C H A P T E R 9 Talent, Careers, and Development 357 5. You are the HR Director of a large manufacturing company that is approximately 50 years old. The company has reaped the benefits of a mostly tenured workforce, and many of the key workers are now approaching retirement age. It is anticipated that approximately 20% of the company’s workforce will retire in the next three to five years. To assist the company with the retirement transition process, you want to present a business case to the President for a succession plan for several key positions, including the Chief Financial Officer and Director of Operations. A. Which internal and external company advisors should be included in the succession planning process? B. The successor employee for the replacement of the Chief Financial Officer and Director of Operations positions should have an ad- vanced level of work experience in what key essential functions? How can the company help candidates get these experiences? CASE Walmart’s Boot Camp for Top Leaders Mass retailer Walmart’s executives realized that the company was capable of building and opening new stores faster than it could develop the leadership tal- ent needed to operate them. To build that capability, the company launched a Leadership Academy that puts promising leaders through a 16-week boot camp. Individuals with high potential are drafted into the program. They are reassigned from their nor- mal job assignments and deployed to the academy. The boot camp training runs in two-week cycles beginning with in-depth training at the Bentonville, Arkansas, headquarters. After the initial training, participants return to their workplace and focus on specific projects that supplement their in-class learning. Their training combines theory and prac- tice, and it uses business case scenarios and hands- on exercises. Recruits learn to think critically and make decisions under pressure. Since the primary reason that newly promoted leaders fail is lack of soft skills, Walmart’s Leadership Academy includes a significant amount of training on interpersonal skills such as listening, empathiz- ing, building trust, and collaborating. A key element of the program is community involvement. Walmart stores are often one of the largest employers in the communities where they are located, and store man- agers serve as brand ambassadors and community leaders. Projects like building homes for low-income families or volunteering at children’s and veterans’ hospitals complement classroom and work-based training. Participants in the program say that it is like military boot camp because the intensity is over- whelming and performance standards are rigor- ous. However, it prepares them for the challenges of running a store with many pressures and demands. There are similarities to planning a military strat- egy with logistics, resource constraints, and time pressures. The Leadership Academy is a natur ...

1. C H A P T E R 9 Talent, Careers, and Development 357
5. You are the HR Director of a large
manufacturing company that is approximately
50 years old. The company has reaped the
benefits of a mostly tenured workforce,
and many of the key workers are now
approaching retirement age. It is anticipated
that approximately 20% of the company’s
workforce will retire in the next three to five
years. To assist the company with the retirement
transition process, you want to present a
business case to the President for a succession
plan for several key positions, including
the Chief Financial Officer and Director of
Operations.
A. Which internal and external company
advisors should be included in the succession
planning process?
B. The successor employee for the replacement
of the Chief Financial Officer and Director
of Operations positions should have an ad-
vanced level of work experience in what key
essential functions? How can the company
help candidates get these experiences?
CASE Walmart’s Boot Camp for Top Leaders
Mass retailer Walmart’s executives realized that the

2. company was capable of building and opening new
stores faster than it could develop the leadership tal -
ent needed to operate them. To build that capability,
the company launched a Leadership Academy that
puts promising leaders through a 16-week boot camp.
Individuals with high potential are drafted into
the program. They are reassigned from their nor-
mal job assignments and deployed to the academy.
The boot camp training runs in two-week cycles
beginning with in-depth training at the Bentonville,
Arkansas, headquarters. After the initial training,
participants return to their workplace and focus
on specific projects that supplement their in-class
learning. Their training combines theory and prac-
tice, and it uses business case scenarios and hands-
on exercises. Recruits learn to think critically and
make decisions under pressure.
Since the primary reason that newly promoted
leaders fail is lack of soft skills, Walmart’s Leadership
Academy includes a significant amount of training
on interpersonal skills such as listening, empathiz-
ing, building trust, and collaborating. A key element
of the program is community involvement. Walmart
stores are often one of the largest employers in the
communities where they are located, and store man-
agers serve as brand ambassadors and community
leaders. Projects like building homes for low-income
families or volunteering at children’s and veterans’
hospitals complement classroom and work-based
training.
Participants in the program say that it is like
military boot camp because the intensity is over-
whelming and performance standards are rigor-

3. ous. However, it prepares them for the challenges of
running a store with many pressures and demands.
There are similarities to planning a military strat-
egy with logistics, resource constraints, and time
pressures. The Leadership Academy is a natural ex-
tension of Walmart’s commitment to hire military
veterans. While not all of the participants are for-
mer service members, the program is particularly
appealing to that segment of the workforce.
The program’s ultimate objective is to promote
graduates within one to three months of graduation.
More than 500 leaders have completed the program
since its inception.90
QUESTIONS
1. What are the pros and cons of rotating partici-
pants from in-class training back to the work-
site every two weeks? What support would be
needed at the worksite to ensure that the trainees
get the most out of their hands-on assignments?
2. How would you evaluate the effectiveness of the
Leadership Academy?
3. How does the overtone of military-style training
impact Walmart’s employment brand? Would
this appeal to particular segments of the labor
force? How might it impact the company’s abil-
ity to recruit diverse employees and participants?
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Art History Century TimelineBCE/BC Century Timelines
3500-2500 Prehistoric (Stone Age)
3300-0 Bronze & Iron Ages (Ancient Times)CE/AD
Century Timelines
1-100 First Century (Ancient Times)
101-200 Second Century (Ancient Times)
201-300 Third Century (Ancient Times)
301-400 Fourth Century (Ancient Times)
401-500 Fifth Century (Ancient Times)
501-600 Sixth Century (Middle Ages)
601-700 Seventh Century (Middle Ages)
701-800 Eighth Century (Middle Ages)
801-900 Ninth Century (Middle Ages)
901-1000 Tenth Century (Middle Ages)
1001-1100 Eleventh Century (Middle Ages)
1101-1200 Twelfth Century (Middle Ages)
1201-1300 Thirteenth Century (Middle Ages)
1301-1400 Fourteenth Century (Middle Ages)
1401-1500 Fifteenth Century (Early & High Renaissance)
1501-1600 Sixteenth Century (Northern Renaissance &
Mannerism)
1601-1700 Seventeenth Century (Baroque)
1701-1800 Eighteenth Century (Baroque, Neoclassical, &
Romanticism)
1801-1900 Nineteenth Century (Neoclassical, Romanticism,
Realism, Impressionism, and Post Impressionism)
1901-2000 Twentieth Century (Post Impressionism,
Fauvism, Expressionism, Cubism, Futurism, Supremativism,
Constructivism, De Stijl, Dada, Surrealism, Abstract

5. Expressionism, & Pop Art
2001-2100 Twenty-first Century (Post Modernism)
ARTS 1301 NLC Art Appreciation Museum Critical Review
Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both Communication and
Social Responsibility Student Learning Objectives.
There are 2 parts to your Museum Critical Review assignment to
be completed after visiting one or more of the following
museum websites*:
· Dallas Museum of Art www.dma.org
· Nasher Sculpture Center www.nashersculpturecenter.org
· Meadows Museum of Art www.meadowsmuseumdallas.org/
· Crow Collection www.crowcollection.org
· Kimbell Art Museum www.kimbellart.org
· Modern Art Museum of Fort Worth www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods
that you will need to complete the assignment. You may have

6. to visit more than one of the listed museum websites if you
choose to go to one of the more time or region specific
museums. Your instructor may choose to allow only a few of
these museums to meet the assignment assessment.
Part 1. CRITICAL REVIEW of Favorite Artwork-- 50 Points
Don’t forget to find a favorite piece anywhere inside or outside
of the museum. Collect the information to complete the critical
review later. ``````````````````````````````````````````````````````````
The purpose of this review is to critically interpret and evaluate
a work of art. (ACGM guidelines, 2015).
Based on student attendance a museum exhibition in their
community
A critical analysis with personal reflection that demonstrates
comprehension of event.
The date, place and time of the event will be cited as a source
material
A minimum of 300 words, typed double-paced 12 point font
Measured with objective standards of Creative Thinking
VALUE rubric
The assignment will be submitted via eCampus as instructed.
1. ATTACH A PHOTO OF YOUR FAVORITE WORK OF ART
ON THE MUSEUM WEBSITE.
2. Description of art object (100 words) up to 30% of points
earned for assignment________
Write the name of the art work being discussed, the artist’s
name, the date created, name of museum, size, and a description
of the piece or composition. In the description, create a visual
image with words.
3. Analysis of the art object (100 words) up to 40% of points
earned for assignment________
Based on the description provided in the introduction, analyze

7. the artist’s intent or message within the work of art. Provide
notated research (inquiry) to further interpret the background of
the artist and the era in which it was created. The innovation
and expression of ideas of the artist should be better understood
through this research. Discuss the Visual Elements and
Principles of Design. Which Visual Elements and Principles of
Design are present in this work of art and give examples. (The
visual elements and principles of design are listed and defined
at the bottom of the worksheet.)
4. Interpretation of the art object (100 words) up to 30% of
points earned for assignment ________
Discuss the content of the piece. Why was it created? Does it
have a narrative or discuss social issues? What emotional
feeling is present? Summarize your reaction to this art object.
Part 2: TOUR OF MUSEUM— MUSEUM WORKSHEET, 50
points
NEW ACGM guidelines 2015:
1. Select 3 works of art from a museum(s) website(s). Identify
and describe these works of art based on their chronology (the
time period they were created) and style, using the Visual
Elements and Principles of Design as standard categories and
terminology.
2. At least one of the objects you choose should allow you to
investigate major artistic developments and significant works of
art from the prehistoric period through the 14th century.
3. At least one work should reflect an understanding of
intercultural values and ideas expressed by the creative artists.
Write a critical analysis with personal reflection that will
demonstrate comprehension of this event and its impact on the
community.

8. 4. Analyze the relationship of art to history by placing works of
art within cultural, historical, and chronological contexts by
comparing one piece you have selected from a particular period
to another piece you have selected from the 15th century to the
present.
Here’s a space for your notes to complete your MUSEUM
WORKSHEET 50 POINTS ASSIGNMENT:
3 PIECES FROM THE TOUR ARE YOU SELECTING?
1. PIECE CREATED BETWEEN PREHISTORIC (3000 BCE)
TIMES AND THE 14TH CENTURY (1400 CE)
ARTIST’S NAME IF LISTED
TITLE OF PIECE
DESCRIPTION/TITLE OF PIECE
DATE OF PIECE
MAJOR ARTISTIC DEVELOPMENTS NOTICED
2. PIECE THAT REFLECTS INTERCULTURAL VALUES
AND IDEAS
ARTIST’S NAME IF LISTED
TITLE OF PIECE
DESCRIPTION OF PIECE
DATE OF PIECE
CRITICAL ANALYSIS WITH PERSONAL REFLECTION
THAT DEMONSTRATES COMPREHENSION OF THIS
EVENT AND ITS IMPACT ON THE COMMUNITY.
3. PIECE CREATED BETWEEN THE 15TH CENTURY (1401
CE) AND TODAY (PRESENT)
ARTIST’S NAME
TITLE OF PIECE
DESCRIPTION OF PIECE
DATE OF PIECE
MAJOR ARTISTIC DEVELOPMENTS NOTICED
4. ANALYZE THE RELATIONSHIP OF ART TO HISTORY
BY PLACING WORKS OF ART WITHIN CULTURAL,
HISTORICAL, AND CHRONOLOGICAL CONTEXTS BY
COMPARING ONE PIECE YOU HAVE SELECTED FROM A

9. PARTICULAR PERIOD TO ANOTHER PIECE YOU HAVE
SELECTED FROM THE 15TH CENTURY TO THE PRESENT.
Look for these VISUAL ELEMENTS: visual tools an artist has
to make a work of art
1. Line: Lines can show outline, imply a third dimension, show
direction or movement
2. Shape and Mass: Shape refers to 2 dimensions, for instance,
a square. Mass refers to 3 dimensions, for instance, a cube.
3. Light: Light reveals form. Where is the light source? What
is the range of values, from light to dark, in the art you are
reviewing?
4. Color: How does the artist use color in the art object you
are reviewing? Is it the primary colors only? Is it emotionally
soothing or jarring?
5. Texture and pattern: Does the art object you are viewing
have actual texture, could you feel it? Or does it have implied
texture, suggesting that it is smooth or rough? Does it have an
overall pattern on the surface?
6. Space: If your object is architectural or sculptural, it will
have 3 dimensional space. Try to describe the space. If your
object is two dimensional, how does the artist imply space, for
example, through linear perspective, overlapping of objects,
smaller or larger objects, or atmospheric perspective?
7. Time and motion: Does the art object imply time, for
instance, a sunset, or motion, for instance, a sculpture that
moves?
Look for these PRINCIPLES OF DESIGN: the organization of
the composition or design of the art work
1. Unity and Variety: Unity is a sense of oneness in the art.
Variety maintains interest in art
2. Balance: Symmetrical balance occurs when both sides of the
art object are similar in size or shape. Asymmetrical balance
occurs when the two sides are quite different in the appearance
of the objects in the art.
3. Emphasis and Subordination: How does the artist draw your

10. eye to the center of attention of the art object? How does the
artist make the rest of the painting subordinate to the center of
interest?
4. Scale and Proportion: Scale means size in relation to a
standard or "normal" size. Proportion refers to size
relationships between parts of a whole, or between two or more
items perceived as a unit. Sometimes these are deliberately
incorrect, as in Hierarchal Scale in the art of antiquity.
5. Rhythm or repetition: The repeated use of a color, shape or
line to create expression
What is an art museum?
Art museums and art galleries are two different types of
entities.
The primary difference is that while one goes to an art museum
to view art and learn about art from an educational or cultural
experience; one goes to an art gallery to view art, discover new
artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and
corporate and private donors, and they are operated on a non-
for-profit basis.
Galleries seek to make profit and gain exposure for themselves
and the artists they represent.
Art galleries, are usually small businesses or centers that
exhibit art for the purposes of promoting and selling art. One
would typically visit an art gallery to discover an artist,
possibly with an interest in buying the art.
Art museums, on the other hand, are larger and are intended for
education and cultural experiences. One would typically visit
an art museum to view and study its permanent collection or to
visit a touring exhibit of works on loan from another museum or
institution.