Managing Human Resources Global 8Th Edition Balkin Test Bank Full Chapter PDF

Managing Human Resources Global 8th
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Managing Human Resources, 8e, Global Edition (Gomez-Mejia et al.)
Chapter 8 Training the Workforce
1) The need for generalists with an ability to change job assignments quickly, respond to rapidly
changing conditions, and to help out where needed has increased the need for retraining.
Answer: FALSE
Diff: 2
AACSB: Analytical thinking
Skill: Concept
LO: 8.1: Have familiarity with key training issues
2) The introduction of automation into the workplace often results in improved skills required to
perform a job.
Answer: TRUE
Diff: 2
Skill: Concept
LO: 8.1: Have familiarity with key training issues
3) Which of the following is a characteristic exclusive to training?

A) Focuses on correcting current skill deficiencies
B) Addresses the skill needs of work groups
C) Prepares workers for future positions
D) Implemented in classroom settings
Answer: A
Diff: 2
Skill: Concept
LO: 8.2: Become aware of training versus development
4) A goal of development is to:

A) develop key skills.
B) improve performance on the current job.
C) prepare employees for future work.
D) address knowledge deficiencies.
Answer: C
Diff: 2
Skill: Concept
1
Copyright © 2016 Pearson Education, Ltd.
5) Tortes and Cakes Corporation (TCC) is redesigning its work processes and wants to tap into
the new work technology. Most of the computer programs the firm needs are quite complex, but
TCC wants to computerize the entire business within 18 months. Which of the following would
be most appropriate for TCC?
A) Diversity development
B) Team training
C) Development
D) Training
Answer: C
Diff: 2
Skill: Application
6) Unlike training, development:

A) is narrow in scope.
B) focuses on the current job.
C) has a long-term time frame.
D) attempts to improve worker performance.
Answer: C
Diff: 2
Skill: Concept
7) Unlike training, development:

A) seeks to enrich workers.
B) is organizationally focused.
C) is narrow in scope.
D) addresses current needs.
Answer: C
Diff: 2
Skill: Concept
2
8) Which of the following best explains why training has negative connotations to many
workers?
A) Training involves working with teams.
B) Employees interpret training as a criticism of their abilities.
C) Employees believe the training process is redundant and time-consuming.
D) Employers that require training typically have poor compensation and benefits.
Answer: B
Diff: 3
Skill: Concept
Additional Case 8.1

A manager wants you to develop training that will improve employee performance. You begin
by asking the manager and his boss some questions. You find that employees are given specific
assignments but may be pulled off one task and put on a higher priority one with little warning.
You ask the manager what the problem seems to be. He says people aren't getting their work
done. He wants more productivity with fewer errors, but he can't explain any more thoroughly
than that. You talk with employees and discover that they receive their work assignments for the
day at the beginning of the shift. Then, the boss makes special requests during the day, and the
employees are reassigned from their current project to take care of those requests. This tends to
slow everyone else down.
9) Refer to Additional Case 8.1. Your investigation of the employees' performance revealed that:
A) training will probably not solve the firm's problems.
B) training would be a good investment for the firm.
C) employee training goals are clear and realistic.
D) VR is the best training method to use.
Answer: A
Diff: 3
AACSB: Reflective thinking
Skill: Critical Thinking
10) Training is concerned with promoting the skill depth and versatility in the workforce.
Answer: FALSE
Diff: 2
Skill: Concept
3
11) To enable employees to meet future company expectations, HR should implement employee
development.
Answer: TRUE
Diff: 3
Skill: Concept
12) The term "training" has a distinctly positive connotation for most employees.
Answer: FALSE
Diff: 2
Skill: Concept
13) The process of providing employees with specific skills or helping them correct deficiencies
in their performance is referred to as ________.
Answer: training
Diff: 1
Skill: Concept
14) ________ is an effort to provide employees with the abilities the organization will need in
the future.
Answer: Development
Diff: 2
Skill: Concept
15) How does training differ from development? What are the three phases of the training
process? Briefly describe each phase.
Answer: Training focuses on immediate improvement of job performance. Development is used
to broaden employees for long-term payoff. The training process consists of three phases: 1.
needs assessment, 2. development and conduct of training, and 3. evaluation. The needs
assessment phase involves identifying the problems or needs that the training must address. In
the development and conduct phase, the most appropriate type of training is designed and offered
to the workforce. In the evaluation phase, the training program's effectiveness is assessed.
Diff: 3
Skill: Synthesis
4
16) Which of the following is the most important question that must be answered prior to
establishing a training program?
A) Are the training facilities adequate?
B) Can the firm provide global training?
C) Will training participants be motivated?
D) Are the training goals clear and realistic?
Answer: D
Diff: 2
Skill: Concept
LO: 8.3: Recognize challenges in training
17) Carson, a line manager at an office supply store, is receiving numerous complaints about the
cash register operators' inefficiency and poor customer service. He wants to institute a customer
service training program for all retail workers as well as retraining on cash register operation for
register workers. He doesn't realize, though, that the reason for the decrease in register worker
performance is that, while all other workers in the company received a bonus last pay day, these
workers didn't. Which of the following is most likely true?
A) Training is a good investment and will motivate the workers.
B) Training will not solve employee morale problems.
C) Training goals are neither clear nor realistic enough.
D) Training should focus on cross-functional skills.
Answer: B
Diff: 3
Skill: Application
18) In order to be successful, the goals of a training program should most likely be:
A) subjective and motivational.
B) profitable and challenging.
C) clear and realistic.
D) flexible and broad.
Answer: C
Diff: 2
Skill: Concept
5
19) Based on studies mentioned in the text, which of the following is true?
A) Firms that invest in employee training are typically profitable.
B) Classroom training for employees benefits small but not large businesses.
C) Employee training investments have a negative effect on corporate profitability.
D) Correlations cannot be found between corporate profitability and employee training.
Answer: A
Diff: 3
Skill: Concept
20) Which type of training is easiest to measure in terms of dollar value?

A) Diversity
B) Team building
C) Machine operation
D) Sexual harassment
Answer: C
Diff: 2
Skill: Concept
21) To determine whether a training program will be worth its cost, a business should most
likely:
A) weigh the cost of the problem against the cost of eliminating it.
B) focus training on areas such as team-building and diversity.
C) develop an on-the-job training program.
D) implement a classroom training program.
Answer: A
Diff: 2
Skill: Concept
22) ACE Computers wants to cut training costs but maintain training effectiveness. All of the
following would most likely achieve this goal EXCEPT:
A) pairing employees with management mentors for on-the-job training.
B) hiring independent training consultants for short-term programs.
C) implementing online employee training programs.
D) targeting training programs on specific needs.
Answer: B
Diff: 3
Skill: Application
6
23) Effective training programs are most likely:
A) focused on soft rather than hard skills.
B) outsourced to training specialists.
C) linked to a firm's strategic goals.
D) implemented off-site.
Answer: C
Diff: 2
Skill: Concept
24) Which of the following would most likely improve the chances that employee training will
transfer back to the workplace?
A) Using job aids to recall key points
B) Encouraging a flexible work environment
C) Linking training to organizational strategies
D) Requiring team building exercises during sessions
Answer: A
Diff: 3
Skill: Synthesis
25) Profitable firms typically invest more in training than less profitable firms.
Answer: TRUE
Diff: 2
Skill: Concept
26) Training costs can be lowered by online training programs and by assigning mentors and
coaches to employees.
Answer: TRUE
Diff: 2
Skill: Concept
7
27) How can an employer determine when training is necessary? How can the effectiveness of
training be evaluated?
Answer: A fundamental objective of training is the elimination or improvement of performance
problems. However, not all performance problems call for training. Performance deficits can
have several causes, many of which are beyond the worker's control and would, therefore, not be
affected by training. For example, unclear or conflicting requests, morale problems, and poor-
quality materials cannot be improved through training. In the evaluation phase of the training
process, the effectiveness of the training program is assessed. Companies can measure
effectiveness in monetary or nonmonetary terms. Whatever the terms, the training should be
judged on how well it addressed the needs it was designed to meet.
A four-level framework for evaluation has been widely accepted in the training area. Level 1
refers to the reaction of the trainees, and it may consist of ratings on a satisfaction scale that
assess how happy trainees are with the training. Level 2 refers to how much the trainees learn,
and it may be assessed with a skill exercise. Level 3 refers to the trainees' behavior, and it may
be measured by observers of the work operation. Level 4 refers to the results, which are
generally assessed through the financial measure of return on investment (ROI).
Diff: 3
Skill: Synthesis
28) The training process can be broken into:

A) two phases: assessment and evaluation.
B) three phases: assessment, training, and evaluation.
C) four phases: assessment, design, implementation, and evaluation.
D) five phases: organizational assessment, personal analysis, development, conduct, and
evaluation.
Answer: B
Diff: 2
Skill: Concept
LO: 8.4: Learn practices for managing the training process
29) Jen is examining the effectiveness and usefulness of a training program. She is in the
________ phase of training.
A) development
B) needs assessment
C) facilitation
D) evaluation
Answer: D
Diff: 2
Skill: Application
8
30) You have been asked to determine what kinds of problems should be addressed in an
upcoming training session. You will be performing:
A) a training evaluation.
B) a needs assessment.
C) task management.
D) a training development.
Answer: B
Diff: 2
Skill: Application
31) The training manager and production managers are discussing what type of training would
best meet the skill deficiency they have identified among the production workers. This
discussion shows that the training process is in the:
A) needs assessment phase of the training cycle.
B) development and conduct phase of the training cycle.
C) evaluation phase of the training cycle.
D) recognition phase of the training cycle.
E) feedback phase of the training cycle.
Answer: B
Diff: 2
Skill: Application
32) As part of training assessment, Conway is reviewing a firm's organization's mission, long-
and short-term goals, and business environment. Conway is most likely conducting a(n):
A) organizational analysis.
B) task analysis.
C) person analysis.
D) HR analysis.
Answer: A
Diff: 2
Skill: Concept
9
33) An HR professional is reviewing line workers' performance appraisals to determine training
needs. This is a(n) ________ analysis.
A) organizational
B) task
C) person
D) HR
Answer: C
Diff: 2
Skill: Application
34) Conducting an organizational analysis prior to designing and implementing a training

program tells the HR professional the:
A) degree of need for the training.
B) job dimensions for training design.
C) overall support for the training program.
D) knowledge, skills, and abilities to be developed by the training.
Answer: C
Diff: 3
Skill: Concept
35) The HR professional conducts a task analysis in order to determine:

A) what knowledge and skills relate to job performance.
B) the immediate and long-term needs for the training.
C) what alternatives are available if training is too costly.
D) how well employees are carrying out the tasks that make up the job.
Answer: A
Diff: 2
Skill: Concept
36) Kristy is translating the duties and tasks of a set of jobs into the knowledge, skills, and
abilities required to perform the job. This translation effort is part of any:
A) organizational analysis.
B) personal needs analysis.
C) task analysis.
D) HR analysis.
Answer: C
Diff: 2
Skill: Application
10
37) When conducting a person analysis, HR would most likely examine ________ to discover
patterns of employee deficiencies.
A) the task analysis
B) performance appraisals
C) industry job descriptions
D) customer survey reports
Answer: B
Diff: 1
Skill: Concept
38) Training is effective only:

A) when it is focused on areas that are controllable by employees.
B) when it is more costly than the problem itself.
C) during times of economic downturn.
D) when company morale is high.
Answer: A
Diff: 2
Skill: Concept
39) Which of the following problems could most likely be solved through training? Customer
staff who:
A) spend too much time "visiting" with customers on the phone.
B) provide incorrect information to customers.
C) miss calls because the computer answering system hangs up too soon.
D) don't care about the customer.
Answer: B
Diff: 2
40) Which of the following factors is LEAST relevant to a training needs assessment for
expatriates at a global firm?
A) Assignment characteristics
B) Cross-cultural differences
C) Worker characteristics
D) Industry standards
Answer: D
Diff: 2
AACSB: Diverse and multicultural work environments
Skill: Concept
11
41) Objectives for a training program should most likely:
A) focus on worker characteristics.
B) depend on program costs and time.
C) be stated in terms of employee traits.
D) relate to KSAs identified in the task analysis.
Answer: D
Diff: 2
Skill: Concept
42) The best type of training objectives are those that are:
A) behavior based.
B) trait oriented.
C) outcome based.
D) flexible.
Answer: A
Diff: 1
Skill: Concept
43) Which of the following is the best example of appropriate training objectives?
A) Managers will be aware of cultural diversity issues.
B) Managers will understand the ramifications of EEO law.
C) Managers will conduct personal problem-solving interviews.
D) Managers will respond to customer complaints by telephone within 24 hours.
Answer: D
Diff: 3
Skill: Application
44) The best training to ensure maximum transfer of learning to the job is:
A) computer-aided training.
B) simulation-based training.
C) classroom training.
D) on-the-job-training.
Answer: D
Diff: 2
Skill: Concept
12
45) The major form of entry-level training in Europe is:
A) classroom.
B) computer based.
C) apprenticeships.
D) job rotation.
Answer: C
Diff: 1
Skill: Concept
46) A kind of on-the-job training (OJT) that many college students are required to perform as
part of their degree programs is:
A) apprenticeships.
B) internships.
C) job rotation.
D) job enrichment.
Answer: B
Diff: 1
Skill: Concept
47) In the U.S., an apprenticeship would most likely be offered to:

A) carpenters.
B) graphic artists.
C) managers.
D) college students.
Answer: A
Diff: 1
Skill: Concept
48) Which of the following is a disadvantage of OJT training?

A) Trainers lack effective teaching skills.
B) It is the most expensive type of training to conduct.
C) It tends to have the least transferability of learning the actual job.
D) Trainer-trainee relationships are strained due to customer pressures.
Answer: A
Diff: 3
Skill: Concept
13
49) Netgear needs to provide EEO training to its middle managers. The complicated information
requires extended periods of uninterrupted study. Which of the following would be most
appropriate?
A) OJT
B) Job rotation
C) Off-the-job training
D) Mentoring by an experienced upper-level manager
Answer: C
Diff: 1
Skill: Application
50) The variability of quality and content of OJT between businesses:

A) is beneficial because of the increased diversity of abilities.
B) makes it difficult for managers to judge the skill level of workers from other firms.
C) makes OJT undesirable for small businesses that lack large HR departments.
D) makes OJT the best choice for most organizations because of the lack of distractions.
Answer: B
Diff: 2
Skill: Concept
51) You are reviewing various ways to deliver EEO law training to about 400 managers.
Managers need exposure to the material, and consistency of delivery is your key concern. Your
best choice is the use of ________ for delivery.
A) slides
B) lecture
C) role play
D) a simulation
Answer: A
Diff: 1
Skill: Application
14
52) You have a number of new hires that need to learn about the company benefit plan. They are
spread throughout six offices in different states across the country. Employees typically ask a
number of questions about benefits regardless of the clarity of explanations by trainers. The best
presentation option in this situation would be:
A) videotape.
B) teletraining.
C) computer-based training.
D) classroom-based training.
Answer: B
Diff: 2
AACSB: Information technology
Skill: Application
53) Employees in your central office need training on their cafeteria-style benefits plan.
Employees can adapt the benefits plan to their personal preferences. You need a consistent,
standardized, self-paced, individualized mode of delivery. Your best choice would be:
A) lecture.
B) role play.
C) e-learning.
D) on-the job training
Answer: C
Diff: 2
Skill: Application
54) Which of the following is NOT associated with computer-based training?

A) Instructor feedback
B) Low costs
C) Standardized
D) Self-paced
Answer: A
Diff: 2
Skill: Concept
15
55) Law enforcement agencies' use of Firearms Training Systems, with its microcomputer and
video screen, to train police officers is an example of:
A) e-learning.
B) teletraining.
C) simulations.
D) OJT training.
Answer: C
Diff: 2
Skill: Concept
56) Sam is training a bomb squad to defuse bombs. Today's bombs are very complex. The
equipment he is using for the training is hard to get and very expensive, and obviously, mistakes
are only made once. The best way to deliver this training would be:
A) simulation.
B) e-learning.
C) classroom training.
D) videotape and slides.
Answer: A
Diff: 2
Skill: Application
57) The example of the CathSim, created by HT Medical, is a type of ________ training that
helps nurses learn to give shots.
A) OJT
B) virtual reality
C) simulation
D) role-playing
Answer: C
Diff: 1
Skill: Concept
16
58) Tasks that require rehearsing, working from a remote location, or visualizing objects or
processes not usually available, are most effectively trained with:
A) computer-based training.
B) a simulation.
C) role play, off-site.
D) virtual reality.
Answer: D
Diff: 2
Skill: Concept
59) Virtual reality training is best for tasks that:

A) involve computers.
B) can be learned quickly.
C) are potentially dangerous.
D) require on-the-job supervision.
Answer: C
Diff: 2
Skill: Application
60) The use of lecture in classroom instruction is primarily viewed as:

A) necessary by firms.
B) boring by participants.
C) inexpensive by firms.
D) flexible by participants.
Answer: B
Diff: 1
Skill: Concept
61) ________ is the most common type of training conducted in companies today.
A) Multi-cultural training
B) Cross-functional training
C) Skills training
D) Team training
Answer: C
Diff: 1
Skill: Concept
17
62) Erin is setting up a skills training program. Which of the following would most likely be
involved in the program?
A) Giving employees the ability to perform a specific task or perform a specific job
B) Helping employees keep pace with changing job requirements and customer needs
C) Teaching employees to perform various jobs in other skill areas through job rotation
D) Teaching employees about cultural differences in order to create a friendlier workplace
Answer: A
Diff: 3
Skill: Application
63) An accounting firm discovers that its junior accountants are not properly completing IRS
forms on the new computer system when preparing customers' income taxes. This problem can
best be resolved through:
A) retraining.
B) skills training.
C) cross-functional training.
D) creativity training.
Answer: B
Diff: 2
Skill: Application
64) Which of the following is NOT an example of a job aid?

A) Scorecards
B) Pamphlets
C) Reference guides
D) Performance support systems
Answer: A
Diff: 2
Skill: Concept
65) Research shows that when it comes to retraining:

A) it only helps employed workers who need to be updated in their fields.
B) it is becoming the largest form of training offered by companies.
C) companies often neglect it even when upgrading equipment.
D) firms find it the least expensive but the most profitable.
Answer: C
Diff: 3
Skill: Concept
18
66) Retraining is often necessary when job requirements change and employees must learn how
to perform new duties. With the change to automation in many businesses:
A) retraining is unnecessary since automation requires less-skilled workers.
B) companies disregard retraining because technology makes up for a limited skill base.
C) more highly skilled workers are needed by businesses.
D) simulation training in conjunction with retraining is essential.
Answer: C
Diff: 3
Skill: Concept
67) ________ prepares workers to quickly change jobs, help where needed, and respond rapidly
to change within their respective companies.
A) Cross-functional training
B) Skills training
C) Team training
D) Retraining
Answer: A
Diff: 1
Skill: Concept
68) Cross-functional training has a number of advantages for most companies, including:
A) being the least expensive training to conduct.
B) preparing employees for promotions.
C) increasing employee versatility.
D) enhancing team problem solving.
Answer: C
Diff: 3
Skill: Concept
69) Cross-functional training is most likely accomplished by:

A) apprenticeships.
B) job enrichment.
C) peer trainers.
D) simulations.
Answer: C
Diff: 2
Skill: Concept
19
70) Which of the following is NOT a characteristic of cross-functional training?
A) Implementing job rotation programs
B) Increasing the need for retraining
C) Expanding the skills of workers
D) Reducing employee boredom
Answer: B
Diff: 3
Skill: Concept
71) Team training that focuses on how members function as a team are best known as:
A) operating skills.
B) group processes.
C) creative thinking.
D) cross-functional operations.
Answer: B
Diff: 2
Skill: Concept
72) Team training efforts will most likely:

A) focus on job processes.
B) emphasize communication skills.
C) highlight the independence of team members.
D) recognize that team goals and individual goals must align.
Answer: B
Diff: 2
Skill: Concept
73) Which of the following is NOT a problem associated with virtual teams?
A) Communication difficulties
B) Cultural misunderstandings
C) High costs of technology and travel
D) Lack of trust between team members
Answer: C
Diff: 2
Skill: Concept
20
74) Kira wants to help her employees to "think out of the box" and solve daily production
problems more effectively. What kind of training would most likely help?
A) Diversity training
B) Literacy training
C) Creativity training
D) Cross-functional training
Answer: C
Diff: 1
Skill: Application
75) Creativity training:

A) provides long-term results.
B) is difficult to evaluate for effectiveness.
C) tends to solve more problems than other types of training.
D) primarily benefits employees who work in virtual teams.
Answer: B
Diff: 3
Skill: Concept
76) Most critics of creativity training maintain that:

A) employees do not enjoy creativity training and that it only works to instill distaste for training
among most workers.
B) the effectiveness of creativity training would increase if it focused on "hard" skills rather than
"soft" skills.
C) diversity training works just as well and meets the same goals at less expense to firms.
D) teaching creativity makes employees feel good but is unlikely to produce lasting results.
Answer: D
Diff: 3
Skill: Concept
77) ________ is an effort by businesses to address serious deficiencies in basic skills among new
employees.
A) Computer training
B) Skills training
C) Retraining
D) Literacy training
Answer: D
Diff: 2
Skill: Concept
21
78) You have asked the HR department at your company to design a program through which new
employees who have poor literacy will be trained in such a way that they will at least be able to
perform their respective job duties. The HR department will most likely suggest a:
A) general literacy program.
B) functional literacy program.
C) pre-literacy program.
D) cross-functional literacy program.
Answer: B
Diff: 2
Skill: Application
79) For diversity training to be successful, programs should most likely:

A) strive for deep recognition differences between groups.
B) encourage a narrow view of diversity.
C) focus on individual strengths and weaknesses.
D) focus the training on white males.
Answer: C
Diff: 2
Skill: Concept
80) Crisis training would most likely include all of the following EXCEPT:
A) investigative techniques.
B) stress management.
C) conflict resolution.
D) team building.
Answer: A
Diff: 2
Skill: Concept
81) Which of the following would most likely help employees know how to apply company
policies to their on-the-job behavior?
A) Crisis training
B) Ethics training
C) Diversity training
D) Skills training
Answer: B
Diff: 1
Skill: Concept
22
82) Which of the following would be most useful in training employees how to challenge
unacceptable behavior in the workplace?
A) E-learning programs
B) Role playing exercises
C) Clear company policies
D) Team-building activities
Answer: B
Diff: 2
Skill: Concept
83) Which of the following is the most likely result of customer service training?
A) Increased retention rates
B) Improved literacy skills
C) Enhanced work ethics
D) Improved diversity
Answer: A
Diff: 2
Skill: Concept
84) A training manager is reviewing how well a training program met its objectives. This review
represents the ________ phase of the training cycle.
A) needs assessment
B) development and design
C) implementation
D) evaluation
Answer: D
Diff: 2
Skill: Application
85) The effectiveness of a training program can be measured:

A) in monetary terms.
B) in non-monetary terms.
C) by how well it addressed the needs it was designed to address.
D) all of the above
Answer: D
Diff: 1
Skill: Concept
23
86) What is the highest level of training program assessment?
A) Worker satisfaction
B) Financial results
C) Skills transfer
D) Industry standards
Answer: B
Diff: 2
Skill: Application
87) Which of the following is a true statement about employee training and the law?
A) No clear precedent exists for litigation about discriminatory training practices.
B) More litigation is related to employee training than employee selection.
C) Training processes are too difficult to prove as discriminatory.
D) Equal opportunity laws apply to employee training.
Answer: D
Diff: 3
Skill: Concept
Additional Case 8.1

A manager wants you to develop training that will improve employee performance. You begin
by asking the manager and his boss some questions. You find that employees are given specific
assignments but may be pulled off one task and put on a higher priority one with little warning.
You ask the manager what the problem seems to be. He says people aren't getting their work
done. He wants more productivity with fewer errors, but he can't explain any more thoroughly
than that. You talk with employees and discover that they receive their work assignments for the
day at the beginning of the shift. Then, the boss makes special requests during the day, and the
employees are reassigned from their current project to take care of those requests. This tends to
slow everyone else down.
88) Refer to Additional Case 8.1. The discussions with the managers and employees are most
likely an example of:
A) stating the problem in behavioral terms.
B) conducting a needs assessment.
C) setting performance goals.
D) evaluating the training.
Answer: B
Diff: 2
Skill: Application
24
89) Refer to Additional Case 8.1. The questions being asked represent what level of needs
assessment?
A) Organizational
B) Managerial
C) Person
D) Task
Answer: C
Diff: 2
Additional Case 8.2

Aysha, an HR manager, has been assigned the task of implementing a training and development
program at her firm, Singer Enterprises. The firm has offices in New York, California, and India.
Executives at the firm want to develop more innovative products and improve customer service.
Singer employs 50 product development specialists and 200 customer service representatives.
Aysha must determine the fit between the current organizational culture at Singer and the firm's
new mission and vision. After gathering the results of a needs assessment, Aysha will be
responsible for implementing appropriate training programs. In an initial review, Aysha
discovers that a large percentage of customer service errors stem from representatives who
simply do not remember all the different pricing programs and policy changes. Aysha also learns
that the firm's product development team is scattered throughout the firm's offices and that
members rarely have face-to-face meetings.
90) Refer to Additional Case 8.2. Which of the following questions should Aysha first answer to
accomplish her assignment?
A) What development options are available at Singer?
B) How will training be provided to Singer's foreign workers?
C) What external factors affect Singer's long- and short-term goals?
D) What are the job requirements for Singer's customer service representatives?
Answer: C
Diff: 3
25
91) Refer to Additional Case 8.2. Which of the following would most likely help Aysha address
the problems in the customer service department?
A) Monitoring the orientation program for customer service representatives.
B) Identifying the KSAs required for customer service representative positions.
C) Implementing a succession planning program for customer service managers.
D) Providing monthly classroom instruction to new customer service representatives.
Answer: B
Diff: 3
92) Refer to Additional Case 8.2. Which of the following would be the best method for
improving the firm's customer service?
A) Establishing a performance support system
B) Implementing cross-functional training
C) Providing realistic job previews
D) Offering teletraining
Answer: A
Diff: 3
Additional Case 8.3

The HR department at McBain Associates is putting together a multi-step training program to
help managers appraise employee performance. The firm has experienced previous legal
problems associated with improper performance appraisals, so HR needs to ensure that every
manager is able to conduct a performance appraisal appropriately.
Managers will receive information about EEO law, company policies, appraisal forms, and
appropriate interview questions. Information provided during training should be relevant and
consistent. The firm wants managers to have access to the information after training and as
needed when conducting performance appraisals. In addition, the firm wants to minimize the
time managers spend on the training and to avoid large group meetings. Due to changing policies
and forms, HR needs the ability to update the training information easily and quickly.
93) Refer to Additional Case 8.3. Which type of training would be best at McBain?
A) E-learning
B) VR training
C) Apprenticeship
D) Off-the-job training
Answer: A
Diff: 2
26
94) Refer to Additional Case 8.3. HR is considering using computer technology to train
managers. When developing online training materials, which of the following questions is
LEAST relevant to the needs at McBain?
A) Is the purpose of the training clarified to participants?
B) Will participants find the content relevant and engaging?
C) Can virtual simulation exercises be integrated into the system?
D) Can the training be linked to a performance management system?
Answer: C
Diff: 3
95) Refer to Additional Case 8.3. HR at McBain has decided to use an instructor-led program to
train managers. Which of the following best supports this decision?
A) The training and development budget at McBain is very limited.
B) Job aids help McBain managers to recall the KSAs needed for different jobs.
C) Performance appraisals at McBain are conducted twice a year for most employees.
D) HR expects managers to have many questions regarding McBain's policy changes.
Answer: D
Diff: 3
96) Refer to Additional Case 8.3. HR at McBain has decided to use an e-learning program to
train managers. Which of the following best supports this decision?
A) Managers cannot agree on the best time to schedule training.
B) HR representatives team with managers for performance appraisals.
C) Most departments at McBain benefit from cross-functional team managers.
D) Newly hired managers recently participated in orientation training sessions.
Answer: A
Diff: 3
27
Additional Case 8.4
RightChoice is a computer retailing company. It is very popular with employees because of
flexible shifts, rotating job schedules, and the lenient policies regarding time off for family care.
This also makes employee cohesiveness very important because sometimes employees will be
called to work on days off or pulled off of another job in order to help in a different department.
Though this may be a difficulty for a larger business, the atmosphere and benefits that come with
such flexibility are appreciated by employees.
The application process includes a brief interview and a short test to determine whether
applicants have mastered basic literacy skills. During the most recent hire cycle, RightChoice
found that some applicants who desired retail and customer service positions had not mastered
basic reading, writing, and arithmetic. In response, RightChoice garnered the assistance of a
local community college, along with some middle and upper-level managers in providing
training to the new employees to give them the necessary skills in performing their jobs.
After this hire, Lexi, an upper-level manager suggests that the new employee socialization
process should consist of a short-term program that explains to the employees their job position
and its place in the company, and a tour of the business.
97) Refer to Additional Case 8.4. Because of RightChoice's flexible approach to employee
scheduling, many workers have changing work schedules and they often help one another in
various job operations or work in job rotation. In order to train new employees for this type of
working environment, the company should implement:
A) diversity training.
B) cross-functional training.
C) customer service training.
D) 360° feedback.
Answer: B
Diff: 3
Skill: Application
98) Refer to Additional Case 8.4. The literacy training that RightChoice provides its employees
is focused on:
A) job skills literacy.
B) reading comprehension.
C) management skills.
D) functional literacy.
Answer: D
Diff: 2
Skill: Application
28
99) Cross-functional training involves training employees to perform operations in areas other
than their assigned jobs.
Answer: TRUE
Diff: 1
Skill: Concept
100) The training process is composed of two phases: (1) needs assessment and (2) development
and conduct of training.
Answer: FALSE
Diff: 1
Skill: Concept
101) Task analysis examines department hierarchies, organizational culture, and job
requirements.
Answer: FALSE
Diff: 1
Skill: Concept
102) Tommy is examining his company's business climate and short-term and long-term goals as
preparation for implementing a training program. He is performing a business analysis.
Answer: FALSE
Diff: 2
Skill: Application
103) It is beneficial but not necessary for training objectives to relate to the KSAs of the job.
Answer: FALSE
Diff: 2
Skill: Concept
104) Training objectives should be stated in behavioral terms whenever possible.

Answer: TRUE
Diff: 2
Skill: Concept
29
105) Job rotation and apprenticeships are forms of on-the-job training.
Answer: TRUE
Diff: 2
Skill: Concept
106) Off-the-job training is more costly for companies than on-the-job training.
Answer: FALSE
Diff: 3
Skill: Concept
107) Teletraining consists of employees and managers commuting to off-site job-training areas.
Answer: FALSE
Diff: 2
Skill: Concept
108) Computer-based training tends to be more costly than classroom training.

Answer: FALSE
Diff: 2
Skill: Concept
109) Simulations replicate job demands at an off-the-job location and are commonly used when
actual equipment is costly or dangerous.
Answer: TRUE
Diff: 1
Skill: Concept
110) The best types of jobs for use of VR training are those that require practice, visualizing, and
working from a remote location.
Answer: TRUE
Diff: 2
Skill: Concept
30
111) Research has shown that students who receive virtual reality training are more nervous
when they perform their actual duties than are students who receive classroom training.
Answer: FALSE
Diff: 3
Skill: Concept
112) The most common type of training is customer service training.

Answer: FALSE
Diff: 1
Skill: Concept
113) Job aids and performance support systems help employees recall information learned
through training.
Answer: TRUE
Diff: 1
Skill: Concept
114) Common training subjects for virtual teams include enhancing communication skills, using
technology, and managing group members.
Answer: TRUE
Diff: 2
Skill: Concept
115) Training effectiveness can be measured in either monetary or nonmonetary terms.

Answer: TRUE
Diff: 1
Skill: Concept
116) Level 4 of Garrett Engine Division's evaluation process focuses on the monetary benefit or
ROI to the company.
Answer: TRUE
Diff: 1
Skill: Application
31
117) A(n) ________ is a device or situation that replicates job demands at an off-the-job site.
Answer: simulation
Diff: 2
Skill: Concept
118) ________ is the use of a number of technologies to replicate the entire real-life working
environment in real time.
Answer: Virtual reality (VR)
Diff: 1
Skill: Concept
119) External sources of information that workers can access quickly when they need help in
making a decision or performing a specific task are referred to as ________.
Answer: job aids
Diff: 1
Skill: Concept
120) ________ is training employees to perform operations in areas other than their assigned job.
Answer: Cross-functional training
Diff: 2
Skill: Concept
121) High-performing workers who double as internal on-the-job trainers are called ________.
Answer: peer trainers
Diff: 2
Skill: Concept
122) A creativity training technique in which participants are given the opportunity to generate
ideas openly, without fear of judgment is referred to as ________.
Answer: brainstorming
Diff: 1
Skill: Concept
32
123) ________ is the mastery of basic skills.
Answer: Literacy
Diff: 1
Skill: Concept
124) Realistic information about the demands of the job, the organization's expectations of the
job holder, and the work environment is called a(n) ________.
Answer: realistic job preview (RJP)
Diff: 1
Skill: Concept
125) You are developing a training program and trying to choose between OJT, off-site-training,
and computer-based training. What are the strengths and weaknesses of each type?
Answer: OJT is easily transferable, but mistakes impact customers. OJT can be accomplished
through job rotations, apprenticeships, and internships. Off-the-job training may involve
simulations, formal courses, or role playing. It provides an atmosphere conducive to learning
with minimal distractions and interruptions, but information may be more difficult to translate
back to the job. Computer-based training is cost-effective and flexible, and it allows participants
to work at their own pace. However, e-learning requires that the content is engaging and relevant
or the program will be ineffective. Some skills and concepts are too complex for computer
training and may require interaction with experienced people.
Diff: 3
Skill: Synthesis
126) How can firms use technology for employee training? How can firms use technology to
provide employees with job aids after training?
Answer: Computer-based training can range from the use of a CD-ROM to training over the
Internet. Simulations that replicate job demands are used in the airline industry and for medical
professions. Virtual reality replicates real-life working environments in real time, which is
popular for training military personnel. A performance support system is an electronic means for
employees to quickly access information that can help them quickly determine the correct step or
process to follow. A performance support system can supplement the skills learned in a training
program and provide employees a way to remind themselves of specifics that they may have
forgotten since the training was delivered.
Diff: 3
Skill: Synthesis
33
127) As an HR manager, how would you implement a skills training program? How can job aids
enhance skills training?
Answer: Skills training is probably the most common in organizations. The process is fairly
simple: The need or deficit is identified via a thorough assessment. Specific training objectives
are generated, and training content is developed to achieve those objectives. The criteria for
assessing the training's effectiveness are also based on the objectives identified in the assessment
phase.
Skills training is often approached as a separate task that provides the needed knowledge to
employees. The reality is that specifics and steps are sometimes forgotten. What can be helpful
for employees trying to apply the training back on their jobs is a means of reminding them of key
information or steps with job aids such as performance support systems, reference guides, and
pamphlets that contain key information.
Diff: 3
Skill: Synthesis
128) According to the text, the most important training opportunity for an employee is:
A) development.
B) retraining.
C) orientation.
D) problem-solving.
Answer: C
Diff: 1
Skill: Concept
LO: 8.5: Become aware of a special case: orientation and socialization
129) Orientation differs from socialization in that:

A) orientation is often a short-term program while socialization is a longer process.
B) socialization is often a short-term program while socialization is a longer process.
C) orientation is more valuable than socialization.
D) socialization is more expensive than orientation.
Answer: A
Diff: 3
Skill: Concept
34
130) During which phase of socialization will an individual most likely have unrealistic
expectations about the firm and the job?
A) Encounter
B) Anticipatory
C) Orientation
D) Settling-in
Answer: B
Diff: 2
Skill: Concept
131) Layne has noticed high turnover among recent hires at her company. During exit
interviews, several employees said that their job responsibilities simply weren't what they had
expected and that this was their basis for leaving. In order to avoid this kind of problem in the
future, Layne should most likely:
A) revamp employee orientation.
B) initiate a realistic job preview program.
C) provide diversity training.
D) provide cross-functional training.
Answer: B
Diff: 3
Skill: Application
132) During the ________ of socialization, workers begin to feel like a part of the organization
where they work.
A) anticipatory phase
B) encounter phase
C) settling-in phase
D) separation phase
Answer: C
Diff: 1
Skill: Concept
133) Discrimination in the training process occurs frequently because EEO regulations and anti-
discrimination laws do not apply to employee training and development.
Answer: FALSE
Diff: 2
Skill: Concept
35
134) Orientation involves informing new employees about job expectations and is intended to
reduce employee stress.
Answer: TRUE
Diff: 1
Skill: Concept
135) Employee mentoring programs are effective during the settling-in stage of socialization.
Answer: TRUE
Diff: 1
Skill: Concept
136) ________ is the process of informing new employees about what is expected of them in the
job and helping them cope with the stresses of transition.
Answer: Orientation
Diff: 1
Skill: Concept
137) How can training and socialization benefit both employees and employers?
Answer: Although training can be expensive, it can also pay off in more capable and loyal
workers. Surveys show that the greater the investment in employee training, the more profitable
the firm. Socialization helps workers acclimate to a new organization and may include realistic
job previews (RJP) and mentoring programs. RJP presents realistic information about the
demands of the job, the organization's expectations of the job holder, and the work environment.
Studies have found RJPs to have beneficial effects on important organizational outcomes such as
performance and turnover.
Diff: 3
Skill: Synthesis
36
Another random document with
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been able to conceal for months—and being who he was, and
having created the myth of Abner Fownes, he had been able to
frown down inquisitive bank officials and creditors and to maintain a
very presentable aspect of solvency. But Abner needed money. He
needed it daily and weekly. Payrolls must be met; current overhead
expenses must be taken care of. Notes coming due must be reduced
where possible—and with all market conditions in chaos Abner had
early seen there could be no hope of legitimate profit lifting him out
of the trap into which he had lowered himself.
His reasoning had been good, but he had not foreseen what labor
would do. In his lumber camps through the winter of 1919-20 and the
succeeding winter, he had paid woodsmen the unprecedented wage
of seventy-five to eighty-five dollars a month. Some of his cutting he
had jobbed, paying each individual crew eight dollars a thousand
feet for cutting, hauling, and piling in the rollways. It had seemed a
thing impossible that six months should see these same lumberjacks
asking employment at thirty-five dollars, with prospects of a drop of
five or six dollars more! With labor up, lumber must go up. It had
dropped below cost; now the labor cost had dropped and he found
himself holding the bag, and it was a very cumbersome bag indeed.
Therefore he required a steady flow of money in considerable sums.
It was a situation which no fatuous, self-righteous man could handle.
It called for imagination, lack of righteousness, a cleverness in
device, a fearlessness of God and man, lawlessness, daring. Honest
methods of business could not save him.... Abner Fownes was in a
bad way.... And yet when money had been required it was produced.
He tided things over. He produced considerable amounts from
nowhere and there was no inquiring mind to ask questions. They
accepted the fact. Abner always had controlled money, and it was in
no wise surprising that he should continue to control money.... One
thing is worthy of note. Abner kept in his private safe a private set of
books, or rather, a single book. It was not large, but it was ample for
the purpose. In this book Abner’s own gold fountain pen made
entries, and of these entries his paid bookkeepers in the office
without had no knowledge whatever. The books of Abner Fownes,
Incorporated, showed a story quite different from that unfolded by
the pages of the little red morocco book in Abner’s safe.
There came a rap on the door, and Abner, with a quick, instinctive
movement of his whole gelatinous body, became the Abner Fownes
the village knew, pompous, patronizingly urbane, insufferably self-
satisfied.
“Come in,” he said.
The door opened and Deputy Jenney quite filled the opening. He
stepped quickly inside, and closed the door after him with elaborate
caution.
“Don’t be so confounded careful,” Abner said. “There’s nothing like a
parade of carefulness to make folks suspect something.”
“Huh!... Jest wanted to report we hain’t seen nothin’ of that
motortruck of your’n that was stole.” He grinned broadly. “Figger to
git some news of it to-night—along about midnight, maybe.”
“Let Peewee know.”
“I have.”
“Er——” Abner assumed character again. “I have heard stories of
this Lakeside Hotel.... Blot on the county.... Canker in our midst.
Stories of debauchery.... Corrupt the young.... Duty of the prosecutor
to investigate.”
“Eh?”
“I shall come out publicly and demand it,” said Abner. “The place
should be closed. I shall lead a campaign against it.”
Deputy Jenney’s eyes grew so big the lids quite disappeared in the
sockets.
“Say——” he began.
“This Peewee Bangs—so called—should be driven out. No telling.
Probably sells whisky.... Do you suppose he sells liquor, Deputy?”
“I—why—I don’t b’lieve Peewee’d do no sich thing. No, sir.”
“I shall find out.... By the way, I note that Lancelot Bangs has an
advertisement in the Free Press. Tell him to discontinue it—or his
profits will drop. Make it clear.”
“Say, that professor wrote a piece about me in to-day’s paper. Can’t
make out what he’s hittin’ at. For two cents I’d lambaste him till he
couldn’t drag himself off on his hind laigs.”
“Er—no violence, Deputy....” Abner Fownes’s lips drew together in an
expression which was not at all fatuous. “A paper can do great harm
even in a few issues,” he said. “That girl’s a stubborn piece.” His
eyes half closed. “What’s the professor doing?”
“Snoopin’ around.”
Abner nodded. “If he could be induced—er—to go away.”
“He kin,” said Mr. Jenney, “on the toe of my boot.”
“Wrote a piece about you, eh?”
“I’ll ’tend to his case,” said Mr. Jenney. “What be you goin’ to do wuth
that newspaper?”
“Why—er—Deputy, you wouldn’t have me—ah—interfere with the
liberty of the press.... Palladium of freedom. Free speech.... There
was nothing else, Deputy?”
“That’s all.”
“I—er—hope you recover my truck. Reward, you know.”
Deputy Jenney grinned again, more broadly than before, and left the
room.
CHAPTER IX
DEPUTY JENNEY was a big man. In his stocking feet he stood a
fraction more than six feet and two inches, but he possessed more
breadth than even that height entitled him to. He was so broad that,
if you saw him alone, with no ordinary individual beside him for
comparison, he gave the impression of being short and squat. His
weight was nearer three hundred than two hundred pounds. He was
not fat.
Most big men are hard to provoke. It is rarely you find a giant who
uses his size as a constant threat. Such men are tolerant of their
smaller fellows, slow to anger, not given to bullying and meanness.
Deputy Jenney was a mean big man. He was a blusterer, and it was
a joy to him to use his fists. You never knew where you stood with
Deputy Jenney, nor what unpleasant turn his peculiar mind might
give to conversation or circumstance. He was easily affronted, not
overly intelligent, and in his mind was room for no more than a single
idea at a time. He was vain of his size and strength, and his chief
delight was in exhibiting it, preferably in battle. So much for Deputy
Jenney’s outstanding characteristic.
As he left Abner Fownes’s office his humor was unpleasant. It was
unpleasant for two reasons, first and foremost because he was
afraid of Abner, and it enraged him to be made afraid of anybody.
Second, he had been held up to ridicule in the Free Press and he
could not endure ridicule. So the deputy required a victim, and Evan
Bartholomew Pell seemed to have selected himself for the rôle. If
Jenney comprehended the desires of Abner Fownes—and he
fancied he did in this case—he had been directed to do what he
could to induce Evan to absent himself permanently from Gibeon.
He walked down the street fanning himself into a rage—which was
no difficult matter. His rages were very much like the teams which
draw fire engines—always ready for business; trained to leap from
their stalls and to stand under the suspended harness.... It was the
noon hour, and as he arrived at the door of the Free Press office it
was Evan Pell’s unpleasant fortune to be coming out to luncheon.
Deputy Jenney roared at him.
“Hey, you!” he bellowed.
Evan paused and peered up at the big man through his round
spectacles, a calm, self-sufficient, unemotional little figure of a man.
The word little is used in comparison to Deputy Jenney, for the
professor was not undersized.
“Were you speaking to me?” he asked.
“You’re the skunk that wrote that piece about me,” shouted Deputy
Jenney.
“I certainly wrote an article in which you were mentioned,” said Evan,
who, apparently, had not the least idea he stood in imminent danger
of destruction.
“I’ll teach ye, confound ye!... I’ll show ye how to git free with folkses’
names.” Here the deputy applied with generous tongue a number of
descriptive epithets. “When I git through with you,” he continued,
“you won’t waggle a pen for a day or two.” And then, quite without
warning the professor to make ready for battle, the deputy swung his
great arm, with an enormous open hand flailing at its extremity, and
slapped Evan just under his left ear. Evan left the place on which he
had been standing suddenly and completely, bringing up in the road
a dozen feet away dazed, astounded, feeling as if something had
fallen upon him from a great height. It was his first experience with
physical violence. Never before had a man struck him. His
sensations were conflicting—when his head cleared sufficiently to
enable him to perceive sensations. He had been struck and knocked
down! He, Evan Bartholomew Pell, whose life was organized on a
plane high above street brawls, had been slapped on the jaw
publicly, had been tumbled head over heels ignominiously!
He sat up dizzily and raised his hand to his eyes as if to assure
himself his spectacles were in place. They were not. He stared up at
Deputy Jenney with vague bewilderment, and Deputy Jenney
laughed at him.
Then Evan lost track of events temporarily. Something went wrong
with his highly trained reasoning faculties; in short, these faculties
ceased to function. He sprang to his feet, wholly forgetful of his
spectacles, and leaped upon Deputy Jenney, uttering a cry of rage.
Now Evan had not the least idea what was needful to be done by a
man who went into battle; he lost sight of the fact that a man of his
stature could not reasonably expect to make satisfactory progress in
tearing apart a man of Jenney’s proportions. Of one thing alone he
was conscious, and that was a desire to strew the deputy about the
road in fragments.
Some one who saw the fracas described it later, and his phrase is
worth retaining. “The professor,” said this historian, “jest kind of b’iled
up over Jenney.”
That is what Evan did. He boiled up over the big man, inchoate,
bubbling arms and legs, striking, kicking. Deputy Jenney was
surprised, but delighted. He pushed Evan off with a huge hand and
flailed him a second time under the ear. Evan repeated his previous
gymnastics. This time he picked himself up more quickly. His head
was clear now. The wild rage which had possessed him was gone.
But there remained something he had never experienced before—a
cold intent to kill!
He sprang upon the deputy again, not blindly this time, but with such
effect as a wholly inexperienced man could muster. He even
succeeded in striking Jenney before he was sent whirling to a
distance again.... Now, your ordinary citizen would have known it
was high time to bring the matter to a discreet conclusion, but Evan
came to no such realization. He knew only one thing, that he must
somehow batter and trample this huge animal until he begged for
mercy....
At this instant Carmel Lee issued from the office, and stood petrified
as she saw the deputy knock Evan down for the third time, and then,
instead of screaming or running for help or of doing any of those
things which one would have expected of a woman, she remained
fascinated, watching the brutal spectacle. She was not indifferent to
its brutality, not willing Evan should be beaten to a pulp, but
nevertheless she stood, and nothing could have dragged her away. It
was Evan who fascinated her—something about the professor
gripped and held her breathless.
She saw him get slowly to his feet, brush his trousers, blink calmly at
the deputy as at some rather surprising phenomenon, and then, with
the air of a man studiously intent upon some scientific process,
spring upon the big man for the third time. Carmel could see the
professor was not in a rage; she could see he was not frightened;
she could see he was moved by cold, grim intention alone.... The
deputy was unused to such proceedings. Generally when he
knocked a man down that man laid quietly on his back and begged
for mercy. There was no sign of begging for mercy in Evan Pell.
Hitherto Jenney had used the flat of his hand as being, in his
judgment, a sufficient weapon for the destruction of Evan Pell. Now,
for the first time, he used his fist. The professor swarmed upon him
so like a wildcat that Jenney was unable to deliver the sort of blow
on the exact spot intended. The blow glanced off Evan’s skull and
the young man seized Jenney’s throat with both hands. Jenney tore
him loose and hurled him away. Again Pell came at him, this time to
be knocked flat and bleeding. He arose slowly, swaying on his feet,
to rush again. Carmel stood with gripped fists, scarcely breathing,
unable to move or to speak. The sight was not pleasant. Again and
again the big man knocked down the little man, but on each
occasion the little man, more and more slowly, more and more
blindly, got to his feet and fell upon his antagonist. He was all but
blind; his legs wabbled under him, he staggered, but always he
returned to his objective. That he was not rendered unconscious was
amazing. He uttered no sound. His battered lips were parted and his
clean, white, even teeth showed through.... The deputy was
beginning to feel nonplused.... He knocked Evan down again. For an
instant the young man lay still upon his back. Presently he moved,
rolled upon his face, struggled to his hands and knees, and, by the
power of his will, compelled himself to stand erect. He wavered.
Then he took a tottering step forward and another, always toward
Jenney. His head rolled, but he came on. Jenney watched him
vindictively, his hands at his sides. Pell came closer, lifted his right
fist as if its weight were more than his muscles could lift, and pushed
it into the deputy’s face. It was not a blow, but there was the intention
of a blow, unquenchable intention.... The deputy stepped back and
struck again. No more was necessary. Evan Pell could not rise,
though after a few seconds he tried to do so. But even then the
intention which resided in him was unquenched.... On hands and
knees he crawled back toward Deputy Jenney—crawled, struggled
to his enemy—only to sink upon his face at the big man’s feet,
motionless, powerless, unconscious.
Jenney pushed him with his foot. “There,” he said, a trifle uncertainly,
“I guess that’ll do fer you.... And that’s what you git every time we
meet. Remember that. Every time we meet.”
Carmel seemed to be released now from the enchantment which
had held her motionless. She had seen a thing, a thing she could
never forget. She had seen a thing called physical courage, and a
higher thing called moral courage. That is what had held her,
fascinated her.... It had been grim, terrible, but wonderful. Every time
she saw Evan return to his futile attack she knew she was seeing the
functioning of a thing wholly admirable.
“I never see sich grit,” she heard a bystander say, and with the
dictum she agreed. It had been pure grit, the possession of the
quality of indomitability.... And this was the man she had looked
down upon, patronized!... This possession had been hidden within
him, and even he had not dreamed of its presence. She caught her
breath....
In an instant she was bending over Evan, lifting his head, wiping his
lips with her handkerchief. She looked up in Deputy Jenney’s eyes,
and her own eyes blazed.
“You coward!... You unspeakable coward!” she said.
The deputy shuffled on his feet. “He got what was comin’ to him....
He’ll git it ag’in every time I see him. I’ll drive him out of this here
town.”
“No,” said Carmel—and she knew she was speaking the truth—“you
won’t drive him out of town. You can kill him, but you can’t drive him
out of town.”
The deputy shrugged his shoulders and slouched away. He was glad
to go away. Something had deprived him of the enjoyment he
anticipated from this event. He had a strange feeling that he had not
come off victor in spite of the fact that his antagonist lay motionless
at his feet.... Scowls and mutterings followed him, but no man dared
lift his hand.
Evan struggled to lift his head. Through battered eyes he looked at
the crowd packed close about him.
“Er—tell this crowd to disperse,” he said.
“Can you walk?”
“Of course,” he said in his old, dry tone—somewhat shaky, but
recognizable.
“Let me help you into the office.”
He would have none of it. “I fancy I can walk without assistance,” he
said, and, declining her touch, he made his way through the crowd
and into the office, where he sunk into a chair. Here he remained
erect, though Carmel could see it was nothing but his will which
prevented him from allowing his head to sink upon the table. She
touched his arm.
“I’m sorry,” she said. “I—I want to apologize for—for things I have
said to you.”
He looked at her in his old manner, rather superciliously. “Oh,
doubtless you were right,” he said. “I—er—do not seem to be a
success as a—pugilist.”
“You were——”
“If you please,” he said, holding up a hand which he strove to keep
from shaking. “If you will be so good as to go to luncheon.”
“But——”
“If you get pleasure out of seeing me like this!” he said with acerbity,
and she, seeing how his pride was wounded, how he was shaken by
this new experience, and understanding very vaguely something of
the emotions which must be seething within him, turned away and
left him alone....
When Carmel returned to the office Evan Pell was not there, nor did
she see him until the following day.
That evening, after her supper, she walked. She could not remain in
her room to read, nor go to the office to work. She was lonesome,
discouraged, frightened. The events of the day had upset her until
she seethed.... Motion was necessary. Only in rapid exercise could
she find the anodyne necessary to quiet the jangling of her nerves.
The evening was fine, lighted by a summer moon which touched the
mountains with magic and transformed the forest into a glowing
mystery of silver. She did not walk to think, but as the distance
unrolled between her feet and the disturbed nerves became
quiescent, she did think.
For the first time she considered Evan Bartholomew Pell as a human
being. Never before had he been human to her, but a crackling,
parchment creature, not subject to joys and sorrows, not adaptable
to friendships and social relations. She had pictured him carelessly
as an entity to himself, unrelated to the world which moved about
him, and loved and hated and coveted and covered itself with a
mantle of charity. He had aroused her sympathy by his helplessness
and his incapacity—a rather contemptuous sympathy.... Her
contempt was gone, never to return. She speculated upon the
possible workings of his mind; what was to become of him; why he
was as he was. He became a human possibility in her mind, capable
of something. She saw how there resided in him, in spite of his
wasted years, in spite of the incubus of precocity which had ridden
him from childhood, the spirit of which men are created.... She
wondered if he were capable of breaking through the crust and of
emerging such a man as the world might admire.... She doubted it.
The crust was so thick and so hard.
Of one thing she was certain—never again could she sneer at him or
treat him with supercilious superiority, for, whatever his patent
defects, she had been compelled to recognize that the foundations
of him were admirable.... She vowed, in her impulsive way, to make
amends. She went even farther, as is the way with girls both
impulsive and calculating—she determined to remake Evan Pell, to
remodel him along lines of her own designing.... Women love to
renovate men; it is, perhaps, the major side line to the primary
business of their lives—and God knows what that may be!
Carmel paid scant attention to the road she followed. It was a
pleasant road, a silvery-bright road. It contented her and seemed a
road which must lead to some desirable destination. The destination
was vague and distant; she did not hope to reach it, but it amused
and stirred her to think there must be such a terminal.
She walked away from Gibeon for an hour before she realized that
every step she took meant two steps, one coming and one returning.
She was unconscious of loneliness, nor did she feel any
apprehension of the silent woods. The spot where she paused was
lovely with cold light and warm shadows and she looked about for a
place to sit and rest a moment before her return journey. She
stepped from the roadside and seated herself upon a fallen, rotting
log, partially screened from the thoroughfare by clump growth of
young spruce.
Hardly had she taken her seat when a small automobile roared
around a bend and jounced and rattled toward Gibeon. It was going
at high speed. On the front seat she saw two male figures, but so
uncertain was the light and so rapid the passage that she was
unable to identify them. She started to her feet to stare after the car,
when, to her amazement, it came to a skidding stop, with screaming
of brakes, a scant hundred yards beyond her. It maneuvered a
moment, and then, departing from the road, groaning through the dry
ditch that bordered it, the car forced its way into the woods where
there was no road at all.
Carmel was intrigued by this eccentric behavior. Automobiles, as she
knew them, did not habitually leave excellent roads to roam about in
a trackless forest. The cars she knew were creatures of habit,
adhering to the beaten paths of hurrying civilization. She could not
imagine one adventuring on its own, and most especially she could
not conceive of one rambling about in the woods. She had a feeling
that it was not right for one to do so—which was natural to her as a
human being, for all human beings have a firm belief that anything
not sanctioned by immemorial custom must be evil. New paths lead
inevitably to damnation.
She was startled, but not frightened. Whatever was going on here
could not threaten her, for she knew herself to have been unseen;
appreciated how easy it would be to remain in concealment.
Presently she heard the sound of axes.... She crouched and waited
—possibly for fifteen minutes. At the end of that time the car pushed
its rump awkwardly out of the woods again, swung on to the road,
and, stirring a sudden cloud of dust, sped toward Gibeon.... It was
only then she realized the car had been traveling without lights.
She waited. The sound of the automobile vanished in the distance
and she judged it safe to investigate. Somewhat gingerly she
emerged upon the road and walked toward the spot where the car
had entered the woods. The wheel tracks were plainly to be seen,
and she followed them inward. It was but a step, perhaps fifty yards.
At the end there was nothing but a pile of freshly cut sprucelings.
Had the season been other than summer, she would have concluded
some one was cutting Christmas trees for the market—but one did
not cut Christmas trees in July! But why were the little spruces cut?
There must be a reason. She stirred them with her foot. Then, with
impulsive resolution, she began flinging them aside.
Underneath she came upon a square of canvas—a cover—and
concealed by this the last thing in the world she would have
expected to come upon.... Bottles and bottles and bottles, carefully
laid and piled. Instantly she knew, even before she lifted a bottle and
read the label which identified it as whisky of foreign distillage, she
had witnessed one step in a whisky smuggler’s progress; had
surprised a cache of liquor which had evaded the inspectors at the
border, a few miles away. She did not count the bottles, but she
estimated their number—upward of a hundred!
She was frightened. How it came about, by what process of mental
cross-reference, she could not have said, but the one thing obtruding
upon her consciousness was the story of the disappearance of
Sheriff Churchill! Had he come upon such a hoard? Had his
discovery become known to the malefactors? Did that, perhaps,
explain his inexplicable absence?
Carmel’s impulse was to run, to absent herself from that spot with all
possible celerity. She started, halted, returned. There could be no
danger now, she argued with herself, and there might be some clew,
something indicative of the identity of the men she saw in the car. If
there were, it was her duty as proprietor of the Free Press to come
into possession of that information.
Fortune was with her. In the interstices of the bottles her groping
hand came upon something small and hard. She held it in the
moonlight. It was a match box made from a brass shotgun shell....
Without pausing to examine it, she slipped it securely into her waist,
then—and her reason for doing so was not plain to her—she helped
herself to a bottle of liquor, wrapped it in the light sweater she
carried, and turned her face toward Gibeon.
CHAPTER X
CARMEL went directly to the room in the hotel which she still
occupied pending the discovery of a permanent boarding place. She
locked the door carefully and closed the transom. Then with a queer
feeling of mingled curiosity and the exultation of a newspaper
woman, she placed side by side on her dresser the bottle of liquor
she had abstracted from the cache and the match box made from a
brass shotgun shell.
She sat down on the bed to regard them and to ask them questions,
but found them singularly uncommunicative. Beyond the meagerest
replies she could have nothing of them. The bottle seemed sullen,
dour, as became a bottle of Scotch whisky. In the most ungracious
manner it told Carmel its name and the name of its distillers and its
age.... The match box refused to make any answers whatever,
being, she judged, of New England descent, and therefore more
closed mouth than even the Scotch. The bottle squatted and
glowered dully. It wore an air of apprehension, and patently was on
its guard. The brass match box, brought to a fine polish by long
travel in an active trousers pocket, was more jaunty about it, having
a dry, New England humor of its own, recognizable as such. The
identifying quality of New England humor is that you are always a
little in doubt as to whether it is intended to be humor.
The conversation was one-sided and not illuminating.
“Who brought you over the line?” Carmel asked.
The bottle hunched its shoulders and said nothing, but the match
box answered in the dialect of the country, “I fetched him—for
comp’ny. A feller gits dry sleepin’ out in the woods.”
“Who made you, anyhow?” Carmel asked of the match box.
“Feller that likes to keep his matches dry.”
“Somebody who likes to hunt,” said Carmel.
“Wa-al, him ’n me knows our way about in the woods.”
“Who was coming to get you from where you were hidden?” Carmel
asked the bottle, suddenly.
“D’ye ken,” said the bottle, sourly, “I’m thinkin’ ye are an inqueesitive
body. Will ye no gang aboot your business, lassie. Hae doon wi’ ye;
ye’ll hae no information frae me.”
“Who were those two men in the car?” said Carmel.
“Strangers to me,” said the match box, nonchalantly.
“One of them dropped you,” said Carmel.
“Mebby he did; dunno if he did,” said the match box.
“Somebody’ll know who owns you,” said Carmel.
“How’ll you go about finding that out?” said the match box. “Findin’
caches of licker in the woods hain’t good fer the health, seems as
though. Traipsin’ around town askin’ who owns me might fetch on a
run of sickness.”
“You can’t frighten me,” said Carmel.
“Sheriff Churchill wa’n’t the frightenin’ kind, neither,” said the match
box, significantly.
“What if I put a piece in my paper telling just how I found you?” said
Carmel.
“Be mighty helpful to our side,” said the match box. “Stir up ill feelin’
without gittin’ you any place.”
“What shall I do, then?” Carmel asked.
“Can’t expect me to be givin’ you advice,” said the match box. And
there the conversation lapsed. The bottle continued to glower and
the match box to glitter with a dry sort of light, while Carmel regarded
them silently, her exasperation mounting. She was in the unenviable
position of a person to whom belongs the next move, when there
seems no place to move to.
In the mass of uncertainty there was, as metallurgists say, of fact
only a trace. But the trace of fact was important—important because
it was the first tangible evidence coming into her possession of what
was going on under the surface of Gibeon. She had promised herself
to bring to retribution those who had caused the disappearance of
Sheriff Churchill. She felt certain it was the possession of some such
evidence as stood before her on her dresser, which lay at the root of
the sheriff’s vanishing. The thought was not comforting. Of another
thing she felt certain, namely, that the cache she had discovered was
no sporadic bit of liquor smuggling, but was a single manifestation of
a systematic traffic in the contraband. She calculated the number of
the bottles she had seen and the profits derived from that single
store of whisky. It amounted to four figures. Supposing that amount
were carried across the border weekly!... Here was no little man’s
enterprise. Here were returns so great as to indicate the participation
of an individual of more than ordinary stature. Also it suggested to
her that such individual or group would not tolerate interference with
this broad river of dollars.... The fate of Sheriff Churchill corroborated
this reflection.
The bottle and match box on her dresser were dangerous. They
stood as if they realized how dangerous they were, and leered at
her. She arose quickly and placed them in a lower drawer, covering
them carefully with garments. The woman in her wished she had not
made the discovery, and by it confronted herself with the
responsibility for taking action. The newspaper proprietor exulted
and planned how the most was to be derived from it. For the first
time she felt self-distrust and wished for a sure counselor. She
realized her aloneness. There was none to whom she could turn for
sure advice; none to whom her confidence moved her.
Her friends were few. In Gibeon she was confident of the loyalty of
Tubal and of Simmy, the printer’s devil. They would fight for her,
follow her lead to the ultimate—but neither was such as she could
appeal to for guidance. Evan Bartholomew Pell owed her gratitude.
Doubtless he felt some rudiments of it and possibly of loyalty. She
was dubious of both. He was such a crackling, dry, self-centered
creature—not contemptible as she had first seen him. Never again
could she visualize him as contemptible. But to go to him for advice
in this emergency seemed futile. He would guide her by rule and
diagram. He would be pedantic and draw upon printed systems of
logic. What she wanted was not cold logic out of a book, but warm,
throbbing, inspiring co-operation from out the heart. She glanced at
her watch. It told her the hour was verging toward ten.
She sat upon the edge of her bed, debating the matter in hand, when
there sounded a knocking upon her door.
“What is it,” she called.
“Mr. Fownes is down in the parlor a-waitin’. He wants to know if you’ll
come down and see him—if you hain’t to bed yit.” The last sentence
was obviously not a part of the message, but interested conjecture
on the part of the messenger.
“What does he want?”
“Didn’t say. I asked him, but he let on ’twan’t none of my business.
Said it was important, though.”
Carmel pondered a moment. Aversion to the fat little man waged war
with woman’s curiosity to know what his errand could be at this hour
when Gibeon was tucking itself into its feather beds.
“Please tell him I’ll come down,” she said.
She went down. The parlor of the hotel was tucked off behind the big
room which was combined office and lounging room for traveling
men and village loafers. It contained a piano which had not been
played since it had been tuned and had not been tuned for a time so
long that the memory of man runneth not to the contrary. On the wall
was a hand painting of a forest fire, done by a talented relative of the
hotel’s proprietor. Doubtless this portrayed some very special kind of
forest fire, or it would not have called forth the artist’s genius. One
would not know at first glance that it depicted a forest fire, because it
looked to the uninitiated like a number of dilapidated red feather
dusters standing upright in a heavy surf. But it had been done by
hand, and Gibeon regarded it as her artistic farthest north. There
were also two gilt chairs, evidently peeling after sunburn, a small
onyx table and a piece of furniture known to furniture manufacturers
of its period as a settee.... Abner Fownes was, on Carmel’s
entrance, the settor. He arose with the ease and grace of a man
lifting a barrel of flour and bowed.
“You wished to see me?” she said, coldly.
“Very much. Very much indeed.”
“Your business would not wait until morning?”
“I chose this hour, Miss Lee,” he said, pompously. “Dislike to be
watched. Whole village watches me.... Doubtless very natural, but
annoying.”
“I fancied we said all it was needful to say on our last meeting.”
“Time for reflection. Allowed you time to cool.... Hot youth. Er—must
confess I admired your—er—force of character.”
“I’m sure I’m grateful.”
“Be seated. Can’t talk standing up,” he said, as a potentate might
invite some favored subject to be at ease in his august presence.
“Wish to discuss your affairs.”
“I don’t,” said Carmel, “with you.”
“Um!... How old would you say I am?”
“I’ve never given your age a thought.”
“Fifty-two,” he said, “and well preserved. Well preserved. Careful
living. Good habits.”
“It must be a satisfaction to you,” she said, with ill-concealed irony.
“You have—er—style and beauty,” he said. “Valuable attributes.... Be
a credit to any man.”
“You came to talk business, did you not?”
“Not exactly.... Not precisely.”
“Will you tell me why you have come,” she said, sharply.
“Certainly. Certainly. Arriving at the point.”
“Please do so. I am tired.”
He paused briefly while his small, sharp eyes traveled over her
person with an estimating glance, a glance which heated her
resentment. It was an unpleasant glance for a young woman to
undergo.
“Ahem!... Present your case. Inventory, so to speak. You own a
bankrupt country paper. Never paid—never will. Alone in the world.
No relatives. Nobody to help you. No money. Hard future to face....
Debit side of the ledger. Um!... Credit side shows youth—er—
intelligence, education. All valuable assets. Shows also beauty and
—er—the ability to look like a lady.... Breeding. Difficult to find.
Desirable.” He paused again until he appraised her with greedy
eyes.
Suddenly she felt apprehensive. A sense of outrage swept over her,
but for once words failed in the emergency. She felt her limbs
tremble. The man’s eyes were an outrage; his manner was an
affront. She was angry as she had never been angry before; terrified
with a new sort of crawling, skin-chilling terror. She was aware of
being afraid he might touch her; that his fat, pudgy, well-kept fingers
might reach out and rest upon her hand or her cheek or her hair. If
they should, she knew she would scream. His touch would be
intolerable. She had a feeling it would leave a damp, ineradicable
mark. She drew back in her chair, crouching, quivering.
“Those assets,” he said, “entitle you to a future. Should realize on
them.... Ahem!...” Again he paused and touched his cravat fussily.
He glanced down at his little shoes, immaculate, on his tailored legs
and impressive abdomen. “Beauty,” he said, “requires ease and
care.... Um!... Fades with hard work and economy.”
He crossed his hands on his stomach and smiled fatuously. “I,” he
said, “have been a widower fifteen years. A long time.... Not from
necessity. No, indeed. But my home, the sort of home I maintain—in
keeping with my position—er—requires an adequate mistress.... One
possessing qualities. Yes, indeed. Qualities suitable to the wife of
Abner Fownes.”
He drew himself up to the utmost of his scanty height, making, as
well, the most of his breadth. He resembled, Carmel thought, a
dropsical pouter pigeon.
“The mistress of my home—er—mansion,” he amended, “would
occupy enviable position. Extremely. Looked up to. Envied. Arbiter of
local society. Ease, comfort—luxury. Everything money can buy....
Travel. Yes, indeed.... Clothes suitable to her station and mine....
Women are fond of clothes. Jewels. Amply able to provide my wife
with jewels.”
Carmel was breathless. Her heart beat in a manner to cause her
alarm lest it outdo itself. Her scalp prickled. She wondered if
something physically unpleasant were going to happen—like
fainting.
“Enviable picture,” he said, expansively. “Sufficient to attract any
woman. Be pointed out as Abner Fownes’s wife. Women take pride
in their husbands. Husband of a personage.” At this he swelled to his
utmost.
“I have studied you,” he said, in a voice of one coming to the end of
an oration. “I have found you in all ways capable of filling the position
of my wife. Er—you would be a credit to me. Yes, indeed. End all
your difficulties. Satisfy every whim. What more can anybody ask?”
He stared at her pompously, but with a horrid hunger in his eyes,
stared as if waiting for an answer.
“I am asking you,” he said, “to become Mrs. Abner Fownes.”
She gasped to hear the unthinkable put into words. It had not
seemed possible to her that it could be put into words. It was the sort
of thing one hinted at, made use of double entendre to convey. But
he dragged it out into the light and gloated over it. He insisted on
stating it baldly.... She bore it as she would endure some shock,
quivered under the affront of it, caught her breath, grasped at her
heart as if to quiet it with her fingers. For moments she could not
move nor speak. She was engulfed in material horror of the thing. It
was as if she were immersed in some cold, clammy, clinging, living
fluid—a fluid endowed with gristly life.
Suddenly she found herself upon her feet, speaking words. The
words came from subconscious depths, not directed by intellect or

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Managing Human Resources Global 8th

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3) Which of the following is a characteristic exclusive to training?

4) A goal of development is to:

6) Unlike training, development:

7) Unlike training, development:

Additional Case 8.1

20) Which type of training is easiest to measure in terms of dollar value?

28) The training process can be broken into:

34) Conducting an organizational analysis prior to designing and implementing a training

35) The HR professional conducts a task analysis in order to determine:

38) Training is effective only:

47) In the U.S., an apprenticeship would most likely be offered to:

48) Which of the following is a disadvantage of OJT training?

50) The variability of quality and content of OJT between businesses:

54) Which of the following is NOT associated with computer-based training?

59) Virtual reality training is best for tasks that:

60) The use of lecture in classroom instruction is primarily viewed as:

64) Which of the following is NOT an example of a job aid?

65) Research shows that when it comes to retraining:

69) Cross-functional training is most likely accomplished by:

72) Team training efforts will most likely:

75) Creativity training:

76) Most critics of creativity training maintain that:

79) For diversity training to be successful, programs should most likely:

85) The effectiveness of a training program can be measured:

Additional Case 8.1

Additional Case 8.2

Additional Case 8.3

104) Training objectives should be stated in behavioral terms whenever possible.

108) Computer-based training tends to be more costly than classroom training.

112) The most common type of training is customer service training.

115) Training effectiveness can be measured in either monetary or nonmonetary terms.

129) Orientation differs from socialization in that:

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