HR三级英语阅读理解 21
十一.
Job rotation aims to broaden experience by moving people from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills unless it is carefully planned and controlled. What has sometimes been referred to as the ―Cook‘s tour‖ method of moving trainees (usually management trainees) from department to department has incurred much justified criticism because of the time wasted by trainees in departments where no one knew what to do with them or cared.
It may be better to use the term ―planned sequence of experience‖ rather than ―job rotation‖ to emphasize that the experience should be programed to satisfy a training specification for acquiring knowledge and skills in different departments and occupations. It can be argued in support of job rotation that if it is by experience that adults learn, then that experience should be planned.
Success in using this method depends on designing a program that sets down what the trainee is expected to learn in each department or job in which he or she gains experience. There must also be a suitable person available to see that the trainee is given the right experience or opportunity to learn, and arrangements must be made to check progress. For apprentices this will mean the use of training supervisors within departments to see that the training syllabus is followed, and the use of logbooks to record what experience has been gained. The syllabus within a department should include specific assignments or projects. A good way of stimulating trainees to find out for themselves is to provide them with a list of questions to answer; it is essential however, to follow up each segment of experience to check what has been learned and, if necessary, modify the program. 1. What is the main aim of job rotation? . A. acquire basic knowledge B. broaden experience C. acquire basic skills D. move people from job to job
2. If employers want to broaden employees’ experience through job rotation, they must . A. plan and controll job rotation B. move people from department to department C. move people from job to job D. plan and controll the recruitment of employees
3. If we want to make success in using job rotation, we should do the following things except . A. design a program that sets down what the trainee is expected to learn in each department or job
B. ensure a suitable person available to see that the trainee is given the right experience or opportunity to learn
C. make arrangements to check progress
D. provide the trainee with no question to answer
4. From this passage, we can’t conclude that . A. Job rotation has never incurred any criticism.
B. The aim of using the term \be programmed to satisfy a training specification.
C. If it is by experience that adults learn, then that experience should be planned.
D. A good way of stimulating trainees to find out for themselves is to provide them with a list of questions to answer.
5. This passage might be extracted from the paper about . A. HR planning techniques B. selecting techniques C. training techniques D. motivating techniques
Answer:1.B 2.A 3.D 4.A 5.C 21
HR三级英语阅读理解 22
十二. THE MANAGERIAL GRID.
The managerial grid training as developed by Blake and his colleagues consists of a simple diagnostic framework provided to members to aid them in describing one another‘s behavior.
The basic philosophy of grid training is that the task of the individual manager is to achieve production through people. In achieving this task, the manager has to show concern both for productivity and people.
Blake suggests that managers can be characterized by their location on a two-dimensional grid the managerial grid--one axis of which is labeled concern for production and the other concern for people. Each axis is a scale with nine points and so the location of a manager on the grid can be specified by two coordinates. The three principal managerial styles as described in Blake‘s grid are:
1. Improved management-exertion at minimum offer to get done the work required maintaining membership
of the organization.
2. Task management where a person is high in task efficiency but low in human satisfaction.
3. Team management--high task achievement from committed people. Production is achieved by the
integration of task and human requirements into a unified system.
A grid seminar is used to teach each participant to see his or her managerial style. Trainees are first familiarized with grid language and theory and then work in groups through a series of exercises and case problems that allow each individual to exhibit management style. This behavior then becomes the object of feedback. Trainees acquire skills in the perception of their own and other people‘s styles of behavior, and the aim is to move them toward the 9,9 region of the grid.
Grid training consists of a series of seminars intended to develop the application of the message throughout the organization. In this respect, it is a type of organization development ―intervention‖ designed to increase organizational effectiveness rather than to concentrate on the improvement of individual interactive skills.
The grid has sound theoretical foundations, being based on a number of research studies. It recognizes the importance of developing an appropriate management style to obtain results by the effort and commitment of work groups. It has plenty of fact validity--ex-grid trainees usually speak highly of it--but research studies are only partially conclusive on its overall effectiveness.
1. The basis philosophy of the managerial grid training is that . A. the task of the individual manager is to achieve people through production B. the task of the individual manager is to achieve production through people C. the task of the individuals is to achieve production through other people
D. the task of the individual manager is to achieve production through himself(herself) 2. Whih of the following statements on the managerial grid is false? . A. It is a two-dimensional grid.
B. One axis of it is labeled concern for production and the other concern for people. C. Each axis is a scale with nine points.
D. The location of a manager on the grid can be specified by two or more coordinates.
3. From the passage, we can draw conclusions on managerial styles as described in Blake's grid except . A. 1,1 indicates where a person is low in both task efficiency and human satisfaction. B. 1,9 indicates where a person is is high in task efficiency but low in human satisfaction. C. 5,5 where a person is middle in both task efficiency and human satisfaction.
D. 9,1 indicates where a person is is high in task efficiency but low in human satisfaction. 4. About a grid seminar, the author would disagree that . A. A grid seminar is used to teach each participant to see his or her managerial style. B. Trainees are first familiarized with grid language and theory. C. Trainees can’t perceive their own style of behavior.
D. The aim is to move trainees toward the 9,9 region of the grid.
5. This passage may be extracted from the paper which studied . A. training
B. performance appraisal C. compensation D. HR planning Answer:1.B 2.D 3.B 4.C 5.A 22
HR三级英语阅读理解 23
十三．Wlaters (1983) identifies nine sources
Wlaters (1983) identifies nine sources of information which help Wlaters （ 1983）提出了九种可以帮助确to identify training priorities. These are: 认哪些项目应该优先培训的方法。它们是： Organizational goals and corporate plans which indicate the 1.组织目标和企业计划，它表明了组织发展direction in which the organization is going and, therefore, major 方向，因此，它是主要的优先培训的。 training priorities. Human resource and succession planning which provides 人力资源和继任规划，提供有关未来的技information on future skill requirements and managem Personnel 能要求和管理资源，人事统计信息，例如，statistics on, for example, labor turnover, which highlight HR 员工流动率，这彰显人力资源问题，可能issues which might be addressed by training. ent training needs. Exit interviews which might suggest deficiencies in training arrangements.Consultation with senior managers which obtains opinions on training needs from key decision makers. 通过培训来解决。 其他培训需求。 离职面谈这可能暗示在训练安排的不足。 咨询与高级管理人员，其取得的培训需求Data on productivity, quality and performance which show where 意见，由主要决策者。 there are any gaps between expectations and results or negative 对生产率，质量和性能数据，显示那里有trends, and therefore suggest training needs. 期望和结果的或负的趋势之间存在的差Departmental layout changes which provide information about 距，并因此提出培训需求。 future developments and related training needs. 它提供了有关未来发展及相关的培训需求Management requests for training which set out perceived needs. 信息部门布局的变化。 Knowledge of financial plans which determine whether the funds 管理要求进行训练，当中载有感知的需要。 will be available for training, and may encourage fresh 知识是决定资金是否将用于训练，并鼓励approaches if resources are limited. Two other sources not directly mentioned by Walters are plans for 新的方法，如果资源是有限的财务计划。 introducing new technology or developing IT systems, and 不是直接由沃尔特斯提到的另外两个来源marketing plans which indicate where new skills are required to 是计划引进新技术或开发IT系统和营销计market new products or services, use different selling techniques 划，其中表明在新的技能都需要向市场推or operate in new territories. 出新产品或服务，使用不同的销售技巧或 工作在新的领土。 1.According to Wlaters, is (are) major training priorities.
A. human resource and succession planning B. personnel statistics
C. exit interviews D. organizational goals and corporate plans 2. Human resource and succession planning provides information on . A. the direction in which the organization is going B. future skill requirements and management training needs
C. deficiencies in training arrangements D. any gaps between expectations and results or negative trends
3. The following sources of information which help to identify training priorities are mentioned by Wlaters except . A. marketing plans B. departmental layout changes
C. data on productivity, quality and performance D. consultation with senior managers 4.According to the passage, the following statements are true except . 23
HR三级英语阅读理解 24
A. Departmental layout changes provide information about future developments and related training needs. B. Exit interviews highlight HR issues which might be addressed by training.
C. Data on productivity, quality and performance show where there are any gaps between expectations and results or negative trends.
D. Marketing plans indicate where new skills are required to market new products or services. 4，根据通道，下面的陈述是真实的除外。
A.部门布局的变化提供了有关未来发展及相关的培训需求信息。 B.离职面谈突出可能受训练来解决人力资源问题。
C.数据对生产率，质量和性能显示那里有期望和结果的或负的趋势之间的差距。
D.市场营销计划表明在新的技能都需要向市场推出新产品或服务。 5.The main topic about this passage is illustrating . A. sources of information which provide information on management training needs B. sources of information of major training priorities
C. sources of information which help to identify training priorities
D. sources of information which provide information about future developments and related training needs.
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HR三级英语阅读理解 25
十四.
A training or a learning specification is a product of job analysis. It breaks down the broad duties contained in the
job description into the detailed tasks that must be carried out. It then sets out the characteristics or attributes that the individual should have in order to perform these tasks successfully. These characteristics are:
● knowledge – what the individual needs to know. It may be professional, technical or commercial
knowledge. Or it may be about the commercial, economic, or market environment; the machines to be operated; the materials or equipment to be used or the procedures to be followed; or the customers, clients, colleagues and subordinates he or she is in contact with and the factors that affect their behavior. Or it may refer to the problems that occur and how they should be dealt with.
● skills – what the individual needs o be able to do if results are to be achieved and knowledge is to
be used effectively. Skills are built progressively by repeated training or other experience. They may be manual, intellectual or mental, perceptual or social.
● Competences – the behaviors competences needed to achieve the levels of performance required. ● attitudes – the disposition to behave or to perform in a way that is in accordance with the
requirements of the work.
● performance standards – what the fully competent individual has to be able to achieve. A learning
specification as illustrated in Figure 5-2 may be produced for trainees or new starters. 1. A training or a learning specification is a product of . A. job structure B. job evaluation C. job design D. job analysis
2. According to this passage, which of the following isn’t the characteristic or attribute that the individual should
have in order to perform the task successfully? . A. knowledge B. mental ability C. Competences D. attitudes
3. According to this passage, the knowledge that the individual should have in order to perform the task
successfully may include the following except . A. professional, technical or commercial knowledge B. knowledge about the commercial, economic, or market
environment
C. knowledge about the job description D. the problems that occur and how they should be dealt with 4. From this passage, we can infer that . A. In order to perform tasks successfully, individuals need know more than their professional knowledge.
B. In order to perform tasks successfully, skills that the individual should have are built only by repeated training. C. In order to perform tasks successfully, the disposition to behave or to perform in a way needn’t be in
accordance with the requirements of the work.
D. In order to perform tasks successfully, performance standards should be based on what the average individual
has to be able to achieve.
5. The best title of this passage is . A. job analysis B. training or learning specification C. job description D. performance standards
Answer:1.D 2.B 3.C 4.A 5.B
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