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Management 12th Edition Robbins Test Bank

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Exam
Name___________________________________

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1) Downsizing occurs in which phase of the human resource management process?
A) First.
B) Second.
C) Third.
D) Fourth.
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

2) For the most part, ________ are involved in HR decisions within their own department or unit.
A) most managers
B) all managers
C) some managers
D) very few managers
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

3) Which legislation deals with issues such as race, age, sex and colour?
A) Sex Discrimination Act.
B) Privacy Act.
C) Equal Employment Opportunity Act.
D) Fair Work Act.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

4) The most important environmental factor in the HRM process is ________.


A) the scientific community
B) the academic environment
C) the business environment
D) the legal environment
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

5) A person who believes they have been unfairly dismissed should consult which legislation?
A) Work Health Safety Act.
B) Fair Work Act.
C) Equal Employment Opportunity Act.
D) Crimes Act.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

6) A wheelchair-bound applicant may be denied a job ________.


A) if the job requires complete physical mobility
B) in some states
C) if the job is strenuous or physically tiring in some way

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
D) under no circumstances
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

7) Human resource management involves training, motivating and retaining competent employees.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

8) The most important environmental force that affects HRM is the legal environment.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

9) A community fire department cannot legally deny employment to a firefighter applicant who is confined to a
wheelchair.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

10) The first three activities of the human resource management (HRM) process are about measuring and rewarding staff.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.1 Describe the key components of the human resource management process and the important influences on that
process

11) Which of the following occurs first in an employment planning process?


A) human resource inventory
B) job specification
C) performance-simulation test
D) job analysis
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

12) As one of his first tasks in a new job, Steve's boss asks him to develop a database that lists the educational level, special
capabilities and specialised skills of all the employees in his firm. This is known as a ________.
A) human resource inventory
B) job analysis
C) lengthy process
D) job description
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

13) A job description is ________.


A) something that employers keep secret from job candidates
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
B) a written document used to describe a job to job candidates
C) the official title for the job
D) not a written document
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

14) HR managers can estimate human resource needs by evaluating which of the following?
A) How competitors are performing.
B) Demand for the organisation's product.
C) Employment and unemployment statistics.
D) The general state of the economy.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

15) To find out more about a job with a title of 'assistant media buyer', you would find this to be most helpful.
A) Job listing.
B) Job specification.
C) Job title.
D) Job description.
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

16) Recruitment is the process of ________.


A) locating, identifying and attracting capable applicants
B) assessing the national, international and local labour market
C) hiring from inside the organisation
D) hiring from outside the organisation
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

17) Which of the following is a key DISADVANTAGE to recruiting through employee referrals.
A) No diversity increase.
B) Limited to entry-level positions.
C) Lower-skilled candidates.
D) High cost.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

18) If employment planning shows a large surplus of employees, management may want to ________.
A) downsize
B) expand
C) continue with current employment levels
D) train and develop employees
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

19) The difference between attrition and redundancy is that ________.


A) firing includes job training and re-placement
B) attrition is a faster process
C) attrition is a slower process
D) attrition includes job training and re-placement
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
20) Which of the following is NOT a voluntary form of downsizing?
A) Early retirement.
B) Firing.
C) Attrition.
D) Job sharing.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

21) Which of the following downsizing methods can 'happen on its own' if management suspends hiring practices?
A) Transfers.
B) Attrition.
C) Firing.
D) Reduced workweeks.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

22) An accept error occurs when an applicant ________.


A) who is hired performs poorly on the job
B) who is not hired would have performed well on the job
C) who is hired performs adequately on the job
D) who is not hired is hired by another firm
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

23) A reject error occurs when an applicant ________.


A) who is not hired would have performed poorly on the job
B) who is hired performs poorly on the job
C) who is hired performs the job at a high level
D) who is not hired would have performed well on the job
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

24) ________ indicates how consistently a selection device measures a criterion.


A) Operational scoring
B) Validity
C) Qualification
D) Reliability
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

25) Which of the following is an example of selection device reliability?


A) An applicant was given very different interview scores by five independent interviewers.
B) An applicant took a test once and scored higher than any other applicant.
C) An applicant took a test a second time and her score improved markedly.
D) An applicant was given the same interview score by all five independent interviewers.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

26) A(n) ________ selection device shows a clear link between test performance and job performance.
A) valid
B) invalid

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
C) unreliable
D) reliable
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

27) To use a physical test as a valid selection device, a company must demonstrate that ________.
A) the test is reliable
B) the test does not discriminate against people with physical disabilities
C) the test is fair
D) physical ability is related to job performance
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

28) In an assessment centre, an applicant for an engineering job might ________.


A) be interviewed by fellow employees
B) be interviewed by her prospective boss
C) be given an engineering problem to solve
D) take technical written tests
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

29) Few people are ever selected for a job without which of the following?
A) Taking a written test.
B) Taking a physical test.
C) Taking a performance-simulation test.
D) Undergoing an interview.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

30) Interviews are valid predictors of success in the workplace if ________.


A) questions are structured
B) the interview lasts an hour
C) questions are long
D) the interviewee gets along with the interviewer
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

31) During an interview, an applicant for a managerial job is confronted with role players who make the claim that they
have been 'harassed on the job'. The applicant is then asked to deal with the complaints. What kind of selection device is
being used?
A) Behavioural interview.
B) Performance-simulation test.
C) Structured interview.
D) High-stress interview.
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

32) How effective are behavioural interviews?


A) Nearly eight times as effective as ordinary interviews.
B) No more effective than other interviews.
C) Less effective than other interviews.
D) Twice as ineffective as ordinary interviews.

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

33) A realistic job preview (RJP) includes ________ a job.


A) only factual information about
B) both positive and negative aspects of
C) only negative aspects of
D) only positive aspects of
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

The New Hire (Scenario): Frances begins her career working in the human resources department of a major corporation.
She is asked to help ensure that the organisation is following the commonwealth guidelines for employment.

34) Prior to setting up the interviews for the executive position, Frances spent a great deal of time analysing the position
and determining what skills, attitudes and actions it would require. This lengthy review is called a ________.
A) job specification
B) job title
C) job analysis
D) job description
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

35) To respond to a candidate for the executive position who wants to know more about the job, Frances is likely to send
which of the following?
A) Human resource inventory.
B) Job description.
C) Job title.
D) Job analysis.
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

36) In an interview, Frances informs a candidate that the job is 'absorbing' but its hours will be 'long and gruelling'. What
kind of an interview is Frances conducting?
A) Stress.
B) Realistic job preview.
C) Role-playing.
D) Behavioural.
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

Recruitment (Scenario): Keena's company was expanding. After a period of downsizing, the company had decided to
increase organisational profitability by gaining market share, which meant a need for more people. As assistant manager of
human resources, she was in the process of evaluating what would be the most effective means of gaining new employees
who were qualified, were cost efficient, and could help maintain the company's commitment to a diversified workforce.

37) With regard to maintaining a low recruitment cost, which choice would be best for Keena?
A) Employee leasing.
B) Private employment agency.
C) Internal search.
D) Advertisement.
AACSB: Application of knowledge

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

38) Keena's company needs to increase the diversity of its workforce. Which choice might this requirement rule out?
A) Advertising.
B) School placement.
C) Private employment agency.
D) Employee referral.
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

39) Employment planning includes three steps: assessing current human resources needs, developing a plan to meet those
needs, and reporting to external regulators.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

40) A realistic job preview states the minimum qualifications a person needs to perform a job successfully.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

41) Advertisements have not been shown to be the most effective method for attracting the best applicants for jobs.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

42) Employee referrals are usually reliable.


A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

43) Firing, layoffs, and early retirements are the only three downsizing options.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

44) A selection device is valid if it can be proven to accurately measure the abilities of job applicants.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

45) Written tests fell into disfavour in the late 1960s and are now rarely used in the selection process.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
46) Performance-simulation tests are thought to be one of the best methods for evaluating job applicants in use today.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

47) In a realistic job preview (RJP), an applicant might be told that the likelihood for promotion for the job he is applying
for is slim.
A) True
B) False
AACSB: Application of knowledge
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

48) Job referrals are generally not a good method for improving workplace diversity.
A) True
B) False
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

ESSAY. Write your answer in the space provided or on a separate sheet of paper.
49) In a short essay, list the following sources of potential job candidates: temporary help services, school placement, and
employment agencies. Include a discussion of the advantages and disadvantages of each major source to support your
answer.

AACSB: Written and oral communication


Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

50) In a short essay, discuss the written test as a selection device for HRM.
AACSB: Written and oral communication
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

51) In a short essay, discuss the performance-simulation test as a selection device for HRM.
AACSB: Written and oral communication
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

52) In a short essay, discuss the interview as a selection device for HRM.
AACSB: Written and oral communication
Learning Outcome: 6.2 Discuss the tasks associated with identifying and selecting competent employees

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
53) Which of the following is NOT a sign to look for in a successful orientation process?
A) The new employee is less likely to resign.
B) The new employee clearly exceeds all productivity goals for her work unit.
C) The new employee feels comfortable.
D) The new employee does not perform poorly.
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

54) Which form of on-the-job training might have a trainee working with a single mentor from the organisation?
A) Vestibule training.
B) Understudy assignments.
C) Simulation exercises.
D) Job rotation.
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

55) Which of the following is the best way to evaluate a training program?
A) How much information trainees retain.
B) Actual job performance of trainees.
C) How costly the method is.
D) How much trainees say they learned.
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

56) The ________ establishes a legal requirement for organisations to minimise the risk of accident, injury or disease to
anyone associated with the work process.
A) Equal Employment Opportunity Act
B) Fair Work Act
C) Work Health Safety Act
D) Crimes Act
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

57) All of the following describe ways an organisation can ensure workplace health and safety EXCEPT ________.
A) monitoring absenteeism, accident and injury rates
B) interviewees are given a realistic job preview
C) controlling workplace hazards
D) workplace health and safety audits
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

58) Which of the following reasons describes the need for workplace health and safety?
A) Lower insurance and compensation cost.
B) Less damage to plant and equipment.
C) Higher productivity.
D) Higher absenteeism rate.
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

59) A disadvantage of a written essay for employee appraisal is that it tends to be biased by ________.
A) the prejudice of the evaluator
B) friendship between the employee and the evaluator
C) the writing skill of the employee
D) the writing skill of the evaluator
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

60) Important goals of job orientation are to reduce anxiety and to familiarise the recruit with the job and the organisation.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

61) Job training never addresses trainee attitudes toward the job or the organisation.
A) True
B) False
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

62) The best way to measure the effectiveness of job training is to find out how stressful the process was for trainees.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

ESSAY. Write your answer in the space provided or on a separate sheet of paper.
63) In a short essay, discuss on-the-job training methods.
AACSB: Written and oral communication
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

64) In a short essay, discuss off-the-job training methods.


AACSB: Written and oral communication
Learning Outcome: 6.3 Explain how employees are provided with needed skills and knowledge

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
65) To set pay standards, HRM employs ________.
A) outside consultants
B) a national pay scale
C) a panel of an employee's peers
D) compensation administration
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

66) All of the following are advantages of a graphic rating scale for employee evaluation EXCEPT ________.
A) easy to draw conclusions from and summarise
B) not time-consuming
C) provides objective quantitative data that can be analysed in a variety of ways
D) all of the above
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

67) A performance appraisal method that combines two other well-known methods into one process is called ________.
A) 360-degree feedback
B) written essay
C) BARS
D) graphic rating scales
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

68) This appraisal method is used by more major corporations than any other method.
A) Management by objectives.
B) Graphic rating scales.
C) Critical incidents.
D) 360-degree appraisal.
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

69) What do the written essay, critical incidents, graphic rating scales and BARS evaluation methods have in common?
A) They rank employees by performance.
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
B) They compare individuals against standards.
C) They compare one employee to his or her peers.
D) They are multi-person comparisons.
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

70) Which multi-person employee evaluation method allows for two or more employees to get the same rating?
A) 360-degree feedback.
B) Individual ranking.
C) Group-order ranking.
D) Paired comparison.
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

71) Why do managers often offer counselling to underperforming employees rather than just fire them?
A) To avoid unsettling other employees.
B) To give the organisation a favourable image.
C) To avoid the cost of replacing the employee.
D) To avoid discord.
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

72) Which of the following is NOT a reason that managers put a lot of importance into developing a good compensation
system?
A) A sense of fairness.
B) To avoid breaking the law.
C) To attract talented employees.
D) To retain talented employees.
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

73) Which of the following is NOT a factor that can influence compensation and benefits?
A) Gender.
B) Geographical location.
C) Employee performance levels.
D) Seniority.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

74) Health insurance is an example of which of the following?


A) Wages.
B) Employee benefit.
C) Compensation.
D) Salary.
AACSB: Application of knowledge
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

75) The only goal of a performance management system is to assess training needs.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
76) When the employer rates an applicant according to actual behaviours on a graphical rating scale, they are using the
graphic rating scale approach.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

77) Using individual ranking as an employee appraisal device, two employees might be named 'best' in the group.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

78) A key goal of compensation administration is to create a cost-effective system that will provide incentive for
employees.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

79) Most companies vary the payment of benefits according to how well employees perform.
A) True
B) False
AACSB: Application of knowledge
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

80) The amount of pay an employee receives can be determined by the location of the company and the level of
unionisation.
A) True
B) False
AACSB: Analytical thinking
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

ESSAY. Write your answer in the space provided or on a separate sheet of paper.
81) In a short essay, compare the critical incidents, graphic rating scales and BARS appraisal methods.
AACSB: Written and oral communication
Learning Outcome: 6.4 Describe strategies for retaining competent, high-performing employees

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
82) To improve workplace diversity, a manager might ________.
A) advertise in ethnic newspapers and Internet sites
B) solicit referrals from existing employees
C) post a notice that states he is an equal opportunity employer
D) tighten his recruiting net
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.5 Discuss contemporary issues in managing human resources

83) The key to most sexual harassment cases against an organisation is whether the organisation ________.
A) had a policy against sexual harassment
B) fired the employee after the charges were lodged
C) had hired a known sex offender
D) knew about the behaviour and what it did to stop it
AACSB: Analytical thinking
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
Learning Outcome: 6.5 Discuss contemporary issues in managing human resources

84) Sexual harassment is defined as any unwanted activity of a sexual nature that humiliates a person.
A) True
B) False
AACSB: Application of knowledge
Learning Outcome: 6.5 Discuss contemporary issues in managing human resources

ESSAY. Write your answer in the space provided or on a separate sheet of paper.
85) In a short essay, discuss how workforce diversity is directly affected by recruitment, selection, orientation and training.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.5 Discuss contemporary issues in managing human resources

86) In a short essay, discuss why sexual harassment is such a difficult problem in today's workplace.
AACSB: Diverse and multicultural work environments
Learning Outcome: 6.5 Discuss contemporary issues in managing human resources

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
1) A
2) B
3) C
4) D
5) B
6) A
7) A
8) A
9) B
10) B
11) A
12) A
13) B
14) B
15) D
16) A
17) A
18) A
19) C
20) B
21) B
22) A
23) D
24) D
25) D
26) A
27) D
28) C
29) D
30) A
31) A
32) A
33) B
34) C
35) B
36) B
37) C
38) D
39) B
40) B
41) A
42) A
43) B
44) B
45) B
46) A
47) A
48) A
49) Temporary help services: Temporary help services provide pre-screened, ready-to-work employees who can usually fit
in well with an organisation. The disadvantage of this source is that the agency takes a cut of each employee's pay, so the
service tends to be quite expensive. Generally temp services are not a good choice for long-term employment.

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School placement: Schools can produce large numbers of diverse candidates whose education and skill levels can be
reliably assessed. When using school placement, companies are typically dealing with graduates who have no relevant
work experience, so candidates are often limited to filling entry-level positions.

Employment agencies: Private employment agencies can provide highly screened, highly qualified candidates who are
highly likely to be successful on the job. This success comes at a cost, however, as private agencies can be quite pricey.
Public agencies have no cost, but their candidates typically aren't as well-screened or qualified as candidates from private
agencies. Generally speaking, a private agency might be a better choice for filling a high-ranking, highly specialised
position, while a public agency works well for finding everyday employees.
50) Typical types of written tests include tests for intelligence, aptitude, ability and interest. The strengths of written tests
are that they can often identify intellectual, spatial, motor and mechanical ability, and perceptual accuracy. All of these
indicators can be valid predictors for many kinds of skilled, unskilled and managerial positions.

Many people feel that written tests are discriminatory, so their results should always be taken in the context of the
candidate's complete portfolio. Managers are increasingly aware that poor hiring decisions are costly and that properly
designed tests can reduce the likelihood of making such decisions. In addition, the cost of developing and validating a set
of written tests for a specific job has declined significantly.
51) Performance-simulation tests are simulations of actual job tasks that job applicants are asked to carry out in a test
format. The strength of performance-simulation tests is that the HR manager can actually see how the candidate performs
tasks that are relevant to the job. This strength is not merely theoretical—performance-simulation tests have been shown to
be excellent predictors of actual job performance. For this reason, performance-simulation tests are currently thought to be
the most valid form of job selection device.

The best-known performance-simulation tests are work sampling and assessment centres. Work sampling involves
presenting applicants with a miniature model of a job and having them perform a task or set of tasks that are central to it.
Assessment centres are places in which job candidates undergo performance-simulation tests that evaluate managerial
potential.
52) The interview is the most common form of selection device. It is a universal component of almost all job selection
processes. The great strength of the interview is that it provides direct and personal contact between the interviewer and
candidate, often providing a wealth of information about the candidate.

Unfortunately, this information can be misinterpreted or misused. Bias and inaccuracy often unconsciously get inserted
into the interview process. For example, prior knowledge about a candidate, or similar attitudes between candidate and
interviewer can cause the interviewer to lose his sense of objectivity in the process. These kinds of flaws can be minimised
if the interviewer employs a structured interview format in which the interviewer sticks to a careful, disciplined plan
during the interview.
53) B
54) B
55) B
56) C
57) B
58) D
59) D
60) A
61) B
62) B
63) Training can be either on the job or off the job. On-the-job training comes in two forms—job rotation and understudy
assignments.

Job rotation has employees rotate from job to job within the organisation, getting valuable exposure and experience to a

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
variety of tasks and seeing how the different units of the organisation work together.

Understudy assignments have the trainee take on a seasoned employee as mentor. The mentor shepherds the employee
through various tasks, providing support and encouragement as an experienced worker. In the trades industry, this may
also be an apprenticeship.
64) Off-the-job training includes classroom lectures, films and videos, simulation exercises, and vestibule training. Lectures
are designed for when specialised training is needed, such as specific technical, interpersonal or problem-solving skills.

Films and videos use media to explicitly demonstrate technical skills that are not easily presented by other training
methods.

Simulation exercises give employees a chance to learn a job by actually performing the work (or its simulation). These may
include case analyses, experiential exercises, role playing and group interaction.

Vestibule training takes simulation exercises even farther: employees learn tasks on the same equipment that one actually
will use on the job, but in a simulated work environment.
65) D
66) D
67) C
68) D
69) B
70) C
71) C
72) B
73) A
74) B
75) B
76) B
77) B
78) A
79) B
80) A
81) Critical incident appraisals use critical anecdotes as identifiers of key employee actions and behaviours. These
anecdotes are chosen to reveal such qualities as efficiency, creativity and carefulness in the employee.

Graphic rating scales provide a quantitative rating of the employee on a variety of different scales such as leadership,
creativity, ability to take initiative, and so on.

Behaviourally anchored rating scales (BARS) combine critical incident and graphic rating appraisal methods. In BARS, the
items rated in numeric scales are actual incidents rather than abstract assessment categories, making BARS more personal
and more thorough than graphic rating scales.

Of the three appraisal methods, critical incidents are the most revealing and subjective. Graphic rating scales are accurate,
but shallow and impersonal. BARS, both quantitative and personal, in some ways combine the best of both methods.
82) A
83) D
84) A
85) Recruitment: to improve workforce diversity, managers need to widen their recruiting net. For example, the popular
practice of relying on employee referrals as a source of job applicants tends to produce candidates who are similar to
current employees. Managers may have to look for job applicants in places where they might not have looked in the past,
such as women's job networks, urban job banks, disabled people's training centres, ethnic newspapers and gay rights

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organisations. This type of outreach should enable the organisation to broaden its pool of diverse applicants.

Selection: once a diverse set of applicants exists, efforts must be made to ensure that the selection process does not
discriminate. Moreover, applicants need to be made comfortable with the organisation's culture and be made aware of
management's desire to accommodate their needs.

Orientation and training: the outsider-insider transition is often more challenging for women and minorities than for white
males. Many organisations provide special workshops to raise diversity awareness issues.
86) First, sexual harassment is widespread. It is defined as 'unwelcome conduct of a sexual nature which makes a person
feel offended, humiliated and/or intimidated where that reaction is reasonable in the circumstances'. Unless employers
take all reasonable steps to prevent it, they are liable for acts of sexual harassment by their employees. Reasonable steps
means that, at a minimum, employers have done two things: developed, implemented and monitored an appropriate
sexual harassment policy that is communicated to all workplace participants, and taken appropriate action if sexual
harassment does occur.

Sexual harassment is also expensive. Companies that lose sexual harassment lawsuits can lose enormous sums of money.
Just as important, the disruption and loss of reputation that sexual harassment causes can be devastating to a company and
its workers.

Sexual harassment also creates an unpleasant environment which prevents harmonious work and can result in high
absenteeism and low productivity.

Ultimately, the only way to stop sexual harassment is to educate employees about the trouble it causes, to be vigilant about
discovering it, and to be aggressive in curtailing it.

Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488609077 / Robbins / Management: The Essentials 3e
Another random document with
no related content on Scribd:
The indefensible injustice and cruelty of the former slave-trade has
created a wrong impression in our minds of the actual condition of
the negro in Africa, and, based upon this false idea, our sympathies
are unduly excited for a state of misery and wretchedness that in
reality has no existence. Our blind philanthropists crowd to hear the
stereotyped tale of the missionary in Africa, and the greatest interest
is taken in the efforts to ameliorate the assumed unhappy state of
the much-pitied negro—who is lying in perfect enjoyment and
nakedness under a magnificent sky, surrounded by exquisite
scenery, supplied by nature with food without any work or trouble,
and insensible alike to physical suffering and hardship, or mental
worry and vexation. Meantime thousands of our race are plunged
into hopeless misery and suffering, unpitied and often unrelieved by
those who are so anxious to minister to the imaginary wants of the
poor heathen!
It is impossible for any one who has lived much amongst natives
of tropical climates not to contrast the life led by them with that
endured by a great portion of our own so highly civilized race—to
compare their, as a rule, harmless, peaceful, healthy, and I may say
sinless existence, with the grinding, despairing poverty of our cities;
with the awful misery that hides in noisome dens under a cruel,
rigorous climate, without warmth, air, water, or food; with the
constant hopeless toil of thousands in our manufacturing districts,
and the frightful barbarity, ignorance, and vice underlying our
civilization, with all its religions, wealth, and luxury. We spend large
sums in the fruitless attempt to reclaim and convert the negro from
his so-called dark state, and we allow thousands of our innocent
children at home to grow up as thieves and worse than savages.
It is lucky that the negro is unaware that those who are so anxious
for his welfare and conversion from a comparatively innocent
condition, come from a country where a state of ferocity, poverty, and
vice exists of which he has happily no conception, or it would make
him look upon us with horror and surprise.
Amongst the pleasant remembrances of the years I have spent in
Angola, the hospitality of the Portuguese often recurs. Many a time
in travelling I have had my hammock hidden, and have been obliged
to stay for two or three days with strangers, in all but name, or
friends perhaps of persons I knew at other places. At any time of the
night that a traveller may arrive, he is made welcome, and the cook
is instantly told to prepare coffee or kill a fowl and make a “canga,”
as fowl-soup thick with rice, and flavoured with ham, &c., is called.
I have been especially grateful to the officers commanding the
districts in the interior, and to all, without exception, whether civilians
or military, that I have met with in my long travels, I have to offer my
thanks for their great kindness and hospitality—doubly pleasing from
its disinterestedness and spontaneity.
I have hardly alluded to the wonderful safety and absence of all
risk or danger in travelling over almost any part of Angola, especially
in those parts in the occupation of the Portuguese. The natives are
everywhere civil if well treated; and if only good humour exists on the
part of the traveller, and due allowance be made for the laziness and
procrastination of the negro, no great inconvenience need ever be
felt in going anywhere through the country. A knowledge of
Portuguese is of course almost essential, as, with the exception of
some places on the River Congo, and as far south of it as Ambriz,
where some of the natives speak English, a great number speak
only Portuguese besides their own language.
Money of most nations passes in Angola, the English sovereign
being perhaps the most useful of any, and at those places where
goods of various kinds are principally required for payments of
carriers, provisions, &c., they can be readily obtained at moderate
rates from the traders.
I have now, to the best of my ability, described the customs and
productions of this wonderful and beautiful country, and I shall be
glad if the perusal of these pages should induce others to explore
more fully the rich field it presents to the naturalist and geographer.
APPENDIX.
The habit of the negro, when employing European languages, of
using an absurd and inflated style is well known, and I cannot help
attributing this peculiarity to the effect of the specifically constituted
mind of the race. The natives of Angola are no exception to this rule,
and I have often been amused at their writings in Portuguese.
I cannot better illustrate this very curious characteristic than by
transcribing the following pamphlet, written by a highly educated
native of Sierra Leone:
“The Athletic Sports at Falcon Bridge Battery, Freetown,
Sierra Leone, June 4, 1869, graphically sketched.
“The dull monotony of the city was revived and the hearts of
the denizens exhilarated by the celebration—under the
auspices of those holding the reins of government in this
settlement—of athletic games at the above period.
“A grand spectacle indeed it was! Countless numbers of
persons came to witness this magnificent sight. The arena of
athletic contention—limited by boards geometrically
constructed, guarded by an efficient constabulary corps, not
less rotund in their size than prodigious in their height—was
crowded almost to suffocation by those who were voluntary to
signalize themselves by their feats. The mountain was really
in labour and brought forth no ridiculous mouse.
“The time for the commencement of the games was fixed
for 2 p.m. If recollection fails not, so it was. The hilarity
evinced by the spectators reminded one of ancient Greece
and Rome; when, in the leaps, wrestles, quoits, &c., of the
former, and the gladiatorial combats, &c., of the latter,
combatants vied with each other, and the victors were amply
remunerated; when emulation was cultivated; when, as
expressed by Thomson in his ‘Castle of Indolence’—
‘It was not by vile loitering at ease,
That Greece obtain’d the brighter palm of art,
That soft yet ardent Athens learnt to please,
To keen the wit and to sublime the heart;
In all supreme—complete in ev’ry part—
It was not thence majestic Rome arose,
And o’er the nations shook her conq’ring dart.’
Ancient Olympia, with her inhabitants, would have rejoiced
to behold such a pleasing scene.
“At the appointed time the programme was followed,
despite the absence of His Excellency; because
‘procrastination is the thief of time.’ The ringing of a bell
announced the beginning of every race. The adroitness of the
athletes, combined with the thought of there being some who
equalled in all points almost the notorious Gogmagog in
English history, were things akin to the incredible. The scene
had commenced, but two sine qua nons were wanting. A few
moments after, one appeared—viz., the band of the 1st West
Indian Zouaves, whose services will ever be remembered
whilst music reverberates its harmonious peals throughout the
four corners of this stupendous cosmos, headed by one
through whom music wakes. But there was a pause. The play
stood in need of a coup de grâce. The sports were a little after
full going, when, lo! His Excellency was kenned. His arrival to
the spot was not one of inactivity. Seated gallantly on a
restive horse, ‘round-hoofed, short-jointed, fetlocks shag and
long, broad breast, full eye, small head, high crest, short ears,
straight legs, thin mane, thick tail, tender hide, nostrils
drinking the air,’ whose foams and yells made part of the
spectators stand aghast—he, with excellent dexterity, skilfully
contrived to be a match for him, and made his way to the spot
at a graceful pace. And ere he reached the spot for rest, ‘God
save the Queen’ was heard, the splendid band playing that
which
‘Language fades before its spell.’
“Far a little from the scene of action—untrodden by
insignificant individuals—supplied with all kinds of food for
refreshment—decorated with such things as beautify nature—
amidst the pathless intricacies of countless multitudes—was
erected a Grand Stand. On the arrival of the Governor at the
stand, he was most cordially greeted and received by ladies
of rank and wit and gentlemen of respectability and erudition
who were the tenants of that locality. The games became
more lively. Clergymen, editors of the different local papers,
and great many of the well-to-do, with their consorts, &c.,
entered into conversation, and were viewing the sight. A very
gratifying circumstance it was that all who were there present
were superbly clad in the latest Parisian styles. Ladies with
their bonnets and other dresses almost indescribable, and
gentlemen attired in costly vestments, observed the most
faultless etiquette. Some of the gentlemen must have, no
doubt, interested the little band, either with the light bantering
of Addison or the ponderous verbiage of Johnson. Added to
this, the place was like a perfumer’s, where odoriferous
unguents delight the smell of the visitants. Needless it is to
speak of the natural accomplishments of these personages,
as they soar beyond the pen of description. Suffice it to say,
that the gentlemen, breathing ambrosial scents around their
heads, were taciturn, loquacious, sedate, and grave; and the
ladies, as
‘Coy as Thetis, fair as Flora,
Beautiful as young Aurora.’
“They spoke: and, during the time the games were being
directed by a very able-bodied European, whose reward was
a sprained foot after the celebration of the sports, were very
jolly, and remained in that position until the sports were over,
without a violation of any trifling minutiæ of civility.
“Not to speak of the High Jumps, Flat Races, &c., it was no
ordinary treat to see lasses running with all their might to have
some pieces of cloths for their prizes. An event like this
induced the ladies and gentlemen in the Grand Stand to rise
from their seats and take a clearer view of the scene. Many
were (I think) halting between two opinions—either to look at
the sports or listen to the charming music. Would that there
were ten eyes and ears to each! But impossibility is
impossibility.
“One of the actors, well-nigh approaching to a British
Grenadier, tumbled during the High Jumps on the ground, and
was a victor of not even a ridiculous prize.
“The scene went on amidst the hurrahs and applauses of
the spectators: among them the always-the-same Allangbas,
[1] and the never-to-be-polished vulgar. But afterwards nature
—either disgusted at, or fatigued by, the event—for a while
interrupted the scene by her somewhat violent inundations:
but subsequently being appeased she again charmed us with
her usual smiles. With her well-prepared instruments she was
ready to depict in the most masterly language the
proceedings of the day.
[1] The Timnehs are here meant.
‘Who can paint
Like nature? Can imagination boast,
Amid its gay creation, hues like hers?’
“All those successes of the actors were the results of the
like energy which ‘built,’ observes Harris, ‘the mountain
pyramids of Egypt—which reared the Chinese wall—by which
Alexander conquered the old world—Columbus discovered
the new—and Newton elaborated the system of the universe.’
“The scene of action commanded, like the Acropolis of
Athens, a most picturesque sight opposite the sea. The fairy
landscape, viewed in conjunction with the stately and
commodious houses by which it was adorned, and the trees
already in full bloom which cast their shades on the
undulating and glittering waves of the sluggish and ceaseless
sea during ebb tide, formed an unrivalled spot for the pencil of
the artist. How delightful would it have been to see a Boswell
ready to describe in the most sparkling language the
proceedings of this auspicious day. The effusions of a poet
would have been excessive and Byronian delineations
tremendous—for the sight was delightful; the gentlemen were
masterpieces of nature; and the ladies each a belle ideal of
symmetrical beauty. What topics were touched upon by the
grandees on this occasion were so momentous that, like
Elsie,
‘Their words fell from their lips
Like roses from the lips of Angelo: and Angels
Might stoop to pick them up!’
“Donkeys were not a whit behind the spectators and
contenders; they created their own excitement. On the backs
of these heady brutes were to be seen two lads who
endeavoured with all their wits to ride them, but all in vain!
Although guided by some gentlemen who willingly lent them a
helping hand, they were tumbled on the ground as many
times as they attempted to ride. The consequence was that a
universal roar of laughter ran through the whole spot.
“Besides this there was another interesting sight. A greasy
pole, having at the end a leg of mutton, was offered to him
who would scale it to its top. The attempts were fruitless. The
pole, finding no Alexander, stood like the Gordian knot, and
set at the utmost defiance men of magnanimity, those
possessing massive bodies and Herculean prowess. Thus the
scene proceeded; and, in reality, the Rubicon remained
uncrossed.
“Whilst on the one hand you would see the refined natives
leaping and exercising within the circus with inimitable grace,
you would, on the other, without the pale of the circus, see
Timnehs in their usual garb performing feats,—by whirling
themselves as a well-constructed steamer in Scylla or
Charybdis,—without any taste or attraction.
“Not to speak of the other exercises, the victors, with the
prizes awarded them, claim the most paramount importance.
“Without chaplets of flowers, without laurel wreaths, without
ovations or triumphs, without the prizes in brief anciently
awarded to gladiators, warriors, comedians, lyric, tragic, and
epic poets, and other innumerable worthies, humble as the
premiums were, this is certain—that prizes, acting as an
incentive and a stimulus to be up and doing, were awarded to
the victors. And so it was, if the news is to be credited, and
the veracity of the inaugurators of the games is unimpeached.
“Among all who merited rewards, two were more especially
noticed. At every race almost, they went winning and to win.
The prodigious feats performed by these two, coupled with
those of the others, are sufficient to entitle each being
honoured with the sobriquet of ‘Valentinian.’
“During the whole of the procedure the spectators were not
a little cheered up by the matchless music of the band, whose
stirring strains silently spoke of the perfect order of the
regiment, the worth of the bandmaster, the avidity of the men
to master such an excellent science, by its being performed
sostenuto. Not descanting on the selections, overtures, &c.,
performed on piccolos, flutes, cornets, and clarionets, on the
whole it was ‘ear’s deep sweet music.’ The Sicilian Muses, if
present, would have stood astounded, doubting whether such
was excellently managed by mortals or celestials.
“One great desideratum wanting on that occasion to grace
it to perfection was that, while the men were employed in
doing such athletics, the ladies in the Grand Stand were not
engaged in performing Terpsichorean gymnastics. The why
and wherefore veiled in a mystery was unravelled.
“The popular excitement was unbounded. The enthusiasm
marked by the plaudits of the spectators; enthusiasm evinced
by the actors; enthusiasm, the great propeller to immortal acts
—seen not only in the horizon, but even on the spot where
the games were celebrated—was equal to, in every way (if it
surpassed not), that of the subtle and sophistical Athenians,
when the ridiculer[2] of the Eleusinian mysteries, noted for his
‘versatile genius and natural foibles,’ returned home from his
expedition against the Lacedemonians.
[2] Alcibiades.
“It is gratifying to know that, despite the countless
multitudes that thickened the paths on the occasion, there
was no émeute, as might have been expected; all things went
on in perfect harmony. Everyone was active, each had his
post, all acted heart and hand, and put forth an undivided
attention to render all things energetic and attractive.
“The proceedings of the day went on as at the
commencement, till about half-past 6 p.m. with quickened step
brown night appeared, and terminated the affair never to be
forgotten in the archives of Western Africa.
“If the city and the rural districts should, at all times, be
exhibiting shows, and be ready and willing to excite public
admiration by horse-races, regattas, &c., and by grand
concerts, where comic and such like songs delight the ears of
the audience: then by such emulations and amusements, not
only will we find that in process of time the Colony shall be,
under an All-wise Providence, one of physical improvement,
but by vieing with each other in the pure sciences, the
intelligence of the inhabitants shall arrive at its climax, and it
shall equal the admirable Crichton’s, who ‘acted the divine,
the lawyer, the mathematician, the soldier, and the physician,
with such inimitable grace, that every time he appeared upon
the theatre he seemed to be a different person.’
“Thus this event, like all other things human, had its end;
and, amidst the unbounded praises and acclamations of the
spectators, combined with the heart-stirring strains of the
band which cast weariness on this occasion to absolute
nothingness, and which was eminently calculated to magnify
the sight, every one, with much éclat, went to his domicile
prepared to relate to his absent friend or friends the dexterity
and vigour evinced at the athletic arena, and all bade the
scene of action their tender farewells!
“Sierra Leone, Jan. 1870.”
INDEX.

Abuses by authorities of Angola, i. 54.

Adansonias, abundance of, from River Congo to Mossamedes, i.


27.

African fevers, facts and observations about, ii. 236.

Agave, i. 29.

Alligators, i. 65, ii. 123.

Ambaca, natives of, ii. 103.

Ambaquistas, natives of Ambaca, ii. 103.

Ambriz, description of town, i. 153;


trade of, ib.;
iron pier at, 157;
author’s return to, 233;
negroes, customs of the, 281.

——, vegetation of, i. 30;


exports from in 1874, 111.

—— to Mossamedes, i. 23.

—— to Loanda country, ii. 1.

Ambrizzette, witchcraft at, i. 65;


treatment of a black for forgery, 115.
Amydrus fulvipennis, ii. 164.

Andrade, on board the, to Quanza, ii. 113.

Angola, discovery and early history, i. 1;


Portuguese possessions of, 23;
physical geography of, ib.;
description of coast-line, ib.;
character of landscape, 25;
change of landscape at 13° S. lat., 26;
vegetation of from Ambriz to Bembe, 29;
slave trade in, 59;
statistics of slaves shipped in, 67;
division of, ii. 51;
pay of governor and army officers, 52;
abuses by authorities of, 54;
climate of, 223;
effect of climate on Europeans, ii. 237;
customs of the natives, ii. 268.

Angolœa fluitans, ii. 133.

Anha River, ii. 173.

Animal food of the natives, i. 297.

Arachis hypogœa, native name of, “mpinda,” or “ginguba,” i. 129;


description of, 130;
its cultivation, ib.;
preparation of the nut and Chili pepper, 132.

Arms and war, i. 261.

Atacamite, where found, i. 192.

Athletic sports at Sierra Leone, account of, ii. 315.

Author buys a slave, i. 77;


the slave’s ingratitude to, ib.;
reception of by Senhor Chaves at Boma, i. 83;
at a picnic organized by Senhor Chaves, 87;
catches four new species of fish at Boma, 95;
discoverer of the baobab fibre as a substance for paper-making,
118;
manages a malachite mine, 161;
accompanies Mr. Augustus Archer Silva to Quanza, ii. 112.

——, mining explorations of, at Benguella, i. 43, ii. 191, 199.

Baba Bay, abundance of fish at, ii. 216.

Babies, treatment of, i. 71.

Bagre fish, i. 50.

Bagrus, “Bagre” fish, ii. 134.

Baobab-tree—Adansonia digitata, i. 24, 29.

—— bark, its application to paper-making (discovered by author in


1858), i. 75;
baobabs at Boma, 84.

—— or Adansonia digitata, as a substance for paper-making, i.


118;
description of the tree, and use of the trunk, 120;
mode of taking off the bark, 122;
its fruit, and mode of climbing it, 128.

Banana, trading factories at, i. 81.

Bananas, or plantains, i. 294;


as food, 295.

Barra da Corimba, ii. 21.


Basalt, ii. 220.

Bats, abundance of in churches, ii. 129.

Bed-clothing of the natives, i. 266.

Beer, native, manufacture of, i. 301.

Bees—mode of getting honey, ii. 165.

Bellows, native, ii. 93.

Bembe, vegetation of, i. 31;


description of, 109.

—— Fort, i. 190; soil about, 225.

Bengo river, ii. 16.

Bengo to Loanda, vegetation, ii. 18.

Benguella, i. 28;
mining operations at, 43;
country south of, 45;
fertility of its soil, trade, &c., ii. 181;
slave-trade at, 184.

—— and Mossamedes, country between, ii. 212.

Berenjela, egg plant, i. 296.

Bigode, or moustache-bird (Crithagra ictera), ii. 205.

Bimba tree (Herminiera Elaphroxylon), ii. 195.

Bimbas, birds at, ii. 206.

Birds of Boma, i. 86;


habits of various kinds, ib.
Bitumen, ii. 11.

Bleeding, fondness of the natives for, ii. 262.

Boma, as centre for slave-trade, i. 56;


cultivation of, 85;
birds of, 86;
distrust of natives at, 90.

Bombó, preparation, i. 287.

Bonny, landing at, i. 114.

Brachytrypes achatinus (king cricket), i. 299.

Brandy, use of in Africa, ii. 245.

Bronchitis, &c., native treatment of, ii. 258.

Bruto, plantation at, ii. 119.

Bucorax Abyssinicus (hornbill), ii. 71.

Bunda-speaking natives, indolence of, ii. 100.

Burial among the natives, i. 276.

—— and burial-places, ii. 275.

Bustards, ii. 5.

Bustards at Benguella, ii. 201.

Butterflies, species of, ii. 295.

Cabeça da Cobra to Ambriz—description of coast-line, i. 102;


vegetation, 103.
Cajanus indicus, shrub, i. 296.

Calumbo, scenery, vegetation, &c., ii. 116.

Cambambe, high grass at, i. 38;


water at, 47;
cataracts at, ii. 133.

Camoensia maxima, plant, i. 177.

Cannibalism, ii. 157.

Capatas, or captains of the carriers, i. 196, 203.

Cardozo, Feo, on the “History of the Governors of Angola,” i. 1.

Casca, preparation of, i. 63;


effect by poisoning from, 127.

Cashew-tree, i. 44.

Cassão, dogfish, ii. 207.

Cassanza, country about, ii. 153.

Cassytha—(C. Guineensis?), i. 45;


at Luache, ii. 198.

Castor-oil plant in Novo Redondo and Benguella, i. 51.

Catinga, or odour of the natives, i. 30.

Cattle, cause for absence of, i. 46.

—— and other animals, mortality of, i. 207.

Catumbella, scenery and vegetation, ii. 178.

Cazengo, abundance of food at, ii. 84-88.


Celis country, ii. 105.

Chameleons, ii. 109.

Circumcision among the natives, i. 278.

Civilization of the negro, i. 113.

Climate of Angola, effect on Europeans, ii. 237.

Coffee-trade, i. 134.

Coffee plantations, ii. 87;


wild, about Golungo Alto and the Dembos, ii. 92.

Cola fruit, ii. 37.

Commerce, i. 117.

Congo River, i. 26;


a boundary, i. 53;
mouth of, i. 81.

——, probable sources of, i. 54, ii. 69.

—— to Ambriz, the country from, i. 100.

—— River and Ambriz, system of trading, i. 105.

Congo, king of, i. 213;


customs of, 221.

Cookery of Angola natives, ii. 239.

Copper at Benguella, ii. 179;


at Quileba, 191.

Copper ore at Cuio Bay, ii. 198.


Coracias caudata, manner of flying, &c., i. 172, ii. 19.

Corythaix Paulina, plantain-eaters, superstitious dread of by the


natives, ii. 74.

Corythornis cyanostigma, kingfisher, ii. 121.

Cotton growth at Cazengo, ii. 105.

Creepers, description of, i. 31, 45.

Crime, punishment for in Angola, ii. 46.

Crows (Corvus scapulatus), ii. 215.

Cuacra, cannibalism at, ii. 155.

Cuio Bay, ii. 198.

Cursorius Senegalensis, ii. 19.

Customs of natives of the interior, ii. 99.

Cynocephalus sp. of dog-faced monkey, ii. 194.

Dances of the natives, ii. 137.

Dande River, ii. 15.

Dead, “drying” of the, i. 275.

Decamera Jovis-tonantis, hard-wood shrub, preservative against


lightning, ii. 99.

Diamba, hemp for smoking, ii. 26, 257.

Dias, Captain, governor of Barra do Bengo, i. 80.


Dirty habits of the natives, ii. 259.

Dish, Angola native, i. 305.

Dog’s sense of smell when nearing a negro, i. 36.

Dombe Grande, rush of water down the Luache, i. 49.

——, district of, ii. 196.

Dondo town, ii. 130.

Dress of the kings, i. 260.

—— natives, i. 263.

Drunkenness of Englishmen, ii. 243.

Dyes and paints, ii. 299.

Dysentery, native treatment of, ii. 252.

Egg-trade, i. 209.

Egito river, ii. 169.

Eland steak, a breakfast of, ii. 224.

Engongui signal-bells, i. 203.

Entuchi, shrub, used for curing headache, ii. 251.

Epsom-salts, ii. 262.

Eriodendron anfractuosum, cottonwood tree, ii. 86.

Erythrophlœum Guineense, action of poison extracted from, i. 61.


Euphorbia tree, i. 24;
abundance of, from River Congo to Mossamedes, 27;
in Ambriz, 29.

Eusemia ochracea, moth, i. 158.

Fairs, i. 209.

Falls of Cambambe, ii. 133.

Farofa, preparation, i. 291.

Farinha de pao, preparation, i. 290.

Fedegozo (Cassia occidentalis) as a substitute for quinine, ii. 249.

Fetish, as a punishment to drunkards, i. 117.

“Fetishes” of the negro, fetish men, &c., i. 243-253.

Fetish-house, ii. 7.

Fever, its prevention and cure, ii. 246;


native treatment of, 249.

Fevers at Bembe, i. 227.

Fish, mode of cooking at Loanda, ii. 30.

—— caught at Loanda, ii. 31.

—— and fisheries between Benguella and Mossamedes, ii. 206.

Food, abundant growth at Cazengo, ii. 105.

Frogs as food, i. 298.

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