The golden r ule test asks whether you would be will ing to be treated in the s ame ma nner.

B) In corr ect. The equal t r eatm ent t est asks whethe r you are consi derin g the perspecti ves o f mi noriti es and lower stat us people. Her e ther e is no evidence th at t he poli cy has an y particul ar effe ct on privi le ged or un privil eged indi viduals, so thi s test i s not appli cable. The gold en rule test asks whether you would be will ing to be tre ated i n the same manne r.

C ) In corr ect. The cost -be nefit t est asks whether th e benefit t o one group ca uses unacc eptable harm to another. This pol ic y is bein g en forc ed unif orml y and the re is no evi dence of pot enti al unacc eptable ha rm to ot hers. The golden rule test asks whether you would be will ing to be treated in the sam e mann er.

D) C orre ct. The golden r ule test asks whether you would be will ing to be tr eated in the same manner.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: Ethi cal Decisi on Making S kil l : Appli cati on AAC S B: Ethi cal Underst anding and R easoni n g

54) If your go al i n li fe is t o li ve a sti mul ati ng and acti ve li fe, wh at i s thi s an ex ampl e of? A) Terminal valu e B) Instrum ental value C ) Att it udinal value D) Interp ersonal n eed val ue Answer: A Ex planati on: A) C orrect. Your goal of li ving a sti mul ati ng and a cti ve li fe i s a desirable end, which means t hat i t i s a termi nal (versus an inst rumental) value.

B) In corr ect. A te rminal value pres cribes a d esira ble end, while an inst rum ental value pr escribes the means .

C ) In corr ect. Thi s is an e x ampl e of a termi nal value, which pres cribes a de sirable end, in t his case, li ving a sti mul ati ng and acti ve li fe.

D) Inco rre ct. Thi s is an e x ampl e of a termi nal value, which pres cribes a de sirable end, in t his case, li ving a st im ulating and acti ve li fe.

Difficult y: 1 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : Applicati on AAC S B: Applicati on of knowledge 55) If you beli ev e a gove rnment pol ic y would b en efit t hose that are l ess ad vanta ged than yo urs elf, wh at vi e w of et hics is t his?

A) Golden rule t est B) Equal t r eatm ent t est C ) Cost -benefit t est D) P ersonal gain t est Answer: B E xp lan ation : A) Inco rre ct. Thi s pol ic y provides a benefit, t her efor e it is no t productivetoaskif youwouldbewillingto be tre ated in the s ame ma nner. This po li c y actuallyimplicatestheequal treatmentt est.

B) Corr ect. Thi s pol ic y a ppears to give full consi d erati on to t he ri ghts and needs of the less advanta ged.

C ) In corr ect. The re is no evidence o f unac ceptabl e harm to ot hers who do n ot benefit from t he test. This poli c y actu all y im pli cates the equal t re atm ent t est.

D) Inco rre ct. You have n othi ng to gain from the p oli c y and do not h ave to consi der wheth er you would make the same d e cisi on absent t he person a l benefit. This poli c y act uall y im pli cates the equal t reatm ent t est.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: Ethi cal Decisi on Making S kil l : Appli cati on AAC S B: Ethi cal Underst anding and R easoni n g

56) Your pe rsonal co gnit ive st yle is based on which of the f oll owin g two d im ension s? A) The mann er in which yo u gath er informati on a nd whether you thi nk it is t rue B) The m anner in whi ch yo u gath er informati on a nd the wa y in which you act on t hat information C ) Horiz ontal and vertica l D) The mann er in which others gather info rmati on about you and the wa y you react t o their behaviors Answer: B E xp lan ation : A) Inco rre ct. W hether you thi nk inf ormati on is true is no t part of you r person al cognit ive st yle, r ather, w hat i s im portant i s the way yo u a ct on t hat i nforma ti o n.

B) Corr ect. C o gnit ive st yle ref ers to the incli nati on each of us h as to p er cei ve, int erpret, and respond t o information i n a cert ain wa y. Th e three dim ension s of cognit ive st yl e a re knowin g, planning, and cre ati ng.

C ) In corr ect. Horiz ontal and vertical are geometri c dim ension s, but the two dimensions of personal co gnit ive st yl e a re the manne r in which you gath er informati on an d the wa y in which yo u a ct on t hat i nformati on.

D) Inco rre ct. The manne r in which others gather in formation about you is indi cati v e of their cognit ive le arnin g st yl e r ather than yours. Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: C ognit ive St yle S kil l : C oncept AAC S B: R eflecti ve Thin king 57) W hich of the foll owing statements are tru e?

1. Your co gnit ive st yl e is t he s ame as your p erson ali t y t ype.

2. Your co gnit ive st yl e is i nnate and c annot be ch a nged.

3. The three co gnit ive st yles are knowin g, plannin g, and cre ati ng. A) S tatement 3 is true, an d st atements 1 and 2 ar e f alse.

B) St atements 2 and 3 ar e true, and st at em ent 1 i s false. C ) None of the statem ents are true.

D) All of the statements are tru e. Answer: A E xp lan ation : A) C orrec t. S tatement 1 is incorrec t C ognit ive st yle and p e rsonali t y t ype are not the same. St atement 2 i s incorre ct. C ognit ive st yle s are habit s but ar e not u nchan ge able. S tatement 3 is correct.

B) In corr ect. S tatement 1 is i ncorrect C o gnit ive st yle and p ersonali t y t ype are not t hesame. Statement2isincorrect.Cognit ive st yles are h abit s but are not unchan geabl e. S tatement 3 is corre ct.

C ) In corr ect. S tatement 1 is i ncorrect C o gnit ive st yle and p ersonali t y t ype are not t hesame. Statement2isincorrect.Cognit ive st yles are h abit s but are not unchan geabl e. S tatement 3 is corre ct.

D) Inco rre ct. S tatement 1 is incorrect C o gnit ive st yle and p e rsonali t y t ype are not t hesame. Statement2isincorrect.Cognit ive st yles are h abit s but are not unchan geabl e. S tatement 3 is corre ct.

Difficult y: 1 Le arnin g Obje cti ve 1.4

Topic: C ognit ive St yle S kil l : C oncept AAC S B: R eflecti ve Thin king 58) At t he be ginni ng o f your team 's first meeti n g, Bets y said, "I thi nk it 's r e all y im portant t hat we develop a cl ear a genda fo r what we want t o ac compl ish and then decide wh o is goin g to do what." Bas ed on thi s comm ent, you suspe ct t hat B ets y is s tron ges t on whic h dim ension of cognit ive st yle?

A) Knowin g B) Pl annin g C) Creati ng D) Assim il ati ng Answer: B E xp lan ation : A) Inco rre ct. P eople wit h a stron g k nowing st yle emphasiz e f acts, detail s, and data. The y do not ne cess aril y emphasiz e a gend as and st ructu red plannin g.

B) Corr ect. P eople wit h a strong plannin g st yl e em phasiz e agendas and st ru ctured plannin g.

C ) In corr ect. P eople wit h a strong cre ati ng st yle e mphasiz e innovation and risk -taking. Th e y tend to be resis tant to s tructur e.

D) Inco rre ct. Assi mi l ati ng is no t one of the dimen sions of cognit ive st yle. Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: P lanning S t yle S kil l: Applicati on AAC S B: Ap p licat ion of knowled ge 59) Your co -worke r San d y plans h er va cati ons 12 mont hs i n advance and i s the first t o volunt eer to creat e a gend as for te a m m eeti ngs. W hich co gn it ive st yl e does S and y's b ehavior ex hibi t?

A) C reati n g co gnit ive st yle B) Obs essi ve co gnit ive styl e C ) Pl anning co gnit ive st yle D) None of th e above Answer: C E xp lan ation : A) Inco rre ct. The cr eati n g co gnit ive st yl e emphasiz es c reati v it y, spont aneit y, and risk-taking. S and y's 12 - mont h vacati on plans an d focus on prep arati on fo r team m eeti n gs is an ex ampl e of the planning cognit ive st yle.

B) In corr ect. Obsessi ve i s not one of the three co gnit ive st yl es. S and y's 12 - mont h vacati on plans and focus on pr epar ati on for team m e eti ngs is an e x ampl e of the planning c ognit ive st yl e.

C ) Correct. P lanning co gnit ive st yl e is ex hibi ted by structur e, pr epar ati on, and planning. S and y's

12-mont h vacati on plans and focus on pr epar ati on for team m e eti ngs is an e x ampl e of the planning co gnit ive st yle.

D) Inco rre ct. S and y's 12 - mont h vacati on plans an d focus on prep arati on fo r team m eeti n gs is an ex ampl e of the planning cognit ive st yle.

Difficult y: 2 Le arnin g Obje cti ve 1.4 Topic: P lanning S t yle S kil l : Appli cati on

AAC S B: Ap p licat ion of knowled ge 60) Durin g a me eti ng, Br uce turns to you and com ments, "W e re all y shoul d n't be makin g a decisi on unti l we have go t a bett er handle on th e fa cts and da ta. N ew ideas a re fine, but i f w e can 't back th em up wit h c redibl e and pr ecise anal ysis , we shoul dn't be takin g the risk. " Based on thi s comm ent, you re co gniz e that Bruce is prob ab l y stron gest on which di mension of co gnit ive st yl e?

A) Knowin g B) Pl annin g C) Creati ng D) Ac comm odati ng Answer: A E xp lan ation : A) C orrec t. P eople wit h a strong kn owing st yle tend to emph asiz e facts, detail s, and precis e data anal ysis . The y o ften a re skepti c al of innovati on.

B) In corr ect. P eople wit h a strong pl anning st yle f ocu s on a gend as, rules, a nd routi nes, but don't necessa ril y insi st upo n pr ecisi on about fa cts and d ata.

C ) In corr ect. P eople wit h a strong cre ati ng st yle e mphasiz e innovation and risk -taking, and ar e tol erance o f rule -bre aking ev en in t he absen ce o f clear d a ta.

D) Inco rre ct. Accomm od ati ng is no t one of the di mensions of co gnit ive styl e. Difficult y: 1 Le arnin g Obje cti ve 1.4 Topic: Knowing S t yle S kil l: Applicati on AAC S B: Applicati on of knowledge 61) Indivi duals who t end to prefer jobs in fie lds s u ch as social wo rk wher e personal i ntera cti ons predomi nate hav e which cognit ive st yle?

A) C reati n g co gnit ive st yle B) Knowin g co gnit ive styl e C)Pl anning co gnit ive st yle D) None of th e thre e co gnit ive st yl es ar e more li k el y in i ndivi duals who ch oose s uch a c are er. Answer: A E xp lan ation : A) C orrec t. P eople wit h a cre ati ng c ognit ive st yl e ar e li kel y t o prefe r ex perimentation, nonrati onal t hinki ng, and c reati v it y. This l eads t hem t o ch oose car eers wher e personal i ntera cti ons pre domi nate.

B) In corr ect. Indivi duals with a knowing co gnit ive st yl e pr efe r jobs that hav e a techni cal problem -solvi ng emph asis . Indivi duals wit h a c re a ti ng co gnit ive st yl e tend t o choose ca re ers where p ersonal i nter acti o ns predomi nate.

C ) In corr ect. Indivi duals with a planning co g nit ive st yl e pr efe r jobs wher e information gathe ring predomi nates. Indivi dual s with a cre ati ng co gnit ive st yle tend to choose c ar eers wh ere p ersonal int eracti ons predomi nate.

D) Inco rre ct. Indivi duals wit h a cre ati ng co gnit ive st yl e tend to choos e ca re ers whe re pe rsonal int eracti ons predomi nate.

Difficult y: 1 Le arnin g Obje cti ve 1.4

Topic: C reati ng S t yle S kil l : Appli cati on AAC S B: R eflecti ve Thin king 62) After graduati on you have de cided to st a y in B edford Fall s, the onl y pl a ce you hav e eve r known. W hich area o f se lf -awa reness p robabl y a ff ected your d ecisi on?

A) C ognit ive st yl e B) Inte rperson al needs C ) Att it udes toward chan ge D) Instrumental valu es Answer: C E xp lan ation : A) Inco rre ct. Your decisi on to s ta y in t he onl y town you hav e ever liv ed in indi cates that you ar e resi stant t o change and is not a product of the wa y you process information.

B) In corr ect. It i s more li kel y that your d ecisi on to sta y in t he onl y town yo u have ev er lived in indi cates that you ar e resi stant t o change.

C ) Correct. The t ex t m enti ons t wo dimensions of orientation t oward ch an ge: (1) Toler anc e of ambi guit y and (2 ) locus of control. That you want ed to remain in t he same town you gr ew up in indi cates that you p robab l y hav e a low tol er ance f or ambi guit y, makin g yo u re sis tant to chan ge. D) Inco rre ct. Instrumenta l values presc ribe standa r ds or means of r ea ching a go al, and the questi on does not indi cate that you m ade a d ecisi o n based on particul ar val ues. On the other hand, you r de cisi on to s ta y in t he onl y town you h ave ev er lived in i ndicate s that you a re resis tant to chan ge.

Difficult y: 2 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l : Appli cati on AAC S B: Ap p licat ion of knowled ge

63) Resear ch su ggests in divi duals wit h low tol erance for amb iguit y and lo w co gnit ive compl ex it y a re A) bett er tr ansmi tt ers of information. B) abl e to i nterpret m or e cues.

C ) less behaviorall y ad ap ti ve.

D) unable to unde rstand abstract i de as. Answer: C E xp lan ation : A) Inco rre ct. Indivi duals wit h hi gh tol erance for ambi guit y tend to be bett er transmi tt ers of informati on.

B) In corr ect. Indivi duals with hi gh tol eran ce fo r a mbi guit y tend to b e bett e r able to int erpr et cues.

C ) Correct. Behavior ada ptation often depends on one's abil it y to deal wit h ambi guous, incompl ete, and unst ruct ured si tuations. B y defini ti on, an indi vidual with a low tolerance for ambi guit y will have mor e difficult y in su ch a sit u ati on.

D) Inco rre ct. A low tol er ance fo r ambi guit y do es not m ean that an indi vidual is less int ell igent or that he is unable to under stand abstract i de as, but r ather that the indivi dual ma y h ave a mor e difficult t im e doing so.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l : C oncept AAC S B: R eflecti ve Thin king 64) If a job r equires som eone to be abl e to focus o n onl y one element of inf ormati on in order to not become dist ract ed, w hich of the foll owin g wo uld best m atch those requ irements?

A) Hi gh tol eran ce of ambi guity B)Low tole ranc e of ambiguity C) High inst rumental val ues D) Low co gnit ive st yl e Answer: B E xp lan ation : A) Inco rre ct. A high tol er anc e of a mbi guit y me ans t hat an i ndivi dual m a y hav e a difficult t im e focusing on a particula r task or elem ent of information. An in divi dual wit h a low tol erance for ambi guit y s ometim es has d ifficult y f ocusing on sev er al t asks at once, but m a y more easil y focus on a sin gle e lement of information.

B) Corr ect. An indi vidua l wit h a low tol erance for ambi guit y som eti mes ha s di fficult y fo cusing on several t asks at once, but m a y more easil y focu s on a single element of i nformation.

C ) In corr ect. Instrument a l values ref er to desir able standards of condu ct and are unr elated to one's abil it y to focus on a single task. An indi vidu al wit h a low tol eranc e fo r ambi guit y someti mes has di fficult y focusing on s ever al t asks at once, but m a y more e asil y fo cus on a sin gle element of information.

D) Inco rre ct. Lo w co gnit ive st yle is not a term us e d in t he tex t. An indi vidual wit h a low tol erance for ambi guit y s ometim es has di fficult y f ocusing on sev er al t asks at on ce, but m a y more easil y focus on a sin gle e lement of information.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l : Appli cati on

AAC S B: Ap p licat ion of knowled ge 65) The indi vidual most li kel y to be entrepr eneuri al i n his/ her acti ons i s som eone with a(n) A) high tol e ranc e of amb iguit y.

B) low tol er ance o f ambi guit y. C ) ex ternal l ocus of contr ol.

D) later al l ocus of contro l. Answer: A E xp lan ation : A) C orrec t. Thi s is because the y thr ive in si tuations t hat are unclear , d yn ami c, and unst ructured.

B) In corr ect. Indivi duals with a high tol er ance for ambi guit y ar e more li kel y to be entrepr eneurial. Indivi duals wit h a low tol eranc e f or ambi guit y a re less flex ibl e and adapti ve. C ) In corr ect. Indivi duals with an internal l oc us of control are mor e li kel y to be entrep reneu rial, as are indi viduals wit h a high tol eran ce for ambi guit y.

D) Inco rre ct. Indivi duals wit h an int ernal l ocus of control are mor e li kel y to be entrep reneu rial, as are indi viduals wit h a high tol eran ce for amb i guit y.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l : C oncept AAC S B: R eflecti ve Thin king 66) You thi nk you would li ke to j oin t he P eace C orps and see th e world, l ive in another cult ur e, and ex perience n ew situa t ions. W hich subscale from the Toleranc e of Ambi guit y S cale would indi cate whethe r you wo uld enjo y the Pe ace C orp s ex perience?

A) Insol ubil it y B) Compl ex it y C ) Novelt y D) None of th e above Answer: C E xp lan ation : A) Inco rre ct. Insol ubil it y indi c ates t he ex tent to which you a r e tol erant of problems t hat are dif ficul t t o sol ve. The novelt y su bscale would i ndicate wh ether you would enjo y the ex perience. No velt y indi cates th e ex tent to which you are tol e rant of new, unf ami li ar information or circumst a nces.

B) In corr ect. C ompl ex it y indi cates the ex tent to which you are tol e rant of mul ti ple, dist inctive, or unrelated inform ati on. The novelt y subs cale woul d indi cate whethe r you w ould enjo y the ex perience. Nov elt y indi cates the ex tent to which yo u a re tol er ant of ne w, unfami li ar informati on or circumst anc es.

C ) Correct. Nov elt y indi c ates the ex tent to which you are tol er ant of new, u nfami li ar informati on or circumst anc es.

D) Inco rre ct. The novelt y subscale would i ndicate whether you would enjo y the ex perience. Novelt y indi c ates the ex tent to which you are tol e rant of new, un fami li ar i nformation or circumst anc es.

Difficult y: 3 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y

S kil l: Anal yti c al AAC S B: Ap p licat ion of knowled ge 67) Bob enjo ys hi s mana gem ent professo r. She ha nds out vagu e assi gnmen ts and encour a ges hi m to be cre ati ve and to l ook at t hings a diff er ent wa y. W hich best describes Bo b's tol er ance?

A) Tolerant o f fami li ar in formation B) Tole rant of dist inctive or unrelated information C)Intole rant of probl ems t hat are diffi cult to so lve D) Tolerant o f contradi ctor y info rmati on Answer: B E xp lan ation : A) Inco rre ct. Here, th e information yo u a re r ec eivi ng is no t n ecessa ril y fami li ar. Additi onall y, tol eran ce o f ambi guit y add resses on e's abil it y to deal wit h un fami li arit y.

B) Corr ect. The tol e ranc e for ambi guit y sc ale com putes three subsco res. Th e y are nov elt y (the ex tent to which you ar e tol erant of ne w or unf ami li ar informati on or sit uati ons), compl ex it y (th e ex tent to which you ar e tol erant of mul ti ple, dist inctive, or unrel ated inform ati on), and insol ubil it y (the ex tent to which you ar e tol erant o f difficult problems i n w hich solut ions are not clearl y evid ent or inform ati on is mi ssi ng). This s ituati on best fit s with compl ex it y or possi bl y insol ubil it y. B ec ause ans wer choic e B defines co mpl ex it y, and none o f the answe r choic es define insol ubil it y, thi s is the best answer.

C ) In corr ect. He re, you a re tol erant r ather than int olerant, of diffi cult problems.

D) Inco rre ct. The tol er an ce for ambi guit y sc ale co mput es three subscor es. The y ar e novelt y (the ex tent to which you ar e tol erant of ne w or unf ami li ar informati on or sit uati ons), compl ex it y (th e ex tent to which you ar e tol erant of mul ti ple, dist inctive, or unrel ated inform ati on), and insol ubil it y (the ex tent to which you ar e tol erant o f difficult problems i n w hich solut ions are not clearl y evid ent or inform ati on is mi ssi ng).

Contradictor y info rmati on is not one of the thre e subscores, nor do es it acc uratel y desc ribe one.

Difficult y: 3 Le arnin g Obje cti ve 1.5 Topic: Toleranc e of Am biguit y S kil l: Anal yti c al AAC S B: R eflecti ve Thin king 68) W hat does the int ern al -ex ternal l ocus of contr ol m easure?

A) The w a ys in whi ch a person goes about gather ing and evaluatin g infor mation B) A p erson 's value s yste m C ) The ex tent to which a person fe els able to af fe c t hi s or her life D) A person 's tol e ranc e o f ambi guit y Answer: C

E xp lan ation : A) Inco rre ct. Thi s answer choice r e fers to co gnit ive st yl e. In ternal and ex ternal locus of control m easur e s the ex tent to which a person feels abl e to aff ect h is or her life.

B) In corr ect. Inte rnal and ex ternal l ocus of control measures the ex tent to which a person feels able to aff ect hi s or he r life.

C ) Correct. An int ern al b eli eves that he or sh e is i n char ge o f his or he r ow n li fe, while an ex ternal believes that hi s or her life is controlled b y outsi de fo rces.

D) Inco rre ct. Tol eran ce o f ambi guit y r efe rs to the ex tent to which indivi duals are thre atened b y or have diffi cult y coping with ambiguous si tuations and u npredictabl e chan ge.

Difficult y: 1

Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : C oncept AAC S B: R eflecti ve Thin king 69) On the Locus of Con trol S cale discussed in t he S kil l Assessment porti on of you r tex t , Morgan scor ed a 6 and G eo r ge sco red a 15. How c ould t hese result s be int er preted?

A) Both Mor gan and G e orge have an int ern al l oc us of control. B) Both Mor gan and Geo rge have an ex ternal l ocu s of control.

C ) Morgan has an int e rna l l ocus of control and Ge orge has an ex ternal l ocu s o f control. D)Morganhasanexternallocus of control and G eor ge has an int ernal l oc us of control. Answer: C E xp lan ation : A) Inco rre ct. Geor ge 's 15 i s much t oo high to i ndicate an int ernal l ocus of control. B) In corr ect. Mor gan 's 6 i s much too l ow to in dicate an ex ternal l ocus of co ntrol.

C ) Correct. An y sco re ab ove 7 or so i ndicates an e x ternal l ocus of control, whil e a scor e below 7 indi cates an int ern al l ocus of control.

D) Inco rre ct. High er sco r es indi cate a shi ft towa rd more ex ternal l ocus of c ontro l. Thi s answer choice incor re ctl y flips G eor ge and Mo r gan.

Difficult y: 2 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l: Applicati on AAC S B: Ap p licat ion of knowled ge 70) After the prof essor p assed back th e grad ed tes t, you he ard a stu dent r e mark, " I didn't do w ell because th e prof essor ga ve us t rick y questi ons." W hich locus of control does thi s st udent probabl y have?

A) Intern al l ocus of contr ol B) Ex ternal l ocus of control C ) High tol er ance for am biguit y D) S mall l ocus of control Answer: B E xp lan ation : A) Inco rre ct. An int ernal believ es that he or she is i n control of significantlife outcomes.Thestudent's r emark shows that he o r s he is bl ami ng the pro fess or for the low test score.

B) Corr ect. An ex ternal believes that environment a l factors and other p eople are in control of his or her pe rforman ce. H er e , the student's r emark sho ws that he or she is bl ami ng the pr ofessor for the low test s core.

C ) In corr ect. Tol er anc e f or ambi guit y is no t a co mponent of locus of cont rol, though both ar e elements of a p erson 's att it ude toward chan ge.

D) Inco rre ct. Lo cus of co ntrol i s eit her ex ternal or int ernal. Difficult y: 2

Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : Appli cati on AAC S B: R eflecti ve Thin king

71) In a me eti ng, you h ea r Mar y sa y, "S ome things are just meant t o be, " an d "The economic healthofthiscountryislargely be yond the contro l of the indi vidual." You classifyMaryasa personwithanexternall ocus of control. How wo uld you ex pect her to ut il iz e her powe r?

A) P ersuasion and ex pertise B) Coer cive pow er and t hreats C ) Her own posi ti on D) Ther e is no t enou gh information avail able to a nswer the questi on. Answer: B E xp lan ation : A) Inco rre ct. P ersuasion and ex pert ise are h all marks of an in divi dualwithan internallocusofcontrol.C oercive pow er and thr e ats are h all marks of anindividualwithan externallocusof control.

B) Corr ect. Bec ause ex te rnals beli eve that othe r p eople ar e best i nfluenc ed b y enviro nmental factors, Ma r y will use co ercive pow er and thre ats, rather than p ersuasion, t o mot ivate her empl o ye es.

C ) In corr ect. Thi s answ er choice does not a ctuall y specif y how Ma r y would use her positi on. More specifi call y, you w ould ex pect an ex ternal l ocus of control t o result i n coerciv e powe r and threats as a man a ge rial st yl e.

D) Inco rre ct. C oercive p ower and thr eats a re hall marks of an indi vidual w it h an ex ternal l ocus of control.

Difficult y: 2 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : Appli cati on AAC S B: Ap p licat ion of knowled ge 72) Resear ch su ggests th at i nternals (1) ask few er questi ons, (2) ar e achiev e ment oriented, and (3) rememb er more in for mation t han ex ternals. Which st atements are corr e ct? A) All t hree statem ents a re cor rect.

B) Onl y statements 1 and 2 arecorrect.

C) Onl y statements 1 and 3 are co rre ct. D) Onl y statements 2 and 3 are co rre ct. Answer: D E xp lan ation : A) Inco rre ct. S tatement 1 is incorre ct. Int ernals a ctuall y ask more questi ons t han ex ternals do. S tatement 2 is correct. S tatement 3 is corre ct.

B) In corr ect . S tatement 1 is i ncorrect. Int ernals a ct uall y ask m or e questi ons than ex ternals do. S tatement 2 is correct. S t atement 3 i s corr ect.

C ) In corr ect. S tatement 1 is i ncorrect. Int ernals a ct uall y ask m or e questi ons than ex ternals do. S tatement 2 is correct. S t atement 3 i s corr ect.

D) C orre ct. S tatement 1 is incorrect. Internals actu all y ask m or e questi ons t han ex ternals do. S tatement 2 is correct. S t atement 3 i s corr ect.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : C on cept AAC S B: R eflecti ve Thin king

73) Resear ch su ggests pe ople wit h an int ernal l ocu s of control (1) are mor e sati sfied withwork, (2)outperformexternalsinst ressful si tuations, and (3) ar e less ac cur ateinprocessingfeedback aboutsuccesses and f ail ur es than ex ternals. W hich statements are corr ect?

A) S tatements 1 and 2 ar e corr ect. B) St atement 2 i s incorr e ct.

C ) St atement 2 and 3 are corre ct.

D) All of the statements are co rre ct. Answer: D E xp lan ation : A) Inco rre ct. All three statements a re cor rect . B) In corr ect. All thre e statements ar e cor rect.

C ) In corr ect. All thre e statements ar e cor rect.

D) C orre ct. Despit e som e drawba cks, people in A merica a re h andicapped b y an ex ternal l ocus of control.

Difficult y: 1 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : C oncept AAC S B: R eflecti ve Thin king 74) Nobod y seems t o kn ow what t heir role is and what t he y ar e supposed t o do in one of your divi sions . Two people have appli ed for th e job as mana ger o f this s truggli n g divi sion. The y ar e equal i n ex perience and k nowledge; howev er, Rob ert has be en classified as ex ternal and Susan has been cl assi fied as an int ernal. W ho shoul d you hire?

A) You should hi re S usa n. B) You shoul d hire R ob e rt.

C ) You shoul d conti nue yo ur job se arc h outs ide the divi s ion, as neit her Susan nor R obert a re quali fied for the job.

D) These classificati ons do not help in s electi ng t he right candidate for thi s job. Answer: B E xp lan ation : A) Inco rre ct. Though int e rnal l ocus of control i s gener all y th e pref err ed att ribute, an indi vidual with an ex ternal l ocus of control i s more li kel y to i nit iate str ucture and clarif y roles, som ethi ng that thi s struggli n g divi sion n eed s. R obert is t he bett er cho ice.

B) Corr ect. Thou gh int er nal l ocus of control i s ge nerall y the pr efe rred att rib ute, an indi vidual with an ex ternal l ocus of control i s more li kel y to i nit iate structure and clari f y roles, som ethi ng that thi s st ruggli n g divi sion n eeds. R obert is t he b ett er choic e.

C ) In corr ect. Thou gh int e rnal l ocus of control i s ge nerall y the pr efe rr ed att ribute,anindividual withanexternall ocus of control i s more li kel y to i nit iate structure and clari f y roles, som ethi ng that thi s st ruggli n g divi sion n eeds. R obert is t he pr efer red hir e.

D) Inco rre ct. Thou gh int ernal l ocus of control i s generall y t he p ref err ed att r ibut e,anindividual withanexternallocusof control i s more li kel y to i nit iate structure andclarifyroles,something thatthisst ruggli n g divi sion n eeds. R obert is t he pr efer red hir e.

Difficult y: 3 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l: Applicati on AAC S B: Ap p licat ion of knowled ge

75) J anet reads he r horos cope and call s the ps ychi c hot l ine for advic e ev er y da y. W hich would most l ikely appl y to J anet?

A) Intern al l ocus of contr ol B) Ex ternal l ocus of cont rol C ) Toleranc e for ambi gui t y D) None of th e above Answer: B E xp lan ation : A) Inco rre ct. An int ernal l ocus of c ontrol would l ikel y indi c ate that J anet would seek to i mprove her posit ion dail y, rath er than se e king to di scover what t he universe has in s tor e for her.

B) Corr ect. J anet's b ehav ior is m ost appli cable to an ex ternal l ocus of contr ol (she is s eekin g to discover what h er futur e holds ).

C ) In corr ect. J anet's b eha vior is m ost appli cable to an ex ternal l ocus of cont rol (she is s eekin g to discover what h er futur e holds ). The questi on doe s not indi cate whether J a net has a hi gh or low tol erance for ambi guit y.

D) Inco rre ct. J anet's beh a vior is m ost appli cable to an ex ternal l ocus of cont rol (she is s eekin g to discover what h er futur e holds ).

Difficult y: 2 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : Appli cati on AAC S B: Ap p licat ion of knowled ge 76) W hich is not one of the most resea rched bi g fi ve personali t y att ributes? A) Ex traversion B) A gree ableness C ) Ego D) Neuroticism E) C o nscientious ness Answer: C E xp lan ation : A) Inco rre ct. The big five pe rsonali t y att ributes a re ex trave rs ion, aggr ee ableness, neuroticism , conscientio usness, and openness t o e x perience.

B) In corr ect. The bi g fiv e personali t y att ributes a r e ex traversion, a gg r ee ableness, neuroti cism , conscientious ness, and o penness t o ex perience.

C ) Correct. The bi g fiv e personali t y att ributes ar e ex traversion, a ggre eable ness, neuroti cism , conscientious ness, and o penness t o ex perience.

D) Inco rre ct. The bi g fiv e personali t y at tribut es a r e ex traversion, a ggr ee ableness, neuroti cism , conscientious ness, and o penness t o ex perience.

E) Incor rect. Th e bi g five personali t y att ributes ar e ex traversion, a ggre eable ness, neuroti cism , conscientious ness, and o penness t o ex perience.

Difficult y: 2

Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king

77) W hich best defines c ore self - evaluation?

A) The ev aluation ea ch p erson has dev eloped abo ut hi mself or herself B) The evaluation of do mi n ant personali t y tr ait s that are co re to a p erson 's mana gement ski ll s C ) The evaluation ot he r people give to a pe rson 's most domi nant personali ty trait s D) The ev aluation ea ch p erson gives of him self or herself to app raise eli gibi li t y for sala r y increas es Answer: A E xp lan ation : A) C orrec t. It i s also defin ed as ove rall posi ti ve self -re gard.

B) In corr ect. C ore s elf -e valuation ref ers to an ev a luation each pe rson has d eveloped about hi m - or herself, not o f gene rall y domi nant person ali t y tr ait s.

C ) In corr ect. C ore s elf -e valuation ref ers to an ev a luation each pe rson has d eveloped about hi m - or herself, not an evalu ati on of others.

D) Inco rre ct. C ore self -e valuation determines one 's att it ude about oneself, not eligibi li t y for increas es in s alar y.

Difficult y: 2 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : Appli cati on AAC S B: R eflecti ve Thin king 78) W hich best describes core self -ev aluation?

A) The ex tent to which p eople ac curat el y evaluat e how others think about them B) The ex tent to w hich people ar e able to dia gnos e their own emot ions C ) The ex tent to which people value themselv es a nd feel profi cient as indi viduals D) The ex tent to which p eople want a ffe cti on Answer: C E xp lan ation : A) Inco rre ct. S elf -evalu ati on is the ex tent to which people value themselves and feel profi cient as indi viduals. It h as not hing to do with whether people ac c uratel y evalu ate others ' percepti ons of them.

B) In corr ect. Thi s answ er choice r efe rs to self -a wa reness, r ather than s elf -e valuation.

C ) Correct. The four compon ents of self -este em are (value ), s elf -ef fica c y (pro ficienc y) , neuroticism (proficien c y and value), and locus of control (profici enc y).

D) Inco rre ct. Ex pressed need for aff ecti on is not central t o self -evaluation. S elf -evaluation i s the ex tent to which people value themselves and feel proficient as indi viduals.

Difficult y: 2 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : Appli cati on AAC S B: R eflecti ve Thin king

79) W hich components c ontribut e to t he latent attribut e of core s elf -ev aluat ion?

1. self-este em 2. self-ef fica c y 3. locus of control 4. ex traversion A) C omponents 1 and 2 contribut e. B) Components 1 and 4 c ontribut e.

C ) Components 1, 2, and 3 contribut e D) C omponents 1, 2, and 4 contribut e. Answer: C E xp lan ation : A) Inco rre ct. The latent attribut e of core self -ev aluation i s comprised of four components: (1) self- este em, (2) self - effi cac y, (3) neuroticism , and (4) locu s of control.

B) In corr ect. The l atent a tt ribute of core s elf -ev alu ati on is comprised of fou r components: (1) self-este em, (2) self -ef fic ac y, (3) n euroticism , and (4) locus of cont rol.

C ) Correct. The l atent att ribute of cor e self - evalua ti on is comprised of four components: (1) self - esteem, (2) s elf-e ffic ac y, (3) neuroticism , and (4 ) l ocus of cont rol.

D) Inco rre ct. The latent a tt ribute of core s elf -ev alu ati on is comprised of fou r components: (1) self-este em, (2) self -ef fic ac y, (3) n euroticism , and (4) locus of cont rol. Difficult y: 2 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king 80) W hat i s neuroticism?

A) The ex tent to which p eople see thems elves as c apable and su ccess ful B) The t endenc y to h ave a ne gati ve outl ook and p essi mi sti c approach to l if e C ) The beli ef that on e ca n control hi s o r her ex per iences D) The gen erali z ed sense of one 's abil it y to pe rfor m capabl y a cross a va riet y of circumst anc es Answer: B E xp lan ation : A) Inco rre ct. Thi s answer choice d e scribes self - esteem. N eur oti cism refers to the tendenc y to hav e a ne gati ve outl ook and pessi mi stic approa ch to l ife.

B) Corr ect. Bec ause thi s is a negati ve, r ather than a posi ti ve, att ribute, it is revers e -sco red. That is, a highe r neuroticism s core will lower on e 's cor e self -ev aluation.

C ) In corr ect. Thi s answ er choice r efe rs to locus o f control. Neuroticism re fe rs to the tendenc y to have a n e gati ve outl ook a nd pessi mi sti c approach t o li fe.

D) Inco rre ct. Thi s answe r choice ref ers to self - effi cac y. N euroticism re fers to t he tendenc y to have a n e gati ve outl ook a nd pessi mi sti c approach t o l ife.

Difficult y: 1 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king

81) W hat i s self-effic ac y?

A) The ex tent to which p eople see thems elves as c apable and su ccess ful B) The t endenc y to h ave a ne gati ve outl ook C ) The beli ef that on e ca n control hi s or her ex per iences D) The gen erali z ed sense of one 's abil it y to pe rfor m capabl y a cross a va riet y of circumst anc es Answer: D E xp lan ation : A) Inco rre ct. Thi s answer choice r e fers to self - esteem. S elf- effica c y is t he gen erali z ed sense o f one 's abil it y to p erfo rm cap a bl y a cross a v ariet y of ci r cumst ances.

B) In corr ect. Thi s answ er choice r efe rs to neurotici sm. S elf -effic ac y is t he generali z ed sense o f one's abil it y to per form c apabl y ac ross a va riet y of ci rcumst anc es.

C ) In corr ect. Thi s answ er choice r efe rs to locus of control. S elf -ef fica c y is t he gener ali z ed sense of one 's abil it y to pe rfor m capabl y a cross a va riet y of circumst anc es.

D) C orre ct. Thou gh it is po ssi ble to have var yin g levels of self - effic ac y d e pending on the t ask, core self -ev aluation ref er s to gene rali z ed self - effic ac y, which r ef ers to gene ral confiden ce in one's abil it ies.

Difficult y: 1 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Th in king 82) W hich is t rue conce r ning people who have hi ghe r cor e self - evaluation scores? A) The y tend to be s elfish.

B) The y t end to pos sess an overabund anc e of pos it ive self -re gard. C ) The y t end to avoid diagnosi n g othe rs ' emot ions.

D) The y tend to choos e c ompl ex and more chall en gin g work. Answer: D E xp lan ation : A) Inco rre ct. A high core s elf -ev alu ati on im pli es sensit ivi t y to ot hers and their environment.

B) In corr ect. An ov erabu ndance of s elf -r e ga rd (an d result ing selfishness o r insensit ivi t y) do es not indi cate a hi gh cor e s elf -ev aluation.

C ) In corr ect. C ore s elf -e valuation does not addres s an indi vidual's emot ion al i ntelli genc e (abil it y to di agnose emot ions), but rather de als wit h an indi vidual's vi ew of him - o r herself.

D) C orre ct. Thi s is becau se high c ore s elf -ev aluation scores a re asso ciated with m oti vati on, persist ence, and producti vit y.

Difficult y: 1 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king

83) W hich of the foll owing Bi g 5 person ali t y trait s is the strongest pr edicto r of job perfo rmanc e? A) C onscientious ness B) Op enness t o ex perien ce C ) Ex traversion D) A gre eablen ess Answer: A

E xp lan ation : A) C orrect . R esearch sho ws that t he re is a stron g r elations hip between conscientious ness and ov erall job perfo rmanc e.

B) In corr ect. Alt hou gh o penness t o ex perience l ea ds people to en ga ge in m ore innovative pursuits , scholars have n ot i denti fied a strong li nk between it and p erform a nce.

C ) In corr ect. Ex traversio n does seem t o have an i mpact on j ob perform anc e in a few p rofessi ons that are soci all y d emanding, such as sales. But i n mos t professi ons, t here is no st rong li nk between ex traversion and job performan ce.

D) Inco r r ect . Alt houg h ag r eeableness is a des ir able t r ait amo ng cowor k er s, t her e is no t st r o ng ev idence t hat ag r eeableness is r elat ed dir ect ly t o j o b per for mance.

Difficult y: 1 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu a ti on S kil l : C oncept AAC S B: R eflecti ve Thin king 84) Desc ribe an a ctual ex ampl e from your life o f s ome one’s sensit ive line b eing crossed (it mi ght be yourself ). W hat were the si gn als t hat i ndicated the c rossing o f a s ensit ive line? How was threat ri gidi t y manif est?

Answer: S tudents shoul d describe a re al -li fe ex am ple that ex hibi ts defensiveness on t he pa r t of the actor in r esponse to som eone else’s words or b ehavior. The b est answe r s provide back ground and detail t o demons trate the y und erstand that the crossing o f a sensit ive lin e invol ves a sense o f threat and de fensive wo r ds or behavior. Th e best answers will also des crib e threat ri gidi t y b y providing ex ampl es of h ow the actor b ecam e unc ooperati ve or resis tant as a result of the c rossing of the sensit ive line.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: The S ensit ive Lin e S kil l: Applicat ion AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 85) Desc ribe ex ampl es (e it her from re al l ife or a stor y o f your own const ruc ti on) that depicts at least t wo of Trompen aar ’ s pairs of cult ural di mens ions . W hat behaviors or att it ud es are associated wi th e ach dim ension in t he ex ampl es you describe?

Answer: S tudents shoul d describe ex ampl es that ex hibit an understanding o f at l east t wo pairs of Trompenaa r’s five p airs of cult ural di mensions. The best answe rs provide back ground a nd detail to demonst rate t he y unde rstand the unique beh aviors and att it udes that ac c ompan y the cult ural trait s as described in t he t ex t.

Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: C ult ural Values

S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wl edge 86) Desc ribe a stor y ( eit her fictional or from re al l ife) that depi cts an indi vidual developi n g through the thr ee major p hases of value maturit y.

Answer: S tudents shoul d describe an ex ampl e that ex hibi t s how an indi vidual m ight develop over tim e throu gh the thr ee phases o f Kohlber g’s model of co gnit ive moral developm ent. S pecificall y, the y shoul d depict an indi vidual at t he pre - conventi onal l ev el (making choices based on self-int e rest and punis hment avoidance), at t he conventi onal l evel (making choic es based on social obli gati o n) and at t he post -conv en ti onal l evel (making choi ces based on appe als to uni versal principl e). T he best answe rs provide back ground a nd detail t o demons trate t hat t he student understands the u nique behaviors and att it udes that a ccomp an y ea c h st age o f Kohlbe r g’s model Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: C ult ural Values S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 87) Desc ribe a stor y ( eit her fictional or from re al l ife) that dep i cts an indi vidual developi n g through the thr ee major p hases of value maturit y.

Answer: S tudents shoul d describe an ex ampl e that ex hibi ts how an indi vidual m ight develop over tim e throu gh the thr ee phases o f Kohlber g’s model of co gnit ive moral developm ent . S pecificall y, the y shoul d depict an indi vidual at t he pre - conventi onal l ev el (making choices based on self-int e rest and punis hment avoidance), at t he conventi onal l evel (making choices based on social obli gati o n) and at t he post -conv en ti onal l evel (makin g choi ces based on appe als to uni versal principl e). T he best answe rs provide back ground a nd detail t o demons trate That t he student understands t he u nique behaviors and att it udes that accomp an y ea c h st age o f Kohlbe r g’s model Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: Values Maturit y S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 88) Tell a stor y (eit he r fi cti onal or based on r eal l i fe) that depi cts how t hree people wit h differ ent cognit ive st yles mi ght i nteract wit h e ach othe r as t he y work to gethe r to solve a problem. C lea rl y label ea ch co gnit ive st yl e as you d epict it .

Answer: S tudents shoul d describe an ex ampl e that ex hibi ts how t hree people who ar e discussi ng a single p roblem would a pproach it diffe rentl y bas ed on knowing st yle, pla nning st yl e, and creati ve st yle. Th e best a nswers provide b ack grou nd and detail t o demons tr ate that t he student understands t he unique a pproaches th at ac compan y e ach co gnit ive st yle.

Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: C ognit ive St yle S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge

89) Share a stor y (eit her ficti onal or based on real li fe) that depicts t wo peo ple on the polar ex tremes of locus of cont rol. Cl earl y l abel which e x treme each indi vidual fa ll s on.

Answer: S tudents shoul d describe an ex ampl e that il lust rates differen ces be tween two people,

one of whom has an ex tremel y int e rnal l ocus of c ontrol, and one of whom has an ex tremel y ex ternal l ocus of control. The best answ ers provid e back ground and detail t o demons trate that t he student understands t hat people wit h an int ernal l o cus t end to attribut e caus ali t y for events t o themselves, take r esponsi bil it y fo r their a cti ons, an d ex hibi t m ore ini tiative and leade rship. The y shoul d also show their understandin g that people with an ex ternal l ocus t e nd to attribut e causali t y to ex ternal sources, take l ess responsi bil it y for thei r own behaviors, and ar e less li kel y to t ake ini ti ati ve.

Difficult y: 3 Le arnin g Obje cti ve 1.1 Topi c: Lo cus of Cont rol S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 90) Share a stor y (eit her ficti onal or based on real li fe) that depicts all t hre e elements of tol eran ce for ambi guit y. C lea rl y la bel each element i n the st or y.

Answer: S tudents shoul d describe an ex ampl e that il lust rates how people might ex press t oleran ce (or int oleranc e) of ambi guit y on three dim ension s: novelt y, compl ex it y, and insol ubil it y.

The best answers p rovide ba c kground and detail t o de mons trate that t he studen t understands that people wit h an int oleran c e for novelt y a re r esis tant to chan ge, that peopl e w it h an int olerance for compl ex it y a re r esis tant to problems wi th m an y v a riables, and that peopl e with an intol erance for insol ubil it y ar e resis tant t o pr oblems t hat have no clear answer.

Difficult y: 3 Le arnin g Obje cti ve 1.1 Topic: Toleranc e for A mbi guit y S kil l: Applicati on AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge 91) Ex plain the ke y a reas of self -a war eness. For e ach ke y are a of self -aw ar eness, provide a re al - li fe ex ampl e to su pport your descriptio n.

Answer: The student sho uld describe (1 ) emot ional int ell igenc e : the abil it y to di agnose and reco gniz e your own emot ions, the abil it y to contro l your own emot ions, the abil it y to r eco gniz e and dia gnose the emot io ns di spla yed b y othe rs, a nd the abil it y to respond appropriatel y to t hose emot ional cues; (2) P erso nal values : all att it udes, orientations, and behavior s arise out of an indi vidual's values; (3) C ognit ive st yl e : the manne r i n which indi viduals gat her and pro cess information; (4) Atti tudes toward chan ge : focus es on the methods people u se to cope with chan ge in t heir environm ent; and (5) Core s elf -ev a luation : overall posi ti ve self -re gard or th e ex tent to which people value them selves and feel proficient as indi viduals. Also, t he student shoul d provide one appro priate re al -li fe ex ampl e f or each k e y a rea o f self - a waren ess. S ee Figu re

1.2.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: Import ant Are as of Self -Aw aren ess S kil l : Appli cati on AAC S B: R eflecti ve Thin king

92) You ar e a vic e-pr esident of oper ati ons for a Fo rtune 500 compan y and h ave six area mana gers r eportin g to yo u. Using R okea ch 's value classificati on s yst em, i denti f y and ex plain the ke y v alues your man a ger s are most l ikely to p erc ei ve as the most im portant t o their success i n the workplace.

Answer: W it h re gards to inst rumental values, ma nagers w ant emplo ye es who are responsi ble, honest, capable, ima gin ati ve, and logi cal. Mana ger s in t he busi ness world t end to rate ambi ti on, capabil it y, responsi bil it y, and fre edom hi gh er than people in gener al. Hi ghly suc cessful mana gers t ypic all y pla ce more emphasis on econo mi c (a comfort able life) a nd poli ti cal (social reco gnit ion) values than l ess successful m an a ge rs. Man a gers also pl ace mor e value on sens e of accompl ishm ent, self-r es pect, a comfo rtable life, a nd independenc e than the population i n gen eral. Th e inst rumenta l value mana ge rs held hi ghest fo r themselves w as ambi ti on; t heir highest -h eld t erminal val ue was sens e of a ccompl ishm ent. P ersonal values r ather than soci al values and thos e orient ed toward achi evement pr e domi nate among m ana ge rs.

Difficult y: 2 Le arnin g Obje cti ve 1.3 Topic: P ersonal Values S kil l : C oncept AAC S B: Diverse and M ult icultural W or k 93) Compare and contras t t he ke y dif fer enc es in t he major levels of Kohlb er g's mod el of v alues maturit y.

Answer: Kohlbe r g's mod el focuses on t he kind o f reasoni n g used to rea ch a decisi on about an iss ue that has value or m oral connotati ons. The m odel h as three m ajor leve ls, each of whi ch contains t wo stages. The stages are s equenti al ( a p erson can 't p ro gress t o st age 3 befo re p assi ng through st a ge 2), and eac h st age repr esents a hi gh er level of m aturit y. Th e first l evel of maturit y, the self-c enter ed level (p reconventi onal ), focus es on m oral reasoni n g and i nstrumental values that are bas ed on person a l needs or wants and on the consequen ces o f an a c t. The second lev el, conformi t y l evel (conv en ti onal), focuses on m oral reasoni n g bas ed on confo rming to and upholdi ng the conv enti ons and ex pectations of soc iet y. This l evel i s som eti mes refe rred to as the law and orde r level b eca use the emphasis i s on co nformi t y to l aws and no r ms. R ight and wron g are jud ged on the b asis of whether o r not behavior s conform t o th e rules of those in authorit y. R espect from ot hers b ase d on obedience is a p riz ed outcome. The principl e d level (postconventi onal) is t he highest l evel and rep rese nts t he most mature level of moral re asoni ng and the most mature set of instrumental values. R ight and w ron g ar e judge d on the basis of the int ernali z ed principl es of the indivi dual. Thi s set of principl es is compreh en sive, consi stent, and universal. In sum , self - ce ntered (fi rst level of matu rit y) indivi duals vi ew rul es and laws as outsi de themsel ves, but the y ob e y be cause the y m a y obt ain rew ards or avoid puni shment.

C onformi st (second level of maturit y) indivi duals view rules and la ws as o utsi de themselves, but the y ob e y bec ause the y h ave lea rned and ac cepted those rules and laws, an d the y se ek

th e r espect of others. Principl ed (thir d level of maturit y) indivi duals ex ami ne the rules and laws and d evelop a set of int ernal p rincipl e s that t he y beli ev e a re m orall y right. If ther e is a c hoice to be made between ob e yin g a law o r a principl e, the y chose t he principl e. Inte rnali z ed principl es supersed e rules and laws in p rincipl ed indi viduals.

Difficult y: 2 Le arnin g Obje cti ve 1.3

Topic: Values Maturit y S kil l : Appli cati on AAC S B: Et hical Underst anding and R easoni n g 94) Resear ch indi cates th at an int ernal l ocus of co ntrol i s not alwa ys a posi ti ve att ribute.

C ompare and contr ast bo th t he advanta ges and dis advanta ges o f an int ern al l ocus of control and an ex ternal l ocus of contr ol.

Answer: Indivi duals wit h an ex ternal l ocus of co ntrol have been sho wn to help clarif y rol es and are mor e consi der ate tha n int ernals. Thi s is an ad vanta ge of p eople wit h a n ex ternal l ocus of control. Internals are less li kel y to foll ow dire cti ons and are l ess ac curate in processi n g fe edba ck about s uccess and fail ure s th an ex ternals. These a r e disadvanta ges o f indivi duals wit h an int ernal locus of control. Also, i nternals hav e a ha rder tim e reachin g a decisi on wh e n the outcome of such decisi on is a serious cons equenc e for som eon e els e. This t oo is a disadvantage of peopl e with an int ernal l ocus of control. Advanta ges of indivi dual s with an int ernal l ocus o f control ar e that the y perform bett e r in stressfu l si tuations, enga ge in m ore entr epren eurial a cti vit y, ar e more acti ve in mana ging th eir own c are ers, and hav e hi gher le v e ls of job i nvolvement and participative mana gement st yl e.

Difficult y: 3 Le arnin g Obje cti ve 1.5 Topic: Lo cus of Cont rol S kil l : Appli cati on AAC S B: R eflecti ve Thin king 95) Assume that you ar e cha r ged with the orien tation of a cohort of n e w mana ge rs in your organiz ati on. How woul d you h elp them unde rstand their own str en gths and inclinations and how the y could best cont ribute?

Answer: Answ ers to thi s questi on shoul d include a discussi on of ke y indi vi dual di ffer ences described in t he chapter. For instanc e, a man a ger could held a new cohort bett er understand themselves b y t eachin g t hem about locus of contr ol, t olerance for ambi guit y, co gnit ive mor al developm ent, co gnit ive s t yle, cult ur al di ffe renc es, and/or the Bi g 5 p ersona li t y tr ait s. The bes t responses demons trat e that st udents un derstand th e meanin g of thes e terms , and how to articulate them in a wa y that others can underst and them.

Difficult y: 3 Le arnin g Obje cti ve: All Topic: Entire C hapter S kil l: Anal yti c al AAC S B: R eflecti ve Thin king; Appli cati on of Kno wledge

Co mmu n ist Prison Camp To understand the dev elo pment of incre ased self -a waren ess, i t i s helpful t o consi der the opposi te process: the destru cti on of self -a war eness. Und erst anding the growth proc es s is often enhanc ed b y unde rstandin g the det eriorati on proc ess. In the case below, a pro cess of ps ycholo gic al self - destructi on is described a s it occurred among p risoners of w ar durin g the K orean W ar. Consi der how these proc esses that destro y s elf -a war eness c a n be reve rsed to c reat e gr eater s elf -a war eness. The sett ing is a p risoner of war camp m ana ged b y the Com muni st C hinese.

In su ch prisons t he tot al r egim en, consi sti ng of ph ys ical p rivati on, prolonged interro gati on, tot al i solation from former rel ati onshi ps and sources of in form ati on, detailed re gim entation of all dail y a cti vit ies, and deli berate humil iation and degradati on, w as gea red to producing a confessi on of all e ged cri mes, the assum pti on of a penit ent role, and the ado pti on of a C omm unist frame of ref e rence. The prison e r was not i nformed what hi s cri mes were, no r was he permitt ed to evad e the iss ue b y makin g up a fal se confessi on.

Inste ad, w hat t he prisoner learned h e must do was r eevaluat e his p ast from t he point of view of the C omm unist s and reco gniz e that most of his former att it udes and b e havior wer e a ctuall y cri mi nal from t his po int of view. A priest who h a d disp ensed food to need y pe asants i n his mi ssi on church had to "r eco gniz e" that h e was a ctuall y a tool of imperiali sm and was usi ng his m is sionar y acti vit ies as a cove r for ex ploi tation of the peas ants. Even w orse, he had us ed food as blackmail t o accompl ish hi s aim s.

The ke y techniqu e used b y the Com muni sts to produce social ali en ati on to a de gre e suffi cient to allow such rede finiti on and reev aluation t o occ ur wa s to p ut t he prisoner int o a cell with four or more oth er prison ers who we re som ewh at more advan ced in t heir "t hought re form " than he. S uch a c ell usuall y had on e lead er who w as responsi ble to the pris on authorit ies, and the progress of th e whole cell was made conti ngen t on t he progress of the le ast "r eformed " member. This condit ion m eant i n practi c e that fou r or more c ell members d evoted all their ener gies to gett in g their l east " refo rmed " member to reco gniz e "the t ruth" a bout hi mself and to confess. To a ccompl ish t his, t he y t ypicall y swor e at, haran gu ed, beat, d eno unced, humi li ated, revil ed, and brut ali z ed their victim 24 hours a da y, som eti mes for weeks o r mont hs on end. If the authorit ies felt that the prisoner w as basic all y uncooperati ve, th e y man acled his hands behind hi s back and ch ai ned his ankles, which ma de him compl etel y d epen dent on hi s cell mates for the fulfil lm ent of his basic needs. It was thi s reducti on to an a nim al -li ke ex ist ence in front of othe r humans t hat consti tut ed the ulti mate humi li at ion and led to the destructi on of the prisone r’s im age of himself. Ev e n in hi s own e yes h e be ca me somethi ng not worth y o f the r e gard o f h is fell ow man.

If, to avoid complete ph ys ical and person al destr ucti on, the prisoner be ga n to confess i n the manner desir ed of him , h e was usuall y for ced to p rove his s incerit y b y mak ing

irr evocabl e behavioral commi tm ents, s uch as denouncin g and im pli cati ng his friends an d relatives in hi s own newl y re co gniz ed cr im es. Once he h ad done t his, h e became furthe r ali enated f ro m hi s former self, even in hi s o wn e yes, and could s eek securit y onl y in a new id enti t y and n ew social relations hips. Aiding thi s proc ess of conf es sing was the fa ct t hat t he crimes gave th e prisoner somethi ng concr ete to which to attach the free -floati n g guil t which the accusin g environment and his own humi li ati on usuall y sti mul ated.

A good ex ampl e was the pli ght of the sick and wo unded prisoners of war w ho, because o f their ph ysic al confinem e nt, were unabl e to esc ape from continual conflict with t heir i nterro gator or inst ru ctor, and who often ended up formi ng a close r elations hip wit h him . C hinese C omm unist instructors often en coura ged prisoners to take lon g wa lks or have informal talks wit h them and offe red as in centi ves cigarett es, te a, and othe r rewa r ds. If the prisoner was will in g to c ooperate and becom e a “ progressi ve,” h e could j o in wit h other “pro gressi ves ” in an a cti ve group li fe.

W it hin t he politi cal prison, t he gr oup cell not onl y provide d the for ces tow ard ali enati on but also offer ed the ro ad to a “new self. ” Not onl y we r e there avail able among t he fell ow prisone rs indi viduals wit h whom the prisoner co uld i denti fy be cause o f their sha red pli ght, but once he showed an y tend enc y to seek a ne w identi t y b y tr yi n g to re evaluate his p ast, he rec eived a whole ran ge o f re wards, of which the most im portant was the int erp ersonal information t hat he was a gain a p erson wo rthy of respe ct and r e gard.

S ource: S chein, E. H. (19 60). Interpe rsonal comm unicati on, group soli da rity, and so cial influence. Sociom etry, 23 , 148 -61.

Note to In str u ctors : Th e rem ainin g essay questi on s in th is t estban k all relate to th e above case. Y ou m ay ch oose to u se all of th e follow in g qu esti on s, or s om e su bset of th em . To en su re th at you h ave all relevan t i n form ati on regardl ess of wh i ch qu esti on s you u se, w e h ave provided a gen eral explan ati on of th e case for each qu esti on . Th e redu n dan cy in th e explan ati on s is bu il t in in tent ion all y.

96) W hat specific techni ques wer e used to brin g a bout t he destructi on of se lf -awa reness among the p risoners?

Answer: This cas e is ab out t he value of the fiv e dim ension s of self-aw are ness. The cas e il lust rates the techniques used in C omm unist prisoner -of -wa r camps t o diss olve social support mechanism s and destro y indi vidual self -concept. It point s out the coupli ng between on e’s social definiti on and self-de finiti on. One of the stron gest point s il lust rated is t he need for a stable set of int ernali z ed principl es to gove rn behavio r. Sui cide s and defe cti ons wer e most comm on among prisoners wit hout well -co nstructed value s ystems. W hen gradin g student an swers, ke ep in m ind the foll owing point s. ∙ S elf-conc ept i s ar gued b y man y to be alm ost compl etel y a sociall y const ruct ed conc ept.

The old ada ge from so cia l ps ycholo g y, "I am wh at I thi nk you thi nk I am, " i s an im portant factor in our developm ent of a s elf -con cept. W e ar e all h eavil y d epend ent on our percepti ons of what we thi nk others thi nk of us for our f eeli n g of self - worth. ∙ The more self -aw aren ess and self -knowl ed ge, the more comfortabl e and co nfident indi viduals are and the m ore the y a re li kel y to resi st s ocial pressure. Th at i s, the unex am ined life not onl y is no t worth l ivi ng, it is t he most chan ge a ble and unst able. Self -un derstandin g leads t o stabili t y and consi stenc y.

∙ S elf-awa reness i s a p roc e ss, not a state; consequen tl y, it is never compl eted. It i s a li felong journ e y. ∙ S elf-knowled ge cre ates c onfidence and st abil it y. T he same is t rue fo r a w ell -developed, consi stent set of values. W hen social pressures w ere brou ght t o be ar on pri soners of wa r, those who folded first we re tho se without a foundati on in values and self -confide nce. The y reli ed heavil y on so cial per cept ion for the definiti ons. The chapte r stresses that s elf -aw aren ess i s cruci al

to personal pro gr ess i n the midst of contradictor y, ambi guous, and non reinf orcing circumst an ces facin g all mana gers as th e y b ecome in cre asingl y s uccessful.

The major techniqu e use d b y the Chi nese C omm u nist s in changin g self - co ncepts (both i n the post -1949 thought re f orm of the Chi nese peopl e and with prisoners o f w ar) as not ed in t he writ ings of Mao Tse-tun g: ∙ Form a c ohesive te am t hat i ndivi dual s identi f y wi th and feel ve r y much a p art of. ∙ Use the group to br eak d own the self -c oncept and self -identit y o f the indi vidual, mainl y b y identif yin g we aknesse s, transgressi ons, fault s, a nd shortcomi ngs. Do thi s b y isol ati ng th e indi vidual, requiring pub li c confessi ons, writ ing p ersonall y critical autobi ogr aphies, and subj ecti ng the indivi dual to m an y group int e rro gat ions and defens es of a cti ons. ∙ S ubst it ute a new idealogy as the solut ion t o the ne gati ve feeli n gs of s elf -wo rthlessness and si n. "The p art y" or th e adopti on of a ne w worl d view is t he onl y w a y to reconst ruct t he no w - destro ye d self -confiden c e.

Difficult y: 3 Le arnin g Obje cti ve: All Topic: Entire C hapter S kil l: Anal yti c al AAC S B: R eflecti ve Thin king 97) W hat m echanism s do people use, and what m e chanism s could t he priso ners of w ar hav e used, to resis t a chan ge i n their self -con cepts?

Answer: This cas e is ab out t he value of the fiv e dim ension s of self-aw are ness. The cas e il lust rates the techniques used in C omm unist prisoner -of -wa r camps t o diss olve social support mechanism s and destro y indi vidual self -concept. It point s out the coupli ng between on e’s social definiti on and self-de finiti on. One of the stron gest point s il lust rated is t he need for a stable set of int ernali z ed principl es to gove rn behavio r. Sui cide s and defe cti ons wer e most comm on among prisoners wit hout well -co nstructed value s ystems. W hen gradin g student an swers, ke ep in m ind the foll owing point s. ∙ S elf-conc ept i s ar gued b y man y to be alm ost compl etel y a sociall y const ruct ed conc ept.

The old ada ge from so cia l ps ycholo g y, "I am wh at I thi nk you thi nk I am, " i s an im portant factor in our developm ent of a s elf -con cept. W e ar e all h eavil y d epend ent on our percepti ons of what we thi nk others thi nk of us for our f eeli n g of self - worth. ∙ The more self -aw aren ess and self -knowl ed ge, the more comfortabl e and co nfident indi viduals are and the m ore the y a re li kel y to resi st s ocial pressure. Th at i s, the unex am ined life not onl y is no t worth l ivi ng, it is t he most chan ge a ble and unst able. Self -un derstandin g leads t o stabili t y and consi stenc y. ∙ S elf-awa reness i s a p roc e ss, not a state; consequen tl y, it is never compl eted. It i s a li felong journ e y. ∙ S elf-knowled ge cre ates c onfidence and st abil it y. T he same is t rue fo r a w ell -developed, consi stent set of values. W hen social pressures w ere brou ght t o be ar on pri soners of wa r,

those who folded first we re tho se without a foundati on in values and self -confide nce. The y reli ed heavil y on so cial per cept ion for the definiti ons. The chapte r stresses that s elf -aw aren ess i s cruci al to personal pro gr ess i n the midst of contradictor y, ambi guous, and non reinf orcing circumst an ces facin g all mana gers as th e y b ecome in cre asingl y s uccessful.

The major techniqu e use d b y the Chi nese C omm u nist s in changin g self - co ncepts (both i n the post -1949 thought re for m of the Chinese people and with prisoners of w ar ) as not ed in t he writ ings of Mao Tse-tun g: Form a c ohesive te am t hat i ndivi duals i denti f y wi th and feel ve r y much a p art ∙ of. ∙ b y identif we aknesse s, transgressi ons, -c fault s, a nd ngs. thi indi s b yvidual, i Useyin theggroup to br eak d own the self oncept andshortcomi self -identit y oDo f the y vidual, requiring pub li c confessi ons, writ ing p ersonall y critical autobi solatingmainl th e indi ogr aphies, and subj ecti ng the indivi dual to m an y group int e rro gat ions and defens es of S ubst it ute a new idealogy as the solut ion t o the ne gati ve feeli n gs of s elf-wo ∙a cti ons. and si n.rthlessness "The p art y" or th e adopti on of a ne w worl d view is t he onl y w a y to reconst ruct t he no w - destro ye d self -confiden c e.

Difficult y: 2 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -Evalu ati on S kil l: Anal yti c al AAC S B: R eflecti ve Thin king 98) W hat could be done t o reform or rebuil d the se lf -awa reness o f these pris oners? W hat can be done to help indi vidua ls wit hout s elf -awar eness to i mprove that ski ll?

Answer: This cas e is ab out t he value of the fiv e dim ension s of self-aw are ness . The cas e il lust rates the techniques used in C omm unist prisoner -of -wa r camps t o diss olve social support mechanism s and destro y indi vidual self -concept. It point s out the coupli ng between on e’s social definiti on and self-de finiti on. One of the stron gest po int s il lust rated is t he need for a stable set of int ernali z ed principl es to gove rn behavio r. Sui cide s and defe cti ons wer e most comm on among prisoners wit hout well -co nstructed value s ystems. W hen gradin g student an swers, ke ep in m ind the foll owing point s. ∙ S elf-conc ept i s ar gued b y man y to be alm ost compl etel y a sociall y const ruct ed conc ept.

The old ada ge from so cia l ps ycholo g y, "I am wh at I thi nk you thi nk I am, " i s an im portant factor in our developm ent of a s elf -con cept. W e ar e all h eavil y d epend ent on our percepti ons of what we thi nk others thi nk of us for our f eeli n g of self - worth. ∙ The more self -aw aren ess and self -knowl ed ge, the more comfortabl e and co nfident indi viduals are and the m ore the y a re li kel y to resi st s ocial pressure. Th at i s, the unex am ined life not onl y is no t worth l ivi ng, it is t he most chan ge a ble and unst able. Self -un derstandin g leads t o stabili t y and consi stenc y. ∙ S elf-awa reness i s a p roc e ss, not a state; consequen tl y, it is never compl eted. It i s a li felong journ e y. ∙ S elf-knowled ge cre ates c onfidence and st abil it y. T he same is t rue fo r a w ell -developed, consi stent set of values. W hen social pressures w ere brou ght t o be ar on pri soners of wa r, those who folded first we re tho se without a foundati on in values and self -confide nce. The y reli ed heavil y on so cial per cept ion for the definiti ons. The chapte r stresses that s elf -aw aren ess i s cruci al to personal pro gr ess i n the midst of contradictor y, ambi guous, and non reinf orcing circumst an ces facin g all mana gers as th e y b ecome in cre asingl y s uccessful.

The major techniqu e use d b y the Chi nese C omm u nist s in changin g self - co ncepts (both i n the post -1949 thought re for m of the Chinese people and with prisoners of w ar ) as not ed in t he writ ings of Mao Tse-tun g: Form a c ohesive te am t hat i ndivi duals i denti f y wi th and feel ve r y much a p art ∙ of. ∙ b y identif we aknesse s, transgressi ons, -c fault s, a nd ngs. thi indi s b yvidual, i Useyin theggroup to br eak d own the self oncept andshortcomi self -identit y oDo f the y vidual, requiring pub li c confessi ons, writ ing p ersonall y critical autobi solatingmainl th e indi ogr aphies, and subj ecti ng the indivi dual to m an y group int e rro gat ions and defens es of S ubst it ute a new idealogy as the solut ion t o the ne gati ve feeli n gs of s elf-wo ∙a cti ons. and si n.rthlessness "The p art y" or th e adopti on of a ne w worl d -view is t he onl y wa y to reconst ruct t he no w - destro ye d self -confiden c e.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: Import ant Are as o f Self -Aw aren ess S kil l: Applicati on AAC S B: R eflecti ve Thin king 99) In the sit uati on of the se prisoners of w ar, wh at demons trates that i ndivi duals t end to avoid new self-kno wled ge?

Answer: This cas e is ab out t he value of the fiv e dim ension s of self-aw are ness. The cas e il lust rates the techniques used in C omm unist prisoner -of -wa r camps t o diss olve social support mechanism s and destro y indi vidual self -concept. It point s out the coupli ng between on e’s social definiti on and self-de finiti on. One of the stron gest point s il lust rated is t he need for a stable set of int ernali z ed principl es to gove rn behavio r. Sui cide s and defe cti ons wer e most comm on among prisoners wit hout well -co nstructed value s ystems. W hen gradin g student an swers, ke ep in m ind the foll owing point s. ∙ S elf-conc ept i s ar gued b y man y to be alm ost compl etel y a sociall y const ruct ed conc ept.

The old ada ge from so cia l ps ycholo g y, "I am wh at I thi nk you thi nk I am, " i s an im portant factor in our developm ent of a s elf -con cept. W e ar e all h eavil y d epend ent on our percepti ons of what we thi nk others thi nk of us for our f eeli n g of self - worth. ∙ The more self -aw aren ess and self -knowl ed ge, the more comfortabl e and co nfident indi viduals are and the m ore the y a re li kel y to resi st s ocial pressure. Th at i s, the unex am ined life not onl y is no t worth l ivi ng, it is t he most chan ge a ble and unst able. Self -un derstandin g leads t o stabili t y and consi stenc y. ∙ S elf-awa reness i s a p roc e ss, not a state; consequen tl y, it is never compl eted. It i s a li felong journ e y. ∙ S elf-knowled ge cre ates c onfidence and st abil it y. T he same is t rue fo r a w ell -developed, consi stent set of values. W hen social pressures w ere brou ght t o be ar on pri soners of wa r, those who folded first we re tho se without a foundati on in values and self -confide nce. The y reli ed heavil y on so cial per cept ion for the definiti ons. The chapte r stresses that s elf -aw aren ess i s cruci al to personal pro gr ess i n the midst of contradictor y, ambi guous, and non reinf orcing circumst an ces facin g all mana gers as th e y b ecome in cre asingl y s uccessful.

The major techniqu e use d b y the Chi nese C omm u nist s in changin g self - co ncepts (both i n the post -1949 thought re for m of the Chinese people and with prisoners of w ar ) as not ed in t he writ ings of Mao Tse-tun g: Form a c ohesive te am t hat i ndivi dua ls i denti f y wi th and feel ve r y much a p art ∙ of. ∙ b y identif we aknesse s, transgressi ons, -c fault s, a nd ngs. thi indi s b yvidual, isol Useyin theggroup to br eak d own the self oncept andshortcomi self -identit y oDo f the ati ng thmainl e indiyvidual, requiring pu b li c confessi ons, writ ing p ersonall y critical autobi ogr aphies, and subj ecti ng the indivi dual to m an y group int e rro gat ions and defens es ubst it ute a new idealogy as the solut ion t o the ne gati ve feeli n gs of s elf -wo ∙of a cti S ons. and si n.rthlessness "The p art y" or th e adopti on of a ne w worl d view is t he onl y w a y to reconst ruct t he no w - destro ye d self -confiden c e.

Difficult y: 2 Le arnin g Obje cti ve 1.1 Topic: Import ant Are as o f Self -Aw aren ess S kil l: Anal yti c al AAC S B: R eflecti ve Thin king 100) W hich of the five c ore aspe cts of self -conc e pt were the p rison camps structured to chan ge? P rovide just ificati on for yo ur answe r.

Answer: This cas e is ab out t he value of the fiv e dim ension s of self-aw are ness. The cas e il lust rates the techniques used in C omm unist prisoner-of -wa r camps t o diss olve social support mechanism s and destro y indi vidual self -concept. It point s out the coupli ng between on e’s social definiti on and self-de finiti on. One of the stron gest point s il lust rated is t he need for a stable set of int ernali z ed principl es to gove rn behavio r. Sui cide s and defe cti ons wer e most comm on among prisoners wit hout well -co nstructed value s ystems. W hen gradin g student an swers, ke ep in m ind the foll owing point s. ∙ S elf-conc ept i s ar gued b y man y to be alm ost compl etel y a sociall y const ruct ed conc ept.

The old ada ge from so cia l ps ycholo g y, "I am wh at I thi nk you thi nk I am, " i s an im portant factor in our developm ent of a s elf -con cept. W e ar e all h eavil y d epend ent on our percepti ons of what we thi nk others thi nk of us for our f eeli n g of self - worth. ∙ The more self -aw aren ess and self -knowl ed ge, the more comfortabl e and co nfident indi viduals are and the m ore the y a re li kel y to resi st s ocial pressure. Th at i s, the unex am ined life not onl y is no t worth l ivi ng, it is t he most chan ge a ble and unst able. Self -un derstandin g leads t o stabili t y and consi stenc y. ∙ S elf-awa reness i s a p roc e ss, not a state; consequen tl y, it is never compl eted. It i s a li felong journ e y. ∙ S elf-knowled ge cre ates c onfidence and st abil it y. T he same is t rue fo r a w ell -developed, consi stent set of values. W hen social pressures w ere brou ght t o be ar on pri soners of wa r, those who folded first we re tho se without a foundati on in values and self -confide nce. The y reli ed heavil y on so cial per cept ion for the definiti ons. The chapte r stresses that s elf -aw aren ess i s cruci al to personal pro gr ess i n the midst of contradictor y, ambi guous, and non reinf orcing circumst an ces facin g all mana gers as th e y b ecome in cre asingl y s uccessful.

The major techniqu e use d b y the Chi nese C omm u nist s in changin g self - co ncepts (both i n the post -1949 thought re for m of the Chinese people and with prisoners of w ar ) as not ed in t he writ ings of Mao Tse-tun g: Form a c ohesive te am t hat i ndivi dua ls i denti f y wi th and feel ve r y much a p art ∙ of. ∙ b y identif we aknesse s, transgressi ons, -c fault s, a nd ngs. thi indi s b yvidual, isol Useyin theggroup to br eak d own the self oncept andshortcomi self -identit y oDo f the ati ng thmainl e indiyvidual, requiring pu b li c confessi ons, writ ing p ersonall y critical autobi ogr aphies, and subj ecti ng the indivi dual to m an y group int e rro gat ions and defens es ubst it ute a new idealogy as the solut ion t o the ne gati ve feeli n gs of s elf -wo ∙of a cti S ons. and si n.rthlessness "The p art y" or th e adopti on of a ne w worl d view is t he onl y w a y to reconst ruct t he no w - destro ye d self -confiden c e.

Difficult y: 2 Le arnin g Obje cti ve 1.6 Topic: C ore S elf -C oncep t S kil l: Anal yti c al AAC S B: R eflecti ve Thin king

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