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TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.
1) Training refers to any planned effort by a firm to facilitate the learning of job-related knowledge,
skills, or behaviours by employees.
Answer: True False
2) Training is moving from a primary focus on teaching employees specific skills to a broader focus of
creating and sharing knowledge, a continuous learning perspective.
Answer: True False
3) Continuous learning requires employees to understand the entire work system, including the
relationships among their jobs, their work units, and the company.
Answer: True False
4) Succession planning is critical and requires senior management to systematically review leadership
talent in the company and it ensures that top-level managerial talent is available.
Answer: True False
5) The first step in the instructional design process, needs assessment, refers to the process used to
determine if training is necessary.
Answer: True False
6) Person analysis and task analysis are often conducted at the same time.
Answer: True False
7) Person analysis helps the manager identify whether training is appropriate and which employees
need training.
Answer: True False
8) One way to think about the work environment's influence on transfer of training is to consider the
overall climate for transfer.
Answer: True False
9) Opportunity to perform is influenced only by the work environment.
Answer: True False
10) On-the-job training, simulations, case studies, and business games are examples of hands-on
learning.
Answer: True False
11) Simulations are used to teach production and process skills as well as management and interpersonal
skills.
Answer: True False
12) A learning management system combines online learning, face-to-face instruction, and other
methods for distributing learning content and instruction.
Answer: True False
1

13) Adventure learning focuses on developing creativity through the use of video games.
Answer: True False
14) The last step in the instructional design process involves choosing a training method.
Answer: True False
15) Attitude awareness programs have had more positive results than other approaches to diversity
training.
Answer: True False
16) Onboarding refers to the process of helping new hires adjust to social and performance aspects of
their new jobs.
Answer: True False
17) A protean career is based on self-direction with the goal of psychological success in one's work.
Answer: True False
18) There are six steps and responsibilities in the career management process: self-assessment,
performance review, reality check, goal setting, action planning, and follow up.
Answer: True False
19) Due to their size it is easier for smaller organizations to use formal training in the form of leadership
training and development planning and therefore are much more likely to than larger organizations.
Answer: True False
20) Assessment is most frequently used to identify employees with managerial potential and to measure
current managers' strengths and weaknesses.
Answer: True False
21) Personality tests typically measure five major skill dimensions: communication skills, leadership
skills, organizational skills, stress management skills, and empathy skills.
Answer: True False
22) Job rotation is the movement of an employee to a different job assignment in a different area of the
company.
Answer: True False
23) A downward move is always negatively related to an individual's career and will never benefit them.
Answer: True False
24) Mentoring and coaching are synonymous terms when referring to employee development.
Answer: True False
2

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
25) Giving teams or work groups an actual problem, having them work on solving it and commit to an
action plan, and holding them accountable for carrying out the plan describes:
A) team training. B) action learning.
C) self-directed learning. D) adventure learning.
Answer: B
26) _____ usually includes descriptions of strengths and weaknesses, career goals, and development
activities for reaching the career goal.
A) Reality check B) Action plan
C) Development plan D) Self-assessment
Answer: C
27) _____ may involve any one or a combination of development approaches, which in turn depends on
the needs and developmental goals of an employee.
A) Action plan B) Self-assessment
C) Reality check D) Development plan
Answer: A
28) Job rotation involves:
A) adding challenges or new responsibilities to the employee's current job.
B) advancement into a position with greater challenge, more responsibility, and a pay increase.
C) giving employees job assignments in various functional areas of the company.
D) moving employees into a position at the same level, but with less authority and responsibility.
Answer: C
29) _____ is the process through which an organization gets information on how well an employee is
doing his/her job.
A) Performance appraisal B) Career management system
C) Assessment center D) Benchmark
Answer: A
30) Mentoring and coaching are two types of _____ that are used to develop employees.
A) formal education programs B) interpersonal relationships
C) assessment exercises D) job experiences
Answer: B
31) _____ refers to creating an environment in which employees share a sense of belonging, mutual
respect, and commitment from others.
A) Attitude awareness B) Inclusion
C) Cultural immersion D) Change
Answer: B
3

32) The Myers-Briggs Type Indicator assessment tool is based on the works of which notable
psychiatrist?
A) Isabel Briggs Myers B) Carl Jung
C) B. F. Skinner D) Katherine C. Briggs
Answer: B
33) _____ refers to on-the-job use of knowledge, skills, and behaviours learned in training.
A) Transfer of training B) Cognitive adoption
C) Rationalizing D) Information absorption
Answer: A
34) Which one of the following is not an action used to enhance or improve self-efficacy thereby
influencing an employee's motivation to learn?
A) Emphasize that learning is under their personal control.
B) Communicate purpose and activities involved in training
C) Communicate that the purpose of training is to improve, not to identify an area of competence.
D) Show employees training success of their peers.
Answer: C
35) Behaviour modelling training is best for improving:
A) technical skills. B) leadership skills.
C) interpersonal skills. D) conceptual skills.
Answer: C
36) Training evaluation that measures what trainees thought of the training content and instructors is
called:
A) content outcomes. B) affective outcomes.
C) results outcomes. D) cognitive outcomes.
Answer: B
37) Hands-on training techniques are most effective for:
A) developing specific skills or dealing with interpersonal issues on the job.
B) sharing ideas and experiences and getting to know one's strengths and weaknesses.
C) teaching new facts or alternative problem-solving solutions.
D) continuously attempting to learn new things to apply for quality improvements.
Answer: A
38) Which of the following is not a step in the training process?
A) Creating a learning environment
B) Ensuring employees' readiness for training
C) Ensuring transfer of training
D) Ensuring that time is provided to the learner to learn the training content
Answer: D
4

39) A major assumption of using job experiences for development is that:
A) development occurs only through promotions.
B) development occurs best when employees experience high levels of stress in their jobs.
C) development occurs best when job demands involve obstacles and creating change.
D) development occurs when there is a mismatch between the employees' skills and the skills
required for the job.
Answer: D
40) A(n) _____ occurs when an employee is given less responsibility and authority, and may involve a
move to another position at the same level, a temporary cross-functional move, or a demotion
because of poor performance.
A) downward move B) transfer C) sabbatical D) externship
Answer: A
41) A mentor is an:
A) employee's family member who provides feedback and coaching.
B) employee's manager who provides feedback and coaching.
C) employee's peer who provides feedback and coaching.
D) experienced, productive senior employee who helps develop a less experienced employee.
Answer: D
42) Succession planning does all but one of the following. Name the exception.
A) It provides a set of developmental experiences that managers must complete to be considered
for top management positions.
B) Ensures that top-level managerial talent is available.
C) It identifies specific employee replacements for each managerial position within the company.
D) Requires senior management to systematically conduct a review of leadership talent in the
company.
Answer: C
43) This is the fourth step in the training process and includes self-management strategies and peer and
management support.
A) Ensuring transfer of training B) Ensuring employees' readiness for training
C) Evaluating training programs D) Creating a learning environment
Answer: A
44) Which of the following is NOT true of changes an employee may experience if they accept a
transfer?
A) Learning of a new set of work norms and procedures
B) Establish a new household and orientation to the neighbourhood
C) Relocation within Canada or another country
D) If married the spouse will not have to find new employment
Answer: D
5

45) Which of the following is not a condition for learning?
A) Good program coordination and administration
B) A multitude of training content
C) Commit training content to memory
D) Feedback
Answer: B
46) Managers' preference to interact with other managers of similar status rather than with line
employees, and intentional exclusion of women and minorities by managers who have negative
stereotypes about women's and minorities' abilities, motivation, and job preferences result in:
A) preferential network. B) old boy network.
C) anti-women network. D) gender specific network.
Answer: B
47) To ensure that the work environment enhances trainees' motivation to learn, managers need to do
any of the following except:
A) give employees time and opportunities to practice and apply new skills or behaviours.
B) encourage work group members to do their jobs individually and not involve each other.
C) speak positively about the company's training programs.
D) let employees know they are doing a good job when they use training content in their work.
Answer: B
48) _____ refers to the information employees receive about how the company evaluates their skills and
knowledge and where they fit into the company's plans.
A) Action planning B) Self-assessment C) Goal setting D) Reality check
Answer: D
49) The step in the career management process where psychological tests such as Myers-Briggs and
Strong-Campbell Interest Inventory are used is:
A) action planning. B) reality check. C) goal setting. D) self-assessment.
Answer: D
50) The step in the career management process where employees develop short- and long-term career
objectives is called:
A) goal setting. B) self-assessment. C) action planning. D) reality check.
Answer: A
51) A peer or manager who works closely with an employee to motivate him/her, help him/her develop
skills, and provide reinforcement and feedback is known as a:
A) coach. B) mentor.
C) good Samaritan. D) high-potential employee.
Answer: A
6

52) A barrier to advancement to higher-level jobs in the company that adversely affects women and
minorities is the:
A) minority ceiling. B) gray ceiling. C) glass escalator. D) glass ceiling.
Answer: D
53) Assessment is most frequently used to:
A) identify decision processes or communication styles that inhibit production.
B) identify employees who have skills needed for managerial positions.
C) identify employees' personality types or job interests.
D) identify the strengths and weaknesses of team members.
Answer: B
54) An in-basket exercise used in assessment centers:
A) is a simulation of the administrative tasks of a manager.
B) requires participants to work together to solve a problem within a certain time limit.
C) is an exercise that measures mechanical and tactile skills.
D) is a self-assessment tool to identify occupational and job interests.
Answer: A
55) Which one of the following is not characteristic of e-learning?
A) It involves the use of Web-based training, distance learning, and virtual classrooms.
B) It increases training time due to its "remote" nature and lack of trainer interaction.
C) It focuses on learning solutions that go beyond traditional training.
D) It enhances learning as learners are more engaged through the use of video, graphics, sound,
and text.
Answer: B
56) Which of the following is not true of high-leverage training?
A) It benchmarks the company's training programs with other companies' programs.
B) It is linked to strategic business goals and objectives.
C) It uses the video-teleconferencing training techniques.
D) It relies on an instructional design process.
Answer: C
57) Adding challenges or new responsibilities to an employee's current job is referred to as:
A) career enhancement. B) job enlargement.
C) job rotation. D) job enrichment.
Answer: B
7

58) All but one of the following is true of protean careers. Name the exception.
A) Based on self-direction with the goal of psychological success in one's work.
B) Learning and development in the protean career are increasingly likely to involve formal
courses rather than relationships and job experiences.
C) Employees take major responsibility for managing protean careers.
D) Changes in the psychological contract between employees and their companies have influenced
the development of the protean career.
Answer: B
59) _____ is a computer-based technology that provides trainees with a three-dimensional learning
experience.
A) Learning management system B) Electronic performance support system
C) Virtual reality D) Integrated performance support system
Answer: C
60) The most appropriate view of today's career is that it is a:
A) boundaryless process.
B) sequence of positions held within a company.
C) lifelong commitment to a field of specialization.
D) pattern of vertical movement through an organization.
Answer: A
61) What type of test is used to determine if employees have the personality characteristics necessary to
be successful in specific managerial jobs?
A) Cognitive ability tests B) Managerial aptitude tests
C) Corporate compatibility tests D) Personality tests
Answer: D
62) _____ is based on the belief that differences in individuals' behaviour result from preferences in
decision making, interpersonal communication, and information gathering.
A) MBTI B) Performance appraisal
C) Assessment center D) Benchmark
Answer: A
63) What refers to new or inexperienced employees learning through observing peers or managers
performing the job and trying to imitate their behaviours?
A) Behavioural training B) Observation training
C) Performance training D) On-the-job training
Answer: D
64) The process of helping new hires adjust to social and performance aspects of their new jobs is
called:
A) cultural awareness. B) cultural dispersion.
C) attitude shifting. D) onboarding.
Answer: D
8

65) Which of the following is NOT a benefit that a protégé receives from a mentoring relationship?
A) Protection B) Visibility
C) Coaching D) Performance goals
Answer: D
66) When conducting a needs assessment, which type of analysis is generally performed first?
A) High-leverage analysis B) Task analysis
C) Organizational analysis D) Person analysis
Answer: C
67) Potential problems with using job rotation for development include all but one of the following.
Name the exception.
A) Productivity losses and workloads increase.
B) Employees often develop a short-term perspective on problems and solutions.
C) Employees find it too easy to specialize in specific functional areas.
D) Employees' satisfaction and motivation may be adversely affected.
Answer: C
68) The four general approaches that companies use to develop employees include:
A) business games, formal courses, team building, and assessment.
B) psychological tests, assessment centers, Myers-Briggs Type Indicator, and performance
feedback.
C) job rotation, promotion, transfer, and job sharing.
D) formal education, assessment, job experiences, and interpersonal relationships.
Answer: D
69) One approach to managing _____ involves creating an inclusive environment that allows all
employees to contribute to organizational goals and experience personal growth.
A) conflict B) repatriation C) turnover D) diversity
Answer: D
70) Providing employees with the opportunity to get away from the day-to-day stresses of their job and
acquire new skills and perspectives is known as a(n):
A) sabbatical. B) expatriate assignment.
C) externship. D) transfer.
Answer: A
71) The first step in the instructional design process is:
A) conducting a needs assessment. B) creating a learning environment.
C) selecting training methods. D) ensuring employees' readiness for training.
Answer: A
9

72) _____ support includes serving as a friend and a role model, providing positive regard and
acceptance, and creating an outlet for the protégé to talk about anxieties and fears.
A) Career B) Social C) Amicable D) Psychosocial
Answer: D
73) The process of identification and tracking of high-potential employees capable of filling higher-level
managerial positions is known as:
A) promotion. B) preferential planning.
C) succession planning. D) upward movement.
Answer: C
74) _____ analysis involves determining the business appropriateness of training, given the company's
business strategy.
A) Organizational B) Task C) Person D) Information
Answer: A
75) Adventure learning appears to be best suited for:
A) developing skills related to group effectiveness.
B) teaching new facts or alternative problem-solving solutions.
C) continuously attempting to learn new things to apply for quality improvement.
D) developing specific on-the-job production skills.
Answer: A
76) Which of the following is NOT a characteristic of an assessment center?
A) Managers are usually used as assessors.
B) Team and individual exercises are used.
C) It is used to determine if employees have the skills needed for technical jobs.
D) It is usually held at an off-site location, such as a conference center.
Answer: C
77) _____ training provides employees with measurement and statistical tools to help reduce defects and
to cut costs.
A) Variance training B) Team quality
C) Six Sigma D) TQM
Answer: C
78) _____ are employee development programs that include lectures by business experts, business
games and simulations, adventure learning, and meetings with customers.
A) Internships B) Formal education programs
C) Externships D) Technical programs
Answer: B
10

79) All but one of the following are true of the glass ceiling. Name the exception.
A) The barrier may be due to stereotypes that hinder the development of women or minorities.
B) Research has found significant gender differences in access to job experiences involving
transitions or creating change.
C) Research shows male managers have received more assignments involving high levels of
responsibility than female managers of similar ability and managerial level.
D) The barrier may be due to a lack of access to training programs, developmental job
experiences, and developmental relationships, such as mentoring.
Answer: B
80) Which of the following helps identify employees' preferences for working in different types of
environments (like sales, counselling, and landscaping)?
A) The Self-Directed Search B) The Strong-Campbell Interest Inventory
C) The Occupational Outlook Handbook D) The Myers-Briggs Inventory
Answer: A
81) Which of the following helps employees identify their occupational as well as job interests?
A) The Strong-Campbell Interest Inventory B) The Myers-Briggs Inventory
C) The Self-Directed Search D) The Occupational Outlook Handbook
Answer: A
82) An effective job rotation system is characterized by all but one of the following. Name the
exception.
A) The system is linked with the company's career management process.
B) The system is used to develop skills as well as give employees' the experience needed for
managerial positions.
C) The system is restricted to a limited number of key positions and employees within the
company.
D) The system ensures that employees understand the specific skills to be developed.
Answer: C
83) Self-efficacy is:
A) the employee's belief that he/she can successfully learn the content of a training program.
B) the desire of the trainee to learn the content of the training program.
C) a statement of an employee's work activity in a specific job.
D) the willingness of managers and peers to provide feedback and reinforcement.
Answer: A
11

84) All of the following are goals of diversity training except:
A) to eliminate values, stereotypes, and managerial practices that inhibit employees' personal
development.
B) to allow employees to contribute to organizational goals regardless of their family status,
religious orientation, or cultural background.
C) to allow employees to contribute to organizational goals regardless of their educational
qualification, social connections, and political views.
D) to allow employees to contribute to organizational goals regardless of their race, sexual
orientation, and gender.
Answer: C
85) Accelerating the pace of employee learning and capturing and sharing knowledge is a part of which
stage in the strategic training and development process?
A) Metrics that show value of training
B) Business strategy
C) Strategic training and development initiatives
D) Training and development activities
Answer: C
86) A work-study training method that uses both on-the-job training and classroom training is called:
A) virtual reality training. B) simulation.
C) case study learning. D) apprenticeship.
Answer: D
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
87) Discuss high-leverage training, including the characteristics of a high-leverage training strategy and
how it can be linked to continuous learning.
Answer: Answers may vary
Training that has been reconfigured in order to gain competitive advantage is referred to as
high-leverage training. It:
1. Is linked to strategic business goals and objectives.
2. Is supported by top management.
3. Relies on an instructional design model to ensure the quality of training and to contain costs.
4. Is compared or benchmarked to programs in other organizations.
High-leverage training practices help create working conditions that encourage continuous learning.
Continuous learning requires employees to understand the relationship between their jobs, their work
units, and the company, and to be familiar with the company's business goals. Employees are expected
to teach and learn from other employees.
12

88) What is the purpose of a training design process? Discuss the six steps of the Instructional System
Design training process.
The training design process is a systematic approach for developing training programs. These programs
contribute to competitiveness of the organization. The six steps of the training process are:
1. Needs assessment-includes organizational analysis, person analysis, and task analysis.
2. Ensuring employees' readiness for training-includes attitudes and motivation and basic skills.
3. Creating a learning environment-includes identification of learning objectives and training outcomes
meaningful material, practice, feedback, observation of others, and administering and coordinating the
program.
4. Ensuring transfer of learning-includes self-management strategies and peer and manager support.
5. Selecting training methods-includes presentational methods, hands-on-methods, and group methods.
6. Evaluating training programs-includes identification of training outcomes and evaluation design, and
cost-benefit analysis.
89) Discuss the organizational analysis step in the needs assessment process, including the three types of
analyses it involves.
A needs assessment helps determine whether training is necessary, in part by examining "pressure
points." The three types of analyses it involves are organizational analysis, task analysis, and person
analysis. Organizational analysis involves determining the appropriateness of training, given the
company's business strategy, its resources available for training, and support by managers and
peers for training activities.
13

90) What is organizational socialization and why is it important? What typically occurs during these
processes and is this beneficial to the employee? Why or why not?
Organizational socialization is the process by which new employees are transformed into effective
members of the company. Socialization and orientation programs play an important role in socializing
employees. Orientation involves familiarizing new employees with company rules, policies, and
procedures. Typically, a program includes information about the company, department in which
the employees will be working, and the community the employees will live in (if a transfer is
involved). Onboarding refers to the orientation process for newly hired managers. Although
the content of orientation programs is important, the process of orientation cannot be ignored.
Too often, orientation programs consist of completing payroll forms and reviewing human
resources policies with managers or human resource representatives. Although these are
important activities, the new employee has little opportunity to ask questions, interact with
peers and managers, or become familiar with the company's culture, products, and service.
Effective orientation programs actively involve the new employee. An important characteristic
of effective orientation is that peers, managers, and senior co-workers are actively involved in
helping new employees adjust to the work group.
91) The concepts of what a career is has changed over time. What is the current description of a career
and what is it called? How does the psychological contract have an impact on an individual's career?
Traditionally, careers have been described in various ways. Careers have been described as a sequence
of positions held within an occupation. A career has also been described in the context of mobility
within an organization. Finally, a career has been described as a characteristic of the employee. Each
employee's career consists of different jobs, positions, and experiences. Today's careers are known as
protean careers. A protean career is based on self-direction with the goal of psychological success in
one's work. Employees take major responsibility for managing their careers.
Changes in the psychological contract between employees and their companies have influenced the
development of the protean career. A psychological contract is the expectations that employers
and employees have about each other. Today's psychological contract rarely provides
employees with job security even if they perform well. Instead, companies can offer
employees opportunities to attend training programs and participate in work experiences that
can increase their employability with their current and future employers.
14

92) List the steps in the Career Management Process. What are the responsibilities of the employee and
the company in each of these steps?
Self-assessment, it is the employees responsibility to identify opportunities and needs to improve. It is
the company's responsibility to provide assessment information to identify strengths, weaknesses,
interests, and values.
Reality check, it is the employees responsibility to identify what needs are realistic to develop. It is the
company's responsibility to communicate performance evaluation, where employee fits in long-range
plans of the company, changes in industry, profession, and workplace.
Goal setting, it is the employees responsibility to identify goal and methods to determine goal progress.
It is the company's responsibility to ensure that goal is specific, challenging, and attainable and commit
to help the employee reach the goal.
Action planning, it is the employees responsibility to identify steps and timetable to reach the goals. It i
the company's responsibility to identify resources the employee needs to reach goals, including courses
work experiences and relationships.
93) Employee development has four main approaches, list each of them and provide a brief explanation
of each.
(1) Formal education includes employee development programs, including short courses offered by
consultants of universities, executive MB programs, and university programs. (2) Assessment involves
the collection of information and providing feedback to employees about their behaviour,
communication style, or skills. (3) Job Experiences involve the relationships, problems, demands,
tasks, and other features that employees face in their jobs. (4) Interpersonal relationships
involve ways employees can develop skills and increase their knowledge about the company
and its customer by interacting with a more experienced organization member; Mentoring and
coaching are two types of interpersonal relationships used to develop employees.
15

94) The Myers-Briggs Type Indicator® (MBTI) Personality Inventory has become the most popular
psychological assessment tool for employee development. How did the MBTI become to existence?
What makes the tool valuable and what should this tool not be used for.
The MBTI® assessment tool is based on the work of Carl Jung, a psychiatrist who believed that
differences in individuals' behaviour resulted from preferences in decision making,
interpersonal communication, and information gathering. These concepts were further
developed by the mother-daughter team of Katharine C. Briggs and Isabel Briggs Myers, who
are credited with developing the MBTI® Inventory. The MBTI® is a self-scored forced-choice
inventory through which one rates oneself along four different dimensions.
The MBTI® assessment tool is a valuable tool for understanding communication styles and the
ways people prefer to interact with others. Because it does not measure how well employees
perform their preferred functions, it should not be used to appraise performance or evaluate
employees' promotion potential. Furthermore, MBTI® assessment tool types should not be
viewed as unchangeable personality patterns.
95) Describe and discuss the different ways that job experiences can be used for employee development.
Assume development is most likely to occur when there is a mismatch between the employee's skills
and past experience and the skills required for the job.
Ways job experiences can be used for development include:
1. Enlarging the current job.
2. Job rotation-Helps employees gain an overall understanding of the company's goals, different
functions, develop contacts, and improve problem-solving and decision-making skills.
Employees may not receive challenging assignments because they do not have time to understand the
work unit.
3. Transfers, promotions, downward moves-These moves can be anxiety provoking and may appear
like a punishment. Should (1) give information about the potential benefits of the new job, its content,
and challenges; (2) involve employees in transfer decisions by sending them to look at the new location
and giving community information; (3) give clear and early performance feedback; (4) have a
host at the new location to help them adjust; (5) give information on financial implications of
the job opportunity; (6) help in relocating housing, assistance for dependent family members,
and help for spouse in finding new employment, if necessary; (7) have an orientation program;
and (8) guarantee that new job experiences will support the employees' career plans.
4. Temporary assignments and volunteering with other organizations-Temporary assignments take a
variety of forms such as special company projects, volunteer work or even a sabbatical, , which involve
a leave of absence from the company to renew or develop skills.
16

96) Discuss mentoring, including the potential benefits from a mentoring relationship.
· A mentor is an experienced, productive senior employee who helps to develop a less-experienced
employee (the protégé). A relationship may develop informally or be part of a planned company effort.
· An advantage of formalized mentoring programs is that they ensure access to mentors for all
employees regardless of gender or race. Also, participants know what is expected of them.
· Protégés benefit from mentoring by receiving career and psychosocial support. Career support
includes coaching, protection, sponsorship, and providing challenging assignments, exposure, and
visibility. Psychosocial support includes serving as a friend and role model, providing positive regard
and acceptance, and providing an outlet for the protégé to talk about fears and anxieties. Protégés also
have higher rates of promotion, higher salaries, and greater organizational influence.
· Mentors receive opportunities to develop their interpersonal skills and increase their feelings of
self-esteem and worth to the organization. Mentors in technical fields may find the protégé helps
them to gain knowledge and to avoid becoming technically obsolete.
97) You have been recently hired on as Chief Human Resources Operator for Halifax2O, a thriving
spring water bottling company located in Nova Scotia. In your first week of work you realize that a
lot of your senior managers are nearing retirement and nobody in the organization is qualified to
take on these roles. What has Halifax2O failed to execute properly? Explain this process.
Halifax2O has failed to implement succession planning. This is the process of identifying and
tracking high-potential employees and help organizations in several ways. It requires senior
management to systematically review leadership talent in the company. It ensures that
top-level managerial talent is available. It provides a set of development experiences that
managers must complete to be considered for top management positions; this avoids
premature promotion of managers who are not ready for upper management ranks. Succession
planning systems also help attract and retain managerial employees by providing them with
development opportunities that they can complete if upper management is a career goal for
them.
17

Answer Key
Testname: UNTITLED6
1) TRUE
2) TRUE
3) TRUE
4) TRUE
5) TRUE
6) TRUE
7) TRUE
8) TRUE
9) FALSE
10) TRUE
11) TRUE
12) FALSE
13) FALSE
14) FALSE
15) FALSE
16) TRUE
17) TRUE
18) FALSE
19) FALSE
20) TRUE
21) FALSE
22) FALSE
23) FALSE
24) FALSE
25) B
26) C
27) A
28) C
29) A
30) B
31) B
32) B
33) A
34) C
35) C
36) B
37) A
38) D
39) D
40) A
41) D
42) C
43) A
44) D
45) B
46) B
47) B
48) D
49) D
50) A
18

Answer Key
Testname: UNTITLED6
51) A
52) D
53) B
54) A
55) B
56) C
57) B
58) B
59) C
60) A
61) D
62) A
63) D
64) D
65) D
66) C
67) C
68) D
69) D
70) A
71) A
72) D
73) C
74) A
75) A
76) C
77) C
78) B
79) B
80) A
81) A
82) C
83) A
84) C
85) C
86) D
87) Answers may vary
Training that has been reconfigured in order to gain competitive advantage is referred to as high-leverage training. I
1. Is linked to strategic business goals and objectives.
2. Is supported by top management.
3. Relies on an instructional design model to ensure the quality of training and to contain costs.
4. Is compared or benchmarked to programs in other organizations.
High-leverage training practices help create working conditions that encourage continuous learning. Continuous
learning requires employees to understand the relationship between their jobs, their work units, and the company, a
to be familiar with the company's business goals. Employees are expected to teach and learn from other
employees.
19

Answer Key
Testname: UNTITLED6
The training design process is a systematic approach for developing training programs. These programs contribute t
competitiveness of the organization. The six steps of the training process are:
1. Needs assessment-includes organizational analysis, person analysis, and task analysis.
2. Ensuring employees' readiness for training-includes attitudes and motivation and basic skills.
3. Creating a learning environment-includes identification of learning objectives and training outcomes, meaningfu
material, practice, feedback, observation of others, and administering and coordinating the program.
4. Ensuring transfer of learning-includes self-management strategies and peer and manager support.
5. Selecting training methods-includes presentational methods, hands-on-methods, and group methods.
6. Evaluating training programs-includes identification of training outcomes and evaluation design, and cost-benefi
analysis.
A needs assessment helps determine whether training is necessary, in part by examining "pressure points." The thre
types of analyses it involves are organizational analysis, task analysis, and person analysis. Organizational analysis
involves determining the appropriateness of training, given the company's business strategy, its resources available
for training, and support by managers and peers for training activities.
Organizational socialization is the process by which new employees are transformed into effective members of the
company. Socialization and orientation programs play an important role in socializing employees. Orientation
involves familiarizing new employees with company rules, policies, and procedures. Typically, a program includes
information about the company, department in which the employees will be working, and the community
the employees will live in (if a transfer is involved). Onboarding refers to the orientation process for newly
hired managers. Although the content of orientation programs is important, the process of orientation
cannot be ignored. Too often, orientation programs consist of completing payroll forms and reviewing
human resources policies with managers or human resource representatives. Although these are important
activities, the new employee has little opportunity to ask questions, interact with peers and managers, or
become familiar with the company's culture, products, and service. Effective orientation programs actively
involve the new employee. An important characteristic of effective orientation is that peers, managers, and
senior co-workers are actively involved in helping new employees adjust to the work group.
20

Answer Key
Testname: UNTITLED6
Traditionally, careers have been described in various ways. Careers have been described as a sequence of positions
held within an occupation. A career has also been described in the context of mobility within an organization. Final
a career has been described as a characteristic of the employee. Each employee's career consists of different jobs,
positions, and experiences. Today's careers are known as protean careers. A protean career is based on self-direction
with the goal of psychological success in one's work. Employees take major responsibility for managing their
careers.
Changes in the psychological contract between employees and their companies have influenced the development
of the protean career. A psychological contract is the expectations that employers and employees have
about each other. Today's psychological contract rarely provides employees with job security even if they
perform well. Instead, companies can offer employees opportunities to attend training programs and
participate in work experiences that can increase their employability with their current and future
employers.
Self-assessment, it is the employees responsibility to identify opportunities and needs to improve. It is the company
responsibility to provide assessment information to identify strengths, weaknesses, interests, and values.
Reality check, it is the employees responsibility to identify what needs are realistic to develop. It is the company's
responsibility to communicate performance evaluation, where employee fits in long-range plans of the company,
changes in industry, profession, and workplace.
Goal setting, it is the employees responsibility to identify goal and methods to determine goal progress. It is the
company's responsibility to ensure that goal is specific, challenging, and attainable and commit to help the employe
reach the goal.
Action planning, it is the employees responsibility to identify steps and timetable to reach the goals. It is the
company's responsibility to identify resources the employee needs to reach goals, including courses, work
experiences and relationships.
(1) Formal education includes employee development programs, including short courses offered by consultants of
universities, executive MB programs, and university programs. (2) Assessment involves the collection of
information and providing feedback to employees about their behaviour, communication style, or skills. (3) Job
Experiences involve the relationships, problems, demands, tasks, and other features that employees face in
their jobs. (4) Interpersonal relationships involve ways employees can develop skills and increase their
knowledge about the company and its customer by interacting with a more experienced organization
member; Mentoring and coaching are two types of interpersonal relationships used to develop employees.
21

Answer Key
Testname: UNTITLED6
The MBTI® assessment tool is based on the work of Carl Jung, a psychiatrist who believed that differences
in individuals' behaviour resulted from preferences in decision making, interpersonal communication, and
information gathering. These concepts were further developed by the mother-daughter team of Katharine
C. Briggs and Isabel Briggs Myers, who are credited with developing the MBTI® Inventory. The MBTI®
is a self-scored forced-choice inventory through which one rates oneself along four different dimensions.
The MBTI® assessment tool is a valuable tool for understanding communication styles and the ways
people prefer to interact with others. Because it does not measure how well employees perform their
preferred functions, it should not be used to appraise performance or evaluate employees' promotion
potential. Furthermore, MBTI® assessment tool types should not be viewed as unchangeable personality
patterns.
Ways job experiences can be used for development include:
1. Enlarging the current job.
2. Job rotation-Helps employees gain an overall understanding of the company's goals, different functions, develop
contacts, and improve problem-solving and decision-making skills.
Employees may not receive challenging assignments because they do not have time to understand the work unit.
3. Transfers, promotions, downward moves-These moves can be anxiety provoking and may appear like a
punishment. Should (1) give information about the potential benefits of the new job, its content, and challenges; (2)
involve employees in transfer decisions by sending them to look at the new location and giving community
information; (3) give clear and early performance feedback; (4) have a host at the new location to help
them adjust; (5) give information on financial implications of the job opportunity; (6) help in relocating
housing, assistance for dependent family members, and help for spouse in finding new employment, if
necessary; (7) have an orientation program; and (8) guarantee that new job experiences will support the employees'
career plans.
4. Temporary assignments and volunteering with other organizations-Temporary assignments take a variety of form
such as special company projects, volunteer work or even a sabbatical, , which involve a leave of absence from the
company to renew or develop skills.
22

Answer Key
Testname: UNTITLED6
· A mentor is an experienced, productive senior employee who helps to develop a less-experienced employee (the
protégé). A relationship may develop informally or be part of a planned company effort.
· An advantage of formalized mentoring programs is that they ensure access to mentors for all employees regardles
of gender or race. Also, participants know what is expected of them.
· Protégés benefit from mentoring by receiving career and psychosocial support. Career support includes coaching,
protection, sponsorship, and providing challenging assignments, exposure, and visibility. Psychosocial support
includes serving as a friend and role model, providing positive regard and acceptance, and providing an outlet for th
protégé to talk about fears and anxieties. Protégés also have higher rates of promotion, higher salaries, and greater
organizational influence.
· Mentors receive opportunities to develop their interpersonal skills and increase their feelings of self-esteem and
worth to the organization. Mentors in technical fields may find the protégé helps them to gain knowledge and
to avoid becoming technically obsolete.
Halifax2O has failed to implement succession planning. This is the process of identifying and tracking
high-potential employees and help organizations in several ways. It requires senior management to
systematically review leadership talent in the company. It ensures that top-level managerial talent is
available. It provides a set of development experiences that managers must complete to be considered for
top management positions; this avoids premature promotion of managers who are not ready for upper
management ranks. Succession planning systems also help attract and retain managerial employees by
providing them with development opportunities that they can complete if upper management is a career
goal for them.
23

Other documents randomly have
different content

received money from the Government of Spain moved,
644;
the member had heretofore tendered information to the
Government, who had turned a deaf ear, now he
should not be influenced by fear, favor or affection, to
gratify curiosity, 644;
proceedings on the resolution, 644;
incidental questions debated, 644;
has Congress the constitutional right to request the
President to make the inquiry? 644;
can a member be called to give testimony in his seat or at
the bar of the House? 645;
other questions, 645;
nothing impeaching the character of General Wilkinson,
645;
inquiry was necessary, and due to the country and to
General Wilkinson, 645;
impropriety of proceeding hastily, 645;
evidence produced sufficient on which to ground inquiry,
646;
an inquiry must be made, 646;
people of Kentucky interested in this subject, 646;
at this time, if ever, persons in office should have the
confidence of the Government, 646;
can they have this confidence in General Wilkinson? 646;
a resolution substituted and adopted, 646;
statement of the member of the House, 646;
resolution of inquiry moved, 648;
not within the power of the House to adopt the resolution,
648;
the offence charged is cognizable by more than one
department, 648;
should not pass over the constitutional limits of their duty,
649;
gentlemen mistake by considering that where the House is
incompetent to inflict punishment it is incompetent to

inquire, 649;
competency examined, 649;
any inquiry which this House may choose to make into the
conduct of any officer, civil or military, is not an
interference with the powers of any co-ordinate branch
of Government, 650;
part taken by the Army in the late project to dismember the
Union, 650;
evidences of those suspicions, 650;
interpretation of a ciphered letter, 651;
not shown that the House possesses the powers to proceed
in the business, 652;
effect of this motion is to hold this man up to suspicion for
years to come, 652;
if an improper character is commissioned to command our
armies, let the responsibility fall where the constitution
has placed it, 653;
other tribunals than this House, 654;
resolution offered to refer the papers, &c., to the Secretary
of War, 654;
the power of the House is called in question, 654;
the resolution, in plain terms, is to denounce the man, 654;
will establish a dangerous precedent, 654;
interfere with the Executive Department, 654;
assume the responsibility attaching there, 654;
why make this House a great gun to thunder denunciations
against an individual? 655;
it will interfere with the Judiciary Department, 655;
you deprive the man of a fair trial in the military Courts,
655;
duty of the Legislature to pass laws for the regulation of the
army, 655;
experience of history, 656;
search the constitution for this denunciatory power, vested
in this House, 656;
original motion renewed, 657;

agreed to, 657;
facts respecting the information relative to General
Wilkinson being a Spanish pensioner, and a
combination being formed to dismember the Union
being in possession of the Executive, 658;
resolution calling on the President for documents adopted,
658;
Message from the President with documents, 663;
referred, 664;
papers presented, 708;
referred to the President, 709;
documents sent to the House by the President, relative to,
663;
letter of Estevan Miro, 665;
letter of M. Gayoso De Lemos, 665;
paper relative to the commerce of Louisiana, 666;
letters of Andrew Ellicott to the Secretary of State, 668;
extract from Jefferson’s Message, 670;
letters from Baron de Carondelet, 671;
do. from Daniel Clark, 671;
letter from Thomas Power, 672;
do. from Thomas Portell, 673;
Wilkinson’s instructions to Thomas Power, 673;
letter of Thomas Power, 674;
letter of Baron de Carondelet, 675.
Williams, David R., Representative from South Carolina, 378,
493, 613.
Williams, Marmaduke, Representative from North Carolina, 50,
287, 378, 616;
on securing the privilege of Habeas Corpus, 534.
Williams, Nathan, Representative from New York, 377, 497.
Williams, Lemuel, Representative from Massachusetts, 50, 285.
See Index, vol 2.

Williams, D. R., on the non-importation of slaves into Territories,
401;
on importations from Great Britain, 433;
on importations from Great Britain, 441;
on Naval appropriations, 474, 475, 478;
on the importation of slaves, 495;
on excluding settlers from the public lands, 544;
on suspension of the Embargo Act, 692.
Wilson, Alexander, Representative from Virginia, 378, 493, 613.
Winchester, James, his testimony for the defence on the trial of
Judge Chase, 219, 227.
Winder, William H., his testimony for the defence on the trial of
Judge Chase, 227.
Winston, Joseph, Representative from North Carolina, 50, 285,
378, 493.
Witherall, James, Representative from Vermont, 612.
Witnesses, payment of in the case of Judge Chase, bill
considered in the House, 409;
disagreement between the Houses prevented passage of a
bill last session, 410;
the bill from the Senate a taxation of costs by the court
who sat on this occasion, 410;
shall the House pay all the witnesses, 410;
not the practice of courts—the States often pay where the
accused is acquitted, 410;
why pay all the expenses in this case, and not in any other,
410;
the acquittal was constitutional, but not by a majority of the
Senate, 410;
no data to determine what witnesses had been summoned
on one side and what on the other, 410;
no law prescribing the fees of witnesses, 410;

bound to compensate in the abstract principle of justice and
right, as well as from precedent and practice, 411;
is it just to compel the attendance of men and not give
them compensation, 411;
bill calculated to establish a great principle, whether the
United States bear the burden in all cases of
impeachment, 411;
when an officer exposes himself to impeachment, it is not
desirable to offer the protection held out in the bill,
412;
not the practice in United States Courts or in England to
pay witnesses on an acquittal, 412;
if the Judge had been convicted he would have been free of
all costs, 412;
the circumstances should decide the case, 412;
could not know for whom the witnesses were summoned,
412;
what law authorizes them to recover from the respondent,
412;
the Senate omitted to insert in the subpœna on whose side
the witnesses were called, 413;
committee rose, 413.
Worthington, Thomas, Senator from Ohio, 3, 163, 345, 485;
presents petition of inhabitants of Indiana, 20;
on British aggressions on our commerce, 357.
Wright, Robert, Senator from Maryland, 3, 163, 346;
opposes reference of resolution for amendment of the
constitution to a select committee, 7;
on the purchase of Louisiana, 12;
on the number of candidates to be presented to the House
for Vice President, 24;
moves to postpone the bill for a temporary removal of the
seat of Government, 45.
See Index, vol. 2.

Wynn, Richard, Representative from South Carolina, 57, 287,
401, 614.
See Index, vol. 1.
Wynn, Thomas, Representative from North Carolina, 50, 287, 378,
493.
See Index, vol. 2.
Y
Yazoo claims bill, relative to passed, 470.
Yeas and Nays, in Senate, on bill to authorize the President to
take possession of territory ceded by France, 8;
on the bill to authorize the issue of stock for the
purchase of Louisiana, 20;
on the amendment to the number of candidates to be
presented to the House from which to choose a
Vice President, 27;
on the number of candidates to be presented to the
House from which to choose a Vice President, 27;
on the amendment to the constitution relative to the
election of President, 37;
on the bill to repeal the Bankrupt Act, 38;
on third election of President, 38;
relative to admission of persons to the floor of, 39;
on the amendment to the bill relative to the erection of
Louisiana into two territories, 40, 41, 42;
on turnpike to the Ohio, 45;
on act relative to post roads, 45;
on postponement of the bill relative to removal of Seat
of Government, 46;
on ordering the bill relative to a removal of the Seat of
Government to a third reading, 48;
on the guilt of Judge Chase, as charged in the separate
articles of impeachment, 281, 282, 283;

on the amendment to the bill for purchase of Florida,
353;
on motion to refer the bill relative to the purchase of
Florida to Select Committee, 354;
on amendments to the bill relative to the purchase of
Florida, 354;
on motion to strike out the resolution relative to British
aggressions on our commerce, 358;
on resolutions relative to British aggressions, 359;
on bill to suspend intercourse with St. Domingo, 364;
on the bill to prevent the abuse of the privileges of
foreign ministers, 369;
on the bill for the relief of Capt. Peter Landais, 370;
to postpone the bill relative to a bridge over the
Potomac, 374;
on the bill to exclude army and navy officers from civil
appointments, 375;
on the bill to prohibit the importation of certain
articles, 374;
on passage of the bill, 375;
on expunging the journal of the Senate, 376;
on bill relative to the salt duty, 491;
on expelling Senator John Smith, 606.
In the House, on the resolution to carry the Louisiana treaty
into effect, 71;
on the bill authorizing the President to take possession
of the Louisiana territory, 77;
on the resolution to repeal the Bankrupt Law, 82;
on the motion to adjourn, 94;
on the amendment to the resolution of inquiry into the
official conduct of Judge Chase, 98;
on the amendment to the resolution to appoint a
committee to inquire into the official conduct of
Judge Chase, 124;
on the resolution to appoint a committee to inquire into
the official conduct of Judge Chase, 124;

on motion to postpone resolution laying a tax on
imported slaves, 139;
on the postponement of certain sections of the bill
relative to the Georgia claims, 157;
on the bill relative to the government of Louisiana,
158; note, 158;
on the petition of Thomas Morris relative to African
slavery, 166;
on the bill for the relief of the widow of Gen. Moses
Hazen, 166;
on the reference of the petition of Andrew Jackson,
167;
for a third reading of the bill to grant the franking
privilege to Aaron Burr, 168; note, 168;
on postponing the bill granting the franking privilege to
Aaron Burr, 169;
on passage of the bill, 169;
on the resolution to impeach Judge Chase, 174;
on the articles of impeachment against Judge Chase,
175;
on the resolutions relative to the retrocession of the
District of Columbia, 311;
on the resolution relative to emancipation in the
District of Columbia, 313;
on the resolution relative to the Georgia claims, 337;
on the resolution relative to the removal of Federal
Judges, 341;
on the reference of the proposed amendment of the
constitution relative to the recall of Senators, 341;
on the motion to postpone the bill relative to specific
duties, 342;
on laying a tax on imported slaves, 391;
on erecting a bridge over the Potomac, 398;
on postponing the bill relative to the importation of
slaves, 401;

on the indefinite postponement of the resolution for
amending the constitution relative to the removal
of Federal Judges, 417;
on resolutions relative to importations from Great
Britain, 465;
on the bill to prohibit the importation of British goods,
466;
on the bill relative to the Yazoo claims, 470;
on the exclusion of army and naval officers from civil
offices, 473;
on the bill for the exclusion of military and naval
officers from civil employment, 478;
on the bill for the repeal of the duties on salt, 481;
on the punishment of death on owners and masters of
vessels engaged in the slave trade, 502;
on rejecting the bill from the Senate suspending the
writ of Habeas Corpus, 515;
on the bill to prohibit the importation of slaves, 519;
in House, on Embargo Act, 641;
on the resolution of inquiry into the conduct of Gen.
Wilkinson, 657;
on suspension of the embargo, 707.
York, John, petition for relief as tax collector, 313.

PROSPECTUS
OF A
Cyclopædia of American Eloquence:
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FORENSIC AND PARLIAMENTARY,
BY THE MOST EMINENT
ORATORS OF AMERICA,
WITH BIOGRAPHICAL SKETCHES AND ILLUSTRATIVE NOTES,
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Jury of Charleston, South Carolina; James Wilson’s Vindication of the
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SPECIMEN PAGE OF CYCLOPÆDIA OF AMERICAN ELOQUENCE.
92 FISHER AMES.
country.” In 1788 he was chosen to the State legislature, in which
assembly he advocated important educational measures, in view of
elevating the character of the great mass of the people, and
rendering them capable of higher enjoyments. In 1789 he was
elected a member of the first Congress under the constitution, in
which body he remained during the eight years of Washington’s
administration. He was a strong advocate of the federal policy, and
on every question of importance took an active part. He opposed the
commercial resolutions of Mr. Madison, because he thought “that
commerce could not be served by regulations, which should oblige
us to ‘sell cheap and buy dear,’ and he inferred that the effect of the
resolutions could only be to gratify partialities and resentments,
which all statesmen should discard.” In April, 1796, he delivered his
celebrated speech on the appropriation for Jay’s Treaty, a production
full of the deepest pathos and richest eloquence.[A] At the
termination of the session of Congress, Mr. Ames travelled at the
south for his health, which had for many months been gradually
sinking. On his partial recovery, he took his seat at the next session,
and entered upon the duties of his office. At the end of this session
he returned to his home at Dedham, and declining a re-election,
took upon himself the practice of his profession. He continued
writing political essays during the remainder of his life, all of which
bear the mark of the statesman and ripe scholar. In the year 1804
he was called to the chair of the presidency of Harvard College,
which honor he declined on account of failing health, and a
consciousness that his habits were not adapted to the office. On the
morning of the Fourth of July, 1808, he expired, having just
completed the fiftieth year of his age.[B]
MADISON’S RESOLUTIONS.
The House of Representatives, on the third of January, 1794,
resolved itself into a Committee of the Whole, on the report of Mr.

Jefferson, Secretary of State, “On the nature and extent of the
privileges and restrictions of the commercial intercourse of the
United States with foreign nations, and the measures which he
thought proper to be adopted for the improvement of the commerce
and navigation of the same,” when Mr. Madison introduced a series
of resolutions, proposing to impose “further restrictions and higher
duties, in certain cases, on the manufactures and navigation of
foreign nations, employed in the commerce of the United States,
than those now imposed.”[C] On these resolutions Mr. Ames
addressed the committee, on the twenty-seventh of January, as
follows:
Mr. Chairman: The question lies within this compass: is there any
measure proper to be adopted by Congress, which will have the
effect to put our trade and navigation on a better footing? If there
is, it is our undoubted right to adopt it, (if by right is understood the
power of self-government, which every independent nation
possesses,) and our own as completely as
[A] Dr. Charles Caldwell, in his autobiography, thus speaks of
Ames’s eloquence: “He was decidedly one of the most splendid
rhetoricians of the age. Two of his speeches, in a special manner
—that on Jay’s treaty, and that usually called his ‘Tomahawk
speech’ (because it included some resplendent passages on
Indian massacres)—were the most brilliant and fascinating
specimens of eloquence I have ever heard; yet have I listened to
some of the most celebrated speakers in the British Parliament—
among others, to Wilberforce and Mackintosh, Plunket,
Brougham, and Canning: and Dr. Priestley, who was familiar with
the oratory of Pitt the father and Pitt the son, and also with that
of Burke and Fox, made to myself the acknowledgment that, in
his own words, the speech of Ames, on the British treaty, was the
most bewitching piece of parliamentary oratory he had ever
listened to.”
[B] In the preparation of this sketch, the editor has relied
mainly on Mr. Kirkland’s chaste memoir of Mr. Ames, which is
attached to the published works of that eminent orator.

[C] Mr. Madison, in explanation of his motives and views, spoke
of the security and extension of our commerce as a principal
object for which the federal government was formed. He urged
the tendency of his resolutions to secure to us an equitable share
of the carrying trade; that they would enable other nations to
enter into competition with England for supplying us with
manufactures; and in this way he insisted that our country could
make her enemies feel the extent of her power, by depriving
those who manufactured for us of their bread. He adverted to the
measures enforced by a certain nation contrary to our maritime
rights, and out of the proceeds of the extra impositions proposed,
he recommended a reimbursement to our citizens of their losses
arising from those measures. He maintained that if the nation
cannot protect the rights of its citizens, it ought to repay the
damage; and that we are bound to obtain reparation for the
injustice of foreign nations to our citizens, or to compensate them
ourselves.—Ames’s Works, page 24.

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