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1.
(p. 259)
Development implies learning that is not necessarily related to the employee’s current
job.
2.
(p. 260)
A protean career is one that frequently changes based on changes in a person's interests,
abilities, and values and in the work environment.
3.
(p. 260)
Approaches to employee development fall into four broad categories: formal education,
assessment, job experiences, and interpersonal relationships.
4.
(p. 261)
The most frequent uses of assessment are to identify employees with managerial
potential to measure current managers' strengths and weaknesses.
5.
(p. 262)
The Myers-Briggs Type Indicator is a valuable tool for understanding communication
styles, appraising employees' performance, and evaluating employees' promotion potential.
6.
(p. 263)
According to the Myers-Briggs Type Indicator, individuals with a Feeling (F) preference
try always to be objective in making decisions, whereas individuals with a Thinking (T)
preference are more subjective.
7.
(p. 264)
Research on the validity, reliability, and effectiveness of the Myers-Briggs Type Indicator
is inconclusive.
8.
(p. 264)
Assessment centers are primarily used to identify employees' technical skills.
9.
(p. 265)
Research suggests that assessment center ratings are valid for predicting performance,
salary level, and career advancement.
10.
(p. 266)
A performance appraisal process must identify causes of the performance discrepancy
and develop plans for improving performance.
11.
(p. 267)
Most employee development occurs through formal education programs.
12.
(p. 268)
An organization can use downward moves as a source of job experience.
13.
(p. 269)
Job rotation increases employees' understanding of different company functions.
14.
(p. 270)
The temporary cross-functional move is the least common way to use downward moves
for employee development.
15.
(p. 271)
Employees on sabbatical generally do not receive their salary or benefits.
16.
(p. 272)
Mentoring programs tend to be more successful when they are compulsory.
17.
(p. 273)
Coaches are peers or managers who work with other employees to motivate them, help
them develop their skills, and provide them with reinforcement and feedback.
18.
(p. 274)
Basic career management systems involve the four sequential steps of recruiting,
relocation, reality check, and action planning.
19.
(p. 275)
In a self-assessment, the organization's responsibility is to identify opportunities and
areas that need improvement.
20.
(p. 277)
In goal setting, it is the employee's responsibility to identify the goal and the method of
determining his/her progress toward that goal.
21.
(p. 278)
The outcome of action planning often takes the form of a career development plan.
22.
(p. 279)
Women and minorities often have trouble finding mentors.
23.
(p. 280)
Succession planning focuses on high-potential employees.
24.
(p. 281)
The development of high-potential employees is a slow process.
25.
(p. 282)
Research indicates that dysfunctional managerial behaviors, such as arrogance and
insensitivity, can rarely be effectively dealt with in development programs.
26.
(p. 259)
Which of the following is true of the relationship between training and development?
27.
(p. 259)
Which of the following is true of development?
28.
(p. 260)
Which of the following is true of protean careers?
29.
(p. 260)
Protean careers require that employees:
30.
(p. 260)
_____ help(s) employees select development activities that prepare them to meet their
career goals.
31.
(p. 260)
The four general approaches that companies use to develop employees include:
32.
(p. 261)
Collecting information and providing feedback to employees about their behavior is called
_____.
