module 1 .docx - Part I Personal Skills CHAPTER S 1 DEVELOPING SELFAWARENESS Assessing emotional intelligence Determining values and moral maturity

module 1 .docx - Part I Personal Skills CHAPTER S 1...

This preview shows page 1 out of 100 pages.

You've reached the end of your free preview.

Want to read all 100 pages?

Unformatted text preview: Part I Personal Skills CHAPTER S 1 DEVELOPING SELFAWARENESS Assessing emotional intelligence Determining values and moral maturity Identifying cognitive style Assessing attitude toward change Understanding core self-evaluation 2 MANAGING PERSONAL STRESS Coping with stressors Managing time Developing resiliency 3 SOLVING PROBLEMS ANALYTICALLY AND CREATIVELY Using the rational approach Using the creative approach Fostering innovation in others 1 发展自我意识 评估情商 确定价值观和道德成熟度 识别认知风格 评估对变革的态度 了解核心自我评估 2 管理个人压力 应对压力 管理时间 开发弹性 分析性和创造性地解决问题 使用理性的方法 使用创造性的方法 促进他人创新 This page intentionally left blank SKILL ASSESSMENT ■ Self-Awareness Assessment ■ Emotional Intelligence Assessment ■ The Defining Issues Test ■ Cognitive Style Indicator ■ Locus of Control Scale ■ Tolerance of Ambiguity Scale ■ Core Self-Evaluation Scale (CSES) ■自我意识评估 ■情绪智力评估 ■定义问题测试 ■认知风格指标 ■控制范围的轨迹 ■歧义量表的容差 ■核心自我评估量表(CSES) SKILL LEARNING ■ Key Dimensions of Self-Awareness ■ The Enigma of Self-Awareness ■ Understanding and Appreciating Individual Differences ■ Important Areas of Self-Awareness ■ Summary ■ Behavioral Guidelines ■自我意识的关键维度 ■自我意识的谜团 ■理解和欣赏个体差异 ■自我意识的重要领域 ■摘要 ■行为准则 SKILL ANALYSIS ■ Communist Prison Camp ■ Computerized Exam ■ Decision Dilemmas ■共产监狱营 ■电脑化考试 ■决策困境 SKILL PRACTICE APPLICATION ■ Suggested Assignments ■ Application Plan and Evaluation ■建议的分配 ■应用计划和评估 Developin g SelfAwarenes s LEARNING OBJECTIVES ■ Through the Looking Glass ■ Diagnosing Managerial Characteristics ■ An Exercise for Identifying Aspects of Personal Culture: A Learning Plan and Autobiography ■通过展望镜 ■诊断管理特征 ■识别个人文化方面的练习:学习计划和自传 SKILL 1 Increase personal awareness of your: SENSITIVE LINE EMOTIONAL INTELLIGENCE PERSONAL VALUES AND MORAL MATURITY COGNITIVE STYLE ORIENTATION TOWARD CHANGE CORE SELF-EVALUATION SCORING KEYS AND COMPARISON DATA MyManagementLabTM ✪ When you see this icon, visit for self-assessments, video activities, and more. 37 SKILL ASSESSMENT DIAGNOSTIC SURVEYS FOR DEVELOPING SELF-AWARENESS 开发自我意识的诊断调查 ✪ If your instructor is utilizing MyManagementLab, log onto mymanagementlab. com and select the Personal Inventory Assessment (PIA) section and complete the instruments associated with this chapter. The assessment instruments in this chapter are briefly described below. The assess- ments appear either in your text or in PIA.The assessments marked with (blue star) are available only in PIA. All assessments should be completed before reading the chapter material. After completing the first assessment save your response to your hard drive. When you have finished reading the chapter, re-take the assessment and compare your responses to see what you have learned. ✪ 如 果 您 的 教 师 正 在 使 用 MyManagementLab , 请 登 录 到 mymanagementlab。 并选择个人库存评估(PIA)部分并完成与本章相关的 工具。 下面简要介绍本章中的评估工具。 评估结果出现在您的文本或 PIA 中。标 有(蓝色星号)的评估仅在 PIA 中提供。 所有评估应在阅读章节材料之前完成。 完成第一次评估后,保存您对硬盘的响应。 读完本章后,重新进行评估并 比较你的反应,看看你学到了什么。 ✪ ❏ The Self-Awareness Assessment Instrument measures the extent to which you are self-aware and effectively engage in self-awareness practices. ✪ ❏ The Emotional Intelligence Assessment measures your emotional style and intelligence. ❏ The Defining Issues Test assesses your moral and values maturity based on your responses to controversial social issues. ❏ The Cognitive Style Indicator assesses the way you gather and evaluate information and make decisions. ✪ ❏ The Locus of Control Scale measures your opinion about the causes and influences of certain events in your life. ❏ The Tolerance of Ambiguity Scale assesses the extent to which you are comfortable in situations where ambiguity and uncertainty are present. ❏ The Core Self-Evaluation Scale measures core personality attributes that predict human behavior. Self❏自我意识评估工具衡量你的程度 P I A PERSONAL INVENTORY ASSESSMENT 自我意识和有效参与自我意识的做法。 Em❏情绪智力评估测量你的情绪风格和智力。 ❏定义问题测试根据您对有争议的社会问题的回答,评估您的道德和价值成熟度。 ❏认知风格指标评估您收集和评估信息并作出决定的方式。 ❏❏控制点量表衡量您对有关的原因和影响的看法 你生活中的某些事件。 ❏歧义容忍度量表评估在存在歧义和不确定性的情况下,您对自己的适应程度。 ❏核心自我评估量表衡量预测人类行为的核心人格属性。 DEVELOPING SELF-AWARENESS Assessment Section THE DEFINING ISSUES TEST This instrument assesses your opinions about controversial social issues. Different people make decisions about these issues in different ways. You should answer the questions for yourself without discussing them with others. You are presented with three stories. Following each story you are asked to choose between three decisions. Next, you will rate the importance of 12 questions about the story in influencing your decision. After you have completed your ratings, select the four most important questions and rank them from one to four in the spaces provided. 定义问题测试 这个工具评估你对有争议的社会问题的看法。 不同的人以不同的方式对这些问题作出决定。 你应该为 自己回答问题,而不与他人讨论。 你有三个故事。 在每个故事之后,你被要求在三个决定之间进行选择。 接下来,您将评估 12 个关于影 响您决定的故事的重要性。 完成评分后,请选择四个最重要的问题,并在提供的空格中将其排名从 1 到 4。 Some statements will raise important issues, but you should ask yourself whether your decision should rest on that issue. Some statements sound high and lofty but are largely gibberish. If you cannot make sense of a statement, or if you don’t understand its meaning, mark it 5—“Of no importance.” Use the following scale for rating the importance of the statements. Rating Scale 1 Of great importance This statement or question makes a crucial difference in making a decision about the problem. 2 Of much importance 3 Of some importance This statement or question is something that would be a major factor (though not always a crucial one) in making a decision. This statement or question involves something 4 5 Of little importance Of no importance A SS ES S M E you care about, but it is not of great importance in reaching a decision. This statement or question is not very important to consider in this case. This statement or question is completely unimportant in making a decision. You would waste your time thinking about it. 有些言论会引发重要的问题,但你应该问自己,你的决定是否应该依赖于这个问题。一些声明听起来很高,但很大程度上 是乱码。如果您无法理解陈述或者您不明白其含义,请将其标记为 5“不重要”。使用以下量表评估陈述的重要性。 评级量表 1 非常重要 这个陈述或问题在做出关于这个问题的决定方面起着至关重要的作用。 2 非常重要 这个陈述或问题是决定一个主要因素(尽管并非总是至关重要的因素)。 3 有一些重要性 这个陈述或问题涉及你所关心的事情,但这对于做出决定并不重要。 4 重要性不大 这个陈述或题不是很重要在这种情况下考虑。 5 没有重要性 这个陈述或问题在作出决定时完全不重要。你会浪费你的时间思考它。 The Escaped Prisoner A man had been sentenced to prison for 10 years. After one year, however, he escaped from prison, moved to a new area of the country, and took on the name of Thompson. For eight years he worked hard, and gradually he saved enough money to buy his own business. He was fair to his customers, gave his employees top wages, and gave most of his own profits to char- ity. Then one day, Ms. Jones, an old neighbor, recognized him as the man who had escaped from prison eight years before and for whom the police had been looking. What should Ms. Jones do? (Check one.) Report him—send him back to prison Can’t decide Not report him 逃脱的囚徒 一名男子被判入狱 10 年。 然而,一年后,他逃出监狱,搬到了该国的一个新地区, 并以汤普森的名字命名。 八年来,他努力工作,逐渐节省了足够的钱来购买自己的 企业。 他对客户公平,为员工提供最高工资,并把自己的大部分利润贡献给了客户。 然后有一天,一位老邻居琼斯女士认出他是八年前从监狱逃出来的,警方一直在寻 找的那个人。 琼斯女士应该做什么? (选中一项) 报告他 - 送他回监狱 无法决定 不报告他 Importanc e 1 Hasn’t Mr. Thompson been good enough for such a long time to prove he isn’t a bad person? 2 Every time someone escapes punishment for a crime, doesn’t that just encourage more crime? 3 Wouldn’t we be better off without prisons and the oppression of our legal system? 4 Has Mr. Thompson really paid his debt to society? 5 Would society be failing what Mr. Thompson should fairly expect? 6 What benefit would prison be apart from society, especially for a charitable man? 7 How could anyone be so cruel and heartless as to send Mr. Thompson to prison? 8 Would it be fair to prisoners who have to serve out their full sentences if Mr. Thompson is let off? 9 Was Ms. Jones a good friend of Mr. Thompson? 726/5000 重要性 1.汤普森先生是否已经有足够长的时间来证明他不是一个坏人? 每次有人逃避犯罪的惩罚,这不仅仅是鼓励犯罪吗? 没有监狱和我们法律制度的压迫,我们不会过得更好吗? 汤普森先生是否真的向社会偿还债务? 社会会失败汤普森先生应该公平期待的事情吗? 6.监狱与社会有什么分别,特别是对慈善人士有什么好处? 7.怎么会有人如此残酷无情地送汤普森先生入狱呢? 8.如果汤普森先生被允许出狱,那么如果囚犯必须完整地判刑呢? 9.琼斯女士是汤普森先生的好朋友吗? 10 Wouldn’t it be a citizen’s duty to report an escaped criminal, regardless of the circumstances? 11 How would the will of the people and the public good best be served? 12 Would going to prison do any good for Mr. Thompson or protect anybody? From the list of questions above, select the four most important: Most important Second most important Third most important Fourth most important 10.不论情况如何,报告逃脱罪犯是否是公民的义务? 11.如何最好地服务人民和公众的意愿? 12.要去监狱对汤普森先生有什么好处或者保护任何人吗? 从上面的问题列表中,选择四个最重要的: 最重要的 11 其次最重要的 12 第三重要 10 第四重要 1 The Doctor’s Dilemma A woman was dying of incurable cancer and had only about six months to live. She was in terrible pain, but was so weak that a large dose of a pain killer such as morphine would probably kill her. She was delirious with pain, and in her calm periods, she would ask her doctor to give her enough morphine to kill her. She said she couldn’t stand the pain and that she was going to die in a few months anyway. What should the doctor do? (Check one.) Give the woman an overdose that will make her die Can’t decide Don’t give her the overdose Importanc e 1 Is the woman’s family in favor of giving her the overdose? 2 Is the doctor obligated by the same laws as everybody else? 3 Would people be better off without society regimenting their lives and even their deaths? 4 Should the doctor make the woman’s death from a drug overdose appear to be an accident? 5 Does the state have the right to force continued existence on those who don’t want to live? 6 What is the value of death prior to society’s perspective on personal values? 7 Should the doctor have sympathy for the woman’s suffering, or should he care more about what society might think? 8 Is helping to end another’s life ever a responsible act of cooperation? 9 Can only God decide when a person’s life should end? 10 What values has the doctor set for himself in his own personal code of behavior? 11 Can society afford to let anybody end his or her life whenever he or she desires? 12 Can society allow suicide or mercy killing and still protect the lives of individuals who want to live? From the list of 给女人服用过量药物会使她死亡 questions above, select 无法决定 the four most 不要给她过量 important: Most important Second most important Third most important Fourth most important 重要性 5.6.10,12 这个女人的家人赞成给她服用过量药物吗? 2.医生是否和其他人一样遵守相同的法律? 3.没有社会团体的生命甚至死亡,人们会变得更好吗? 4.医生是否应该让女性死于吸毒过量似乎是意外? 医生的困境 5.国家是否有权强迫那些不想生活的人继续存在? 一个女人死于不可治愈的癌症,6.在社会对个人价值观的看法之前,死亡的价值是什么? 只有大约六个月的时间生活。 7.如果医生对女性的痛苦表示同情,或者他应该更关心社会可能的想法? 她处于可怕的痛苦之中,但如 8.是否正在帮助结束他人的生活而成为负责任的合作行为? 此虚弱以至于大剂量的吗啡等 9.只有上帝决定一个人的生命何时结束? 止痛药可能会杀死她。她神经 10.医生在自己的个人行为准则中为自己设定了什么样的价值观? 痛苦,在平静的时期,她会让 11.社会是否有能力让任何人随时随地结束自己的生活? 医生给她足够的吗啡来杀死她。12.社会是否允许自杀或怜悯杀害,并且仍然保护想要生活的人的生命? 她说,她无法忍受痛苦,无论 如何她都会在几个月后死去。 从上面的问题列表中,选择四个最重要的: 最重要的 医生应该做什么? (选中一 其次最重要的 项) 第三重要 第四重要 The Newspaper Rami, a senior in high school, wanted to publish a mimeographed newspaper for students so that he could express his opinions. He wanted to speak out against military build-up and some of the school’s rules, such as the rule forbidding boys to wear long hair. When Rami started his newspaper, he asked his principal for permission. The principal said it would be all right if before every publication Rami would turn in all his articles for the principal’s approval. Rami agreed and turned in several articles for approval. The principal approved all of them and he published two issues of the paper in the next two weeks. But, the principal had not expected that Rami’s newspaper would receive so much attention. Students were so excited by the paper that they began to organize protests against the government, hair regulation, and other school rules. Angry parents objected to Rami’s opinions. They phoned the principal telling him that the newspaper was unpa- triotic and should not be published. As a result of the rising excitement, the principal wondered if he should order Rami to stop publishing on the grounds that the controver- sial newspaper articles were disrupting the operation of the school. A SS ES S M E What should the principal do? (Check one.) Stop Rami’s newspaper Can’t decide Don’t stop it 报纸 高中的拉米想要为学生出版一本油印的报纸,以便表达他的观点。想反对军事集结和学校的一些规则,比如禁止男孩穿长发的规则。 拉米开始写报纸时,他请求校长许可。校长说,如果在每个出版物出版之前拉米都会交出他的所有文章以供校长批准,那就没问题。拉米同意并翻阅了几篇文章以获得批准。校长批准了他们所有人,并在接 下来的两周内发表了两期论文。 但是,校长并没有预料到拉米的报纸会受到如此多的关注。学生们对这篇论文感到非常兴奋,于是他们开始组织抗议政府,头发监管和其他学校规则的抗议活动。愤怒的父母反对拉米的意见。他们打电话给 校长,告诉他这份报纸是不合情理的,不应该发表。由于兴奋的增加,校长想知道他是否应该命令 Rami 停止出版,理由是控制报纸的文章会扰乱学校的运作。 校长应该做什么? (选中一项) 停止 Rami 的报纸 无法决定 不要阻止它 3 Importanc e 1 Is the principal more responsible to the students or to the parents? 2 Did the principal give his word that the newspaper could be published for a long time, or did he just promise to approve the newspaper one issue at a time? 3 Would the students start protesting even more if the principal stopped the newspaper? 4 When the welfare of the school is threatened, does the principal have the right to give orders to students? 5 Does the principal have the freedom of speech to say no in this case? 6 If the principal stopped the newspaper, would he be preventing full discussion of important problems? 7 Would the principal’s stop order make Rami lose faith in him? 8 Is Rami really loyal to his school and patriotic to his country? 9 What effect would stopping the paper have on the students’ education in critical thinking and judgment? 10 Is Rami in any way violating the rights of others in publishing his own opinions? 11 Should the principal be influenced by some angry parents when it is the principal who knows best what is going on in the school? 12 Is Rami using the newspaper to stir up hatred and discontent? From the list of questions above, select the four most important: Most important Second most important Third most important Fourth most important SOURCE: Adapted from Rest, Narvaez, Thoma, & Bebeau, 1999. COGNITIVE STYLE INDICATOR This instrument assesses the way you gather and evaluate information and make decisions. There are no right or wrong answers, and the accuracy of your results will depend on the extent to which you honestly answer each question. Please use the following scale in responding to each item. Rating Scale 1 Totally disagree 2 Disagree 3 Neither agree nor disagree 4 Agree 5 Totally agree 10 11 12 13 14 15 16 17 18 1 2 3 4 5 6 7 8 9 Developing a clear plan is very important to me. I like to contribute to innovative solutions. I always want to know what should be done when. I prefer to look at creative solutions. I want to have a full understanding of a problem. I like detailed action plans. I am motivated by ongoing innovation. I like to analyze problems. I prefer a clear structure to do my job. I like a lot of variety in my life. I engage in detailed analyses. I prefer well-planned meetings with a clear agenda. New ideas attract me more than existing solutions. I study each problem until I understand the underlying logic. I make definite appointments and follow-up meticulously. I like to extend the boundaries. A good task is a well-prepared task. I try to avoid routine. SOURCE: Cognitive Style Indicator, Cools, E. and H. Van den Broeck. (2007) “Development and Validation of the Cognitive Style Indicator.” Journal of Psychology, 14: 359–387. TOLERANCE OF AMBIGUITY SCALE This assessment helps you better understand how comfortable you are with situations that are inherently ambiguous. Inasmuch as this is a self-diagnostic tool, candid, realistic responses are essential. Please respond to the following statements by indicating the extent to which you agree or disagree with them. Fill in the blanks with the number from the rating scale that best represents your evaluation of the item. 混沌尺度的公差 这种评估有助于您更好地理解自己对于本质上不明确的情况的满意程度。 由于这是一种自我诊断工具, 因此坦诚而现实的回应至关重要。 请回答以下声明,说明您同意或不同意他们的程度。 填写评分等级中最能代表您评价项目的数字的空 白。 Rating Scale 1 Strongly disagree 2 Moderately disagree 3 Slightly disagree 4 Neither agree nor disagree 5 Slightly agree 6 Moderately agree 7 Strongly agree 8 评级量表 9 1 非常不赞同 102 中度不同意 113 稍有不同意见 124 既不同意也不反对 135 稍有同意 146 中等赞同 157 非常同意 1 An expert who doesn’t come up with a definite answer probably doesn’t know too much. 2 I would like to live in a foreign country for a while. 3 There is really no such thing as a problem that can’t be solved. 4 People who fit their lives to a schedule probably miss most of the joy of living. 5 A good job is one where what is to be done and how it is to be done are always clear. 6 It is more fun to tackle a complicated problem than to solve a simple one. 7 In the long run it is possible to get more done by tackling small, simple problems rather than large and complicated ones. 8 Often the most interesting and stimulating people are those who don’t mind being different and original. 9 What we are used to is always preferable to what is unfamiliar. 10 People who insist upon a yes or no answer just don’t know how complicated things really are. 11 A person who leads an even, regular life in which few surprises or unexpected hap- penings arise really has a lot to be grateful for. 12 Many of our most important decisions are based upon insufficient information. 13 I like parties where I know most of the people more than ones where all or most of the people are complete strangers. 14 Teachers or supervisors who hand out vague assignments give one a chance to show initiative and originality. 15 The sooner we all acquire similar values and ideals the better. 16 A good teacher is one who makes you wonder about your way of looking at things. SOURCE: S. Budner (1962), “Intolerance of Ambiguity as a Personality Variable,” from Journal of Personality, 30: 29–50. Reprinted with the permission of Blackwell Publishing, Ltd. CORE SELF-EVALUATION SCALE (CSES) Research has identified four core elements of self-evaluations. This instrument will help you identify the component parts of your overall self-evaluation. Inasmuch as this is a diagnostic tool, candid, realistic responses are essential. Below are several statements with which you may agree or disagree. Using the response scale below, indicate your level of agreement or disagreement with each statement. 核心自我评估量表(CSES) A SS ES S M E 研究确定了自我评估的四个核心要素。 该仪器将帮助您确定整体自我评估的组成部分。 由于这是一种诊断工具,因此坦诚 而现实的回应至关重要。 以下是您可能同意或不同意的几个陈述。 使用下面的回答量表,表明你对每个陈述的一致或不同意。 Rating Scale 1 2 3 4 5 Strongly disagree Disagree Neutral Agree Strongly agree 1 I am confident I get the success I deserve in life. 2 Sometimes I feel depressed. 3 When I try, I generally succeed. 4 Sometimes when I fail I feel worthless. 5 I complete tasks successfully. 6 Sometimes, I do not feel in control of my work. 7 Overall, I am satisfied with myself. 8 I am filled with doubts about my competence. 9 I determine what will happen in my life. 10 I do not feel in control of my success in my career. 11 I am capable of coping with most of my problems. 12 There are times when things look pretty bleak and hopeless to me. SOURCE: T. Judge, A. Erez, J. Bono, and C. Thoreson. The core self-evaluation scale: Development of a measure, Personnel Psychology, 2003: 303–331. SKILL LEARNING Key Dimensions Awareness of Self- For more than 2000 years, knowledge of the self has been considered at the very core of human behavior. The ancient dictum “Know thyself” has been vari- ously attributed to Plato, Pythagoras, Thales, and Socrates. Plutarch noted that this inscription was carved on the Delphic Oracle, that mystical sanc- tuary where kings and generals sought advice on matters of greatest importance to them. Probably the most oft-quoted passage on the self is Polonius’ advice in Hamlet: “To thine own self be true, and it must follow as the night the day, thou canst not then be false to any man.” Philip Massinger reminded us: “He that would govern others must first master himself.” Lao Tsu famously stated: “Knowing others is intelligence. Knowing oneself is true wisdom. Mastering others is strength; mastering yourself is true power.” Because self-awareness lies at the heart of the ability to mas- ter oneself and therefore to lead and manage others effectively, this chapter serves as the foundation for managing oneself and others. Of course, a host of...
View Full Document

  • Fall '14

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes