Test Bank (Download only)
for Developing
Management Skills, 10e
Revised by Laurel
Donaldson
Developing Management
Skills
Tenth Edition
David A. Whetten
Kim S. Cameron
VERIFIEDBRAINBOOSTER
,This work is protected by United States copyright laws and is provided
solely for the use of instructors in teaching their courses and assessing
student learning. Dissemination or sale of any part of this work (including
on the World Wide Web) will destroy the integrity of the work and is not
permitted. The work and materials from it should never be made available
to students except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and the needs
of other instructors who rely on these materials.
Director of Portfolio Management: Stephanie Wall
Portfolio Manager: Kris Ellis-Levy
Editorial Assistant: Amanda McHugh
Content Producer: Claudia Fernandes and Pooja Aggarwal
Copyright © 2020 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Manufactured
in the United States of America. This publication is protected by copyright, and permission
should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise. For information regarding permissions, request forms, and the
appropriate contacts within the Pearson Education Global Rights and Permissions department,
please visit www.pearsoned.com/permissions/.
PEARSON, ALWAYS LEARNING, and MYLAB are exclusive trademarks owned by Pearson
Education, Inc. or its affiliates in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in
this work are the property of their respective owners, and any references to third-party
trademarks, logos, icons, or other trade dress are for demonstrative or descriptive purposes only.
Such references are not intended to imply any sponsorship, endorsement, authorization, or
promotion of Pearson’s products by the owners of such marks, or any relationship between the
owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
VERIFIEDBRAINBOOSTER
,Developing Management Skills, 10e (Whetten/Cameron)
Chapter 1 Developing Self-Awareness
1) Self-awareness is at the foundation of personal life management skills.
Answer: TRUE
Explanation: Though self-awareness is not in itself sufficient for good life management, other
management skills (such as self-control, time-management, stress mitigation) build upon strong
self-awareness skills.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: Key Dimensions of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
2) Empirical evidence indicates that people who are more self-aware are healthier, perform better
in leadership roles, and are more productive at work.
Answer: TRUE
Explanation: This is true because we cannot improve ourselves or develop new capabilities
unless and until we know what level of capability we currently possess.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Enigma of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
3) The concept of sensitive line refers to the point at which individuals welcome information
about themselves from their co-workers.
Answer: FALSE
Explanation: The concept of sensitive line refers to the point at which people become defensive
or protective of information about themselves.
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Concept
AACSB: Application of knowledge
1
Copyright © 2020 Pearson Education, Inc.
VERIFIEDBRAINBOOSTER
, 4) Marvin consistently finds fault with Alicia's competence as a manager. Because Alicia has
been told she is doing a good job she therefore responds in a threatened, rigid way. Thus, her
most likely response will be to defend herself in light of Marvin's accusations.
Answer: TRUE
Explanation: The threat-rigidity response occurs when people encounter information that is a
threat to their self-concept. They protect themselves and become risk averse. When people
respond this way, they tend to deny the validity of the contradictory information or contradict the
source.
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
5) Self-awareness can be managed by exercising minimal control over when and what kind of
information one receives about oneself and by not involving others in the pursuit of self-
understanding.
Answer: FALSE
Explanation: Self-awareness is best achieved through self-disclosure, which allows one to
receive feedback and additional information from others. A quote from the text states that "Our
self-reflection in a mirror does not tell us what we are like, only our reflection in other people."
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate,
and act on key fundamental differences among her employees.
Answer: TRUE
Explanation: These attributes (recognizing, appreciating, and acting on fundamental employee
differences) are known generally as managing diversity. Effectively managing diversity allows
Simone to better utilize the differences (perspectives, strengths, and skills she finds in her
employees.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: Understanding and Appreciating Individual Differences
Skill: Concept
AACSB: Diverse and multicultural work environments
2
Copyright © 2020 Pearson Education, Inc.
VERIFIEDBRAINBOOSTER
for Developing
Management Skills, 10e
Revised by Laurel
Donaldson
Developing Management
Skills
Tenth Edition
David A. Whetten
Kim S. Cameron
VERIFIEDBRAINBOOSTER
,This work is protected by United States copyright laws and is provided
solely for the use of instructors in teaching their courses and assessing
student learning. Dissemination or sale of any part of this work (including
on the World Wide Web) will destroy the integrity of the work and is not
permitted. The work and materials from it should never be made available
to students except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and the needs
of other instructors who rely on these materials.
Director of Portfolio Management: Stephanie Wall
Portfolio Manager: Kris Ellis-Levy
Editorial Assistant: Amanda McHugh
Content Producer: Claudia Fernandes and Pooja Aggarwal
Copyright © 2020 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Manufactured
in the United States of America. This publication is protected by copyright, and permission
should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise. For information regarding permissions, request forms, and the
appropriate contacts within the Pearson Education Global Rights and Permissions department,
please visit www.pearsoned.com/permissions/.
PEARSON, ALWAYS LEARNING, and MYLAB are exclusive trademarks owned by Pearson
Education, Inc. or its affiliates in the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in
this work are the property of their respective owners, and any references to third-party
trademarks, logos, icons, or other trade dress are for demonstrative or descriptive purposes only.
Such references are not intended to imply any sponsorship, endorsement, authorization, or
promotion of Pearson’s products by the owners of such marks, or any relationship between the
owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.
VERIFIEDBRAINBOOSTER
,Developing Management Skills, 10e (Whetten/Cameron)
Chapter 1 Developing Self-Awareness
1) Self-awareness is at the foundation of personal life management skills.
Answer: TRUE
Explanation: Though self-awareness is not in itself sufficient for good life management, other
management skills (such as self-control, time-management, stress mitigation) build upon strong
self-awareness skills.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: Key Dimensions of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
2) Empirical evidence indicates that people who are more self-aware are healthier, perform better
in leadership roles, and are more productive at work.
Answer: TRUE
Explanation: This is true because we cannot improve ourselves or develop new capabilities
unless and until we know what level of capability we currently possess.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Enigma of Self-Awareness
Skill: Concept
AACSB: Application of knowledge
3) The concept of sensitive line refers to the point at which individuals welcome information
about themselves from their co-workers.
Answer: FALSE
Explanation: The concept of sensitive line refers to the point at which people become defensive
or protective of information about themselves.
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Concept
AACSB: Application of knowledge
1
Copyright © 2020 Pearson Education, Inc.
VERIFIEDBRAINBOOSTER
, 4) Marvin consistently finds fault with Alicia's competence as a manager. Because Alicia has
been told she is doing a good job she therefore responds in a threatened, rigid way. Thus, her
most likely response will be to defend herself in light of Marvin's accusations.
Answer: TRUE
Explanation: The threat-rigidity response occurs when people encounter information that is a
threat to their self-concept. They protect themselves and become risk averse. When people
respond this way, they tend to deny the validity of the contradictory information or contradict the
source.
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
5) Self-awareness can be managed by exercising minimal control over when and what kind of
information one receives about oneself and by not involving others in the pursuit of self-
understanding.
Answer: FALSE
Explanation: Self-awareness is best achieved through self-disclosure, which allows one to
receive feedback and additional information from others. A quote from the text states that "Our
self-reflection in a mirror does not tell us what we are like, only our reflection in other people."
Diff: 2
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: The Sensitive Line
Skill: Application
AACSB: Application of knowledge
6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate,
and act on key fundamental differences among her employees.
Answer: TRUE
Explanation: These attributes (recognizing, appreciating, and acting on fundamental employee
differences) are known generally as managing diversity. Effectively managing diversity allows
Simone to better utilize the differences (perspectives, strengths, and skills she finds in her
employees.
Diff: 1
Learning Objective: 1.1 Increase personal awareness of your sensitive line
Topic: Understanding and Appreciating Individual Differences
Skill: Concept
AACSB: Diverse and multicultural work environments
2
Copyright © 2020 Pearson Education, Inc.
VERIFIEDBRAINBOOSTER
