Management of Human Resources The Essentials Canadian 4Th Edition Dessler Solutions Manual Full Chapter PDF

Management of Human Resources The
Essentials Canadian 4th Edition

Dessler Solutions Manual
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Chapter 6 – Orientation and Training 6-1
PART THREE: DEVELOPING EFFECTIVE HUMAN RESOURCES
CHAPTER 6
ORIENTATION AND TRAINING
LEARNING OUTCOMES
1. EXPLAIN how to develop an orientation program.

2. DESCRIBE the five-step training process.
3. DISCUSS two techniques used for assessing training needs and DESCRIBE how to evaluate
the training effort.
4. EXPLAIN the strategic importance of career planning and development in the context of
today’s talent shortage.
5. ANALYZE the factors that affect career choices.
6. EXPLAIN the evolution of career development and the impact of that on employers and
employees.
REQUIRED PROFESSIONAL CAPABILITIES
 Develops orientation policies and procedures for new employees

 Ensures compliance with legislated training obligations
 Conducts training needs assessments
 Recommends the most appropriate way to meet identified learning needs
 Recommends the selection of external training providers
 Participates in course design and selection and delivery of learning materials
 Ensures arrangements are made for training schedules, facilities, trainers, participants, and
equipment and course material
 Facilitates post-training support activities to ensure transfer of learning to the workplace
 Applies general principles of adult learning to ensure appropriate methods and techniques
 Provides assessment tools for career development
 Assists employees in identifying career paths, establishing learning plans and activities
required for achieving personal and organizational success
 Implements deployment procedures ensuring that necessary compensation and benefits
changes and education plans are addressed
CHAPTER SUMMARY
A strategic approach to recruitment and retention of employees includes a well-integrated

orientation (onboarding) program that reduces reality shock for new employees by clarifying
policies and performance expectations, and socializing them into the prevailing attitudes,
standards, values and patterns of behaviour expected by the organization. Training teaches
employees the basic skills and competencies to do their job through a five step process: needs
analysis (task and performance), instructional design, validation, implementation, and
evaluation. Training is delivered both through traditional techniques (e.g. on-the-job- classroom,
audiovisual, and so on) as well as through e-learning (e.g. computer-based, online, and
electronic performance support systems). The effectiveness of training is evaluated on four
dimensions: reaction, learning, behaviour, and results. Special purpose training includes
Copyright © 2015 Pearson Canada Inc.

diversity training, customer service training, training for teamwork, and training for first-time
supervisors/managers.
Career planning and development is a critical strategic issue in ensuring that the supply of
necessary talent is available. It is a deliberate process that has evolved from identification of
occupational orientation(s) to a new focus on identifying skills, aptitudes, career anchors and life
trajectories and becoming a learning organization. Learning organizations use behaviour
modelling (role plays, simulations, management games and mentoring). Career development
transfers now often require career-transition programs for spouses. Firms have to make a
number of policy decisions when it comes to promotions (seniority or competence; measure of
competence; formal or informal). Management development improves managerial performance
and prepares employees for future jobs. Succession planning to avoid leadership shortages is
an essential part of a management development program.
LECTURE OUTLINE
I. ORIENTING NEW EMPLOYEES
A strategic approach to recruitment and retention of employees includes a well-integrated

orientation (onboarding) program before and after hiring. Benefits of a comprehensive
onboarding program include lower turnover, increased morale, fewer instance of corrective
discipline, fewer employee grievances, and can reduce workplace injuries especially for new
workers.
1. Purpose of Orientation Programs
Orientation (onboarding) delivered in-person and/or online provides new employees with
basic background information about the firm and the job. A strong onboarding program,
which can begin before the first day of employment, can speed up socialization, which is
the process of instilling in all employees the prevailing attitudes, standards, values, and
patterns of behaviour that are expected by the organization. It can only reduce reality
shock (cognitive dissonance) because it lessens the discrepancy between what the new
employee expected from his/her job and its realities. Online onboarding can increase first
day productivity by taking care of routine form completion in advance.
Teaching Tip: Ask for a show of hands as to who has taken a job that was not as it was
promised and ask what they did about the discrepancy.
2. Content of Orientation Programs
The content can range from brief, informal introductions to length, formal programs. Typical
components include:
 Review of internal publications, including employee handbooks, which should clarify that
handbooks are not employment contracts
 Facility tours and staff introductions
 Review of and completion of job-related documents
 Expected training (when and why)
 Performance appraisal criteria and estimated time to achieve full productivity

Teaching Tip: Use the Strategic HR Discussion Box on onboarding in the fast food industry (p.
147) to launch small group discussions about first-days on the job (good and bad) then debrief.
There are several humorous videos on YouTube about first day on the job.
3. Responsibility for Orientation
Orientation usually starts with the HR specialist (if there is one), followed by a meeting with the
supervisor then introductions to new colleagues. A co-worker may be assigned as a “buddy” or
“mentor” for a short initial period. HR should follow-up after three months to address adjustment
and any remaining questions.
4. Special Orientation Situations

a. Diverse workforce – differences in values, variety of reactions from co-workers and tips
on handling them
b. Mergers and acquisitions – details on merger/acquisition, unresolved operational issues,
resocialization
c. Union versus non-union employees – copy of collective bargaining agreement,
introduction to union steward, payroll deduction for union dues, names of union
executives, clarification of unionized jobs versus non-unionized jobs
d. Multi-location organizations – where other locations are and business functions, for
consistency consider online and virtual onboarding
5. Executive Integration
Typically newly hired executives do not participate in formal orientation activities and there is
little planning regarding how they will be integrated into their new position and company,
especially if they are brought in as change agents. However, executive integration can take
up to 18 months. Key aspects of executive integration include:
 Identifying position specifications
 Providing realistic information to job candidates (pre-hire) and providing support
regarding reality shock (post-hire)
 Assessing each candidate’s previous record with organizational transitions
 Announcing the hiring with enthusiasm
 Stressing the importance of listening to the newly hired executive as well as
demonstrating competency. Promote talking with their boss.
 Assist new executive with changing the organizational culture around work balance
6. Problems with Orientation Programs
A number of potential problems can arise with orientation programs. These include:
 Too much information in a short time
 Little or no orientation
 Orientation information is too broad (HR dept.) or too detailed (supervisor)
Teaching Tip: This is an alternate or additional time at which to collect feedback from students
about their past experiences and to probe further into how this did or did not change their initial
impressions of the organization (employee’s brand).
7. Evaluation of Orientation Programs

Orientation programs should be evaluated to assess whether they are providing timely,
useful information to new employees in a cost-effective manner. Three approaches are:
 Capture employee reactions through interviews and/or surveys and track job
performance
 Assess socialization effects by checking employee understanding of organizational
beliefs, values and norms
 Conduct a cost-benefit analysis by comparing orientation costs (time and materials) with
benefits of orientation (error reduction, productivity, efficiency, and so on)
II. THE TRAINING PROCESS
Training is the process of teaching employees the basic skills/competencies that they need to
perform their jobs, in contrast to development, which is training for future jobs. Business and
training goals must be aligned and training must be managed as strategic investment in human
capital. Training can help firms to compete and can generate higher levels of employee
commitment. However, in recent years firms have reduced investments in training.
Teaching Tip: Use articles regarding skills shortages to debate the pros and cons of reduced
training investment, especially in light of these skills shortages in Canada.
1. Training and Learning
Training is essential a learning process that takes place through one or more of three
learning styles: auditory, visual, and kinesthetic. Training effectiveness can be enhanced by
identifying learning styles and personalizing the training accordingly. Four best practices are
to:
a. Make the material meaningful – provide an overview, use visuals and examples,
organize logically, and link to familiar terms and concepts
b. Enable transfer of new skills and behavior – replicate setting and provide multiple
opportunities for practice, training mangers first and employees second, provide rewards
for completion AND integration of training back on the job
c. Motivate the trainee – provide realistic practice, allow self-pacing, recognition
achievement/effort, and use technology to engage learners
d. Prepare the trainee – create perceived need for training in minds of participants and
provide preparatory information
Teaching Tip: Survey the students about whether they have ever received preparation before
receiving training. How would this have made a difference, if any to their attitude and behaviour
before, during, and after training?
2. Legal Aspects of Training
Human rights legislation requires equal opportunity to receive training; discrimination in

terms of not providing access to a training program must be based on valid grounds (e.g.
literacy). On the other hand, employees who refuse a lawful and reasonable order to attend
a training program may be considered to have abandoned their position. Organizations must

ensure that training is adequate or could risk being charged with negligent training, if an
employee subsequently harms a third party.
Teaching Tip: What are the legal issues around requiring employees to participate in training
outside of work hours and whether training should be paid or unpaid.
3. The Five-Step Training Process
A typical training program consists of five steps (see Fig. 6.3, p. 155) beginning with needs
analysis, followed by instructional design, validation with a small representative audience
(pilot), implementation, and concluding with evaluation.
III. STEP 1: TRAINING NEEDS ANALYSIS
Training needs must be analyzed for both new hires and existing employees. Training may not
necessarily be the solution if an existing employee has a performance issue. The training needs
of new hires are assessed through task analysis, whereas training needs of current employees
are assessed through performance analysis.
1. Task Analysis: Assessing the Training Needs of New Employees
Task analysis involves a detailed study of a job to identify the skills and competencies it
requires so that an appropriate training program can be instituted. If up to date job
descriptions and job specifications are readily available these will provide the necessary
information, but some employers supplement these with a task analysis record form.
a. Task analysis record form provides specific detail on sub-tasks in order to determine
required knowledge, competencies, and suitable training environment. Some new hires
may already be proficient in some areas.
2. Performance Analysis: Determining the Training Needs of Current Employees
Performance analysis means verifying that there is a performance deficiency and

determining whether that deficiency should be rectified through training or through some
other means (such as transferring the employee). Training can help to solve a “can’t do”
problem but not a “won’t do” problem.
3. Training Objectives
After identification of training needs, training objectives should be set that are concrete and
measurable. Objectives specific what the trainee should be able to do after successfully
completing the training program, and provide a focus for both trainer and trainee.
IV. STEP 2: INSTRUCTIONAL DESIGN
Once needs and objectives have been established then the training program can be designed
by considering and selecting among traditional and e-learning training techniques.
1. Traditional Training Techniques

a. Informal learning – learning from colleagues through unplanned interactions, 2/3 of

industrial training takes place this way
b. Classroom training – still primary method of corporate training in Canada, quick and
simple for knowledge dissemination to large groups, has evolved into blended learning
(integrated instructor-led and online e-learning components)
c. On-the-job training – “hands-on”, relatively inexpensive, immediate contribution to
business, facilitates learning through quick feedback
d. Apprenticeship training – learn from “master”, critical for skilled trades
e. Job instruction training – listing of each job’s basic tasks along with key points to
provide step-by-step training for employees (what, how, why), useful in manufacturing
but being superseded by behaviour modelling (Ch. 9) in service industry
f. Audiovisual techniques – CDs and DVDs– more expensive, good for showing
sequences and special/unusual events, and for training mass or remote audiences;
three options – buy existing product, make your own, or work with production company;
videoconferencing – using A/V equipment to reach two or more distant groups
g. Programmed learning – presents questions/facts/problems, allows learner response,

provides feedback on accuracy of answers; can be done through textbook or computer,
reduces training time by 1/3, self-paced but less is learned in accelerated mode than
from traditional textbook
h. Teaching Tip: Note that the interactive web quizzes that come with most textbooks are
examples of programmed learning
i. Vestibule or simulated training – training employees on special off-the-job equipment

(actual or simulator), whereby training costs and hazards can be reduced and regular
operations are not disrupted
2. E-learning
E-learning is delivery and administration of learning opportunities and support via computer,
networked, and web-based technology to enhance employee performance and
development; allows for more flexible, personalized, and cost-effective training; can promote
life-long learning instead of just episodic learning; requires good instructional design and
high trainee motivation; enhanced by human interaction in online environment; mobile
training now being offered via smartphones.
Three types of e-learning are computer-based, online, and electronic performance support
systems (EPSS).
a. Computer-based training – multimedia simulations, role plays, CBT more common in

Canada than USA; accessible 24/7; facilitates instructional consistency, mastery of
learning, flexibility and trainee motivation
b. On-line training – providing training via Web costs 50% less than classroom training,
flexible, engaging, but requires content management, sound educational strategy,

learner support, and system administration. 50% - 90% of online courses are not
completed by learners; blended learning better than pure online
c. Electronic performance support systems (EPSS) are computer-based job aids, or

sets of computerized tools and displays that automate training, documentation, and
phone support; faster than traditional manuals, reduces need to memorize multiple
specific solutions; maximizes impact of training because material is always available
V. STEPS 3 AND 4: VALIDATION AND IMPLEMENTATION
Validation means doing a pilot study or “run through” with a small group to assess learning,
identify issues, and make revisions before large scale implementation. Implementation can be
handled by professional trainers or in-house trainers who attend train-the trainer workshops to
get up to speed on new material and/or new methods.
VI. STEP 5: EVALUATION OF TRAINING
It is important to assess the return on investment in human capital made through training by
assessing whether the training achieved pre-set objectives. Effective training if reflected by
transfer of training, which is the application of the skills acquired during the raining program
into the work environment and the maintenance of these skills over time. Keys to ensuring that
training is transferred back to the job are:
 assessing trainee ability, aptitude and motivation for upcoming training
 trainee involvement in instructional design
 management support
 frequent feedback and opportunities for practice
 positive reinforcement
 goal-setting and relapse-prevention techniques
Profitable companies spend the most on training and those rated as being among the 100 best
companies to work for in Canada spend the most per employee. However, the effectiveness of
training has to be evaluated in a disciplined manner, ideally through controlled
experimentation (pre-test and post-test, control group)
1. Training Effects to Measure
Four basic categories of training outcomes can be measured:

a. Reactions –Did the trainee think the training was worthwhile
b. Learning – facts, principles, skills
c. Behaviour – same, better or worse than before
d. Results – organizational metrics (sales, turnover, productivity, quality, and so on)
I. CAREER PLANNING AND DEVELOPMENT
A career is a series of work-related positions, paid or unpaid, that help a person to grow in job
skills, success, and fulfillment. Facilitating career planning has become a critical strategic issue
for CEOs and board of directors, as well as HR executives. HRM activities play an important

role in career planning and development, which is a deliberate process through which a
person becomes aware of personal career-related attributes and the lifelong series of activities
that contribute to his or her career fulfillment. Career planning can play a significant role in
retaining employees in the organization and reducing turnover of valued workers.
Teaching Tip: Reinforce the fact that unpaid (volunteer work, unpaid internships) are career
builders. Some research evidence shows that unpaid experience that has built job-relevant skills
is valued by employers, especially for those who have not had the opportunity for extensive paid
work experience.
II. THE EVOLUTION OF CAREER DEVELOPMENT
In the early stages of career development research, career patterns were assumed to be stable,
predictable, linear, and based on hierarchies. Age-based career stages and personality-based
occupational orientations were seen as determining factors. Six types of orientations uncovered
using Holland’s Vocational Preference Test are: realistic, investigative, social, conventional,
enterprising, and artistic. Most people have more than one orientation; if the orientations are
incompatible the person will experience high levels of indecision and internal conflict.
Teaching Tip: If your school’s Career Services department subscribes to online interest
assessments there may be one that is based on Holland’s six orientations. Have students take it
as preparation for class and also to get them connected to Career Services to see all of the
available tools and support.
1. New Approaches to Career Development
As job transitions became increasingly common in the early twenty-first century,

occupational prospects and linear career patterns became less definable and predictable.
The new approach sees the person (not the organization) as the primary stakeholder in a
dynamic and holistic career development process that includes lifelong learning, flexibility,
and adaptability. The new approach begins with identification of skills and aptitudes for
various jobs/occupations.
a. Identify skills and aptitudes – education-based skills, experience-based skills, general

aptitude test battery (GATB)
b. Identify career anchors – concerns or values that a person will not give up (Schein):
eight anchors, of which one may be dominant: technical/functional, managerial
competence, creativity, autonomy/independence, security, service/dedication, pure
challenge, and lifestyle
Technical/Functional - their career decisions enable them to remain and grow in their
chosen technical or functional fields, rather than go into general management.
Managerial Competence - show a strong motivation to become managers, convinced by

past experience that they have the skills and values required to rise to high responsibility
general-management positions requiring analytical, interpersonal, and emotional
competence.

Creativity – often successful entrepreneurs who have a need to build or create

something that is entirely their own.
Autonomy and Independence - driven to be on their own, many also have a strong
technical/functional orientation. Often become consultants, business professors,
freelance e writers, or proprietors of a small retail business.
Security - mostly concerned with long-run career stability, will do what it takes. to
maintain job security, a decent income, and a stable future (retirement program and
benefits). Geographic security, maintaining a stable, secure career in familiar
surroundings more important than pursuing superior career choices. Organizational
security letting employers decide what their careers should be.
Service/dedication - need to do something meaningful in a larger context. Information

technology has made global problems, such as the environment, overpopulation, and
poverty, highly visible (growing number of people)
Pure challenge - define their career in terms of overcoming impossible odds, solving
unsolved problems, and winning out over competitors (small number of people).
Lifestyle - define their careers as part of a larger lifestyle integrating two careers and two
sets of personal and family concerns (growing number of people).
Teaching Tip: You can use this as an in-class exercise (individual), then do a show of hands to
illustrate that not everyone has the same career anchors. Alternatively you can have them
assess someone else to see if they can figure out what that person’s career anchor is (family
member, friend).
c. Focus on life trajectories – person builds life and career simultaneously, often seeking
work-life balance; involved shifts in career development thinking:
 From traits and states (internal factors) to context (external factors)

 From prescriptive to process – frequent job change, no more single lifelong choice
 From linear to non-linear – career plans require more frequent updating
 From scientific facts to narrative evaluations – employees self-assess, interpret and
make meaning of their own life experiences
 From describing to modelling – career forecasting has to model different
configurations and monitor interacting variables
Teaching Tip: Ask students to differentiate between “job hopping” and having progressive work
experiences that contribute to a career. How can you show evidence of the latter on your
résumé.
2. Roles in Career Development
The individual has primary responsibility for their career Individual’s entrepreneurial goal-
oriented approach needs four key skills: self-motivation, independent learning, effective time
and money management, and self-promotion through networking, an organized process of
arranging and conducting face-to-face meetings to mutually share information with
colleagues and contacts, plus individuals that they recommend (see Fig. 6.4, Personal

Networking Chart, p. 166). Support roles played by manager and employer help to maintain
employee commitment.
Manager’s role is to provide timely and objective performance feedback, offer

developmental assignments and support, and participate in carer development discussions
(clarify plans, generate career options, link to resources and options). Employer’s role is to
provide career-oriented training and development opportunities, offer career information and
career programs, and give employees a variety of career options.
Teaching Tip: Assign students to do a personal networking chart as preparation for class by
considering who they know and then asking those people who they know, who have experience
in a particular occupation or occupation related field. For example, their friend’s father or their
neighbour’s daughter may be an accountant or work as an administrative assistant for an
accountant. Alternatively, they can use their social network (Facebook) to find out who knows
an accountant, or an engineer, or a certain type of healthcare provider.
III. MANAGING INTERNAL EMPLOEE MOVEMENT
Transfers and promotions are significant career-related decisions that mangers make on an
ongoing basis.
Making Promotion Decisions
Employers must decide on the criteria on which to promote employees while maintaining
employees’ motivation, performance, and commitment. Three key decisions to be made
include:
a. Decision 1: Is seniority or competence the rule? – in union settings seniority is the rule
unless there is a substantial difference in abilities
b. Decision 2: How is competence measured? – past performance and/or potential; use

valid tests and assessment centres for identifying executive potential
c. Decision 3: Is the process formal or informal – often informal (secret and based on
personal connections), but formal (published policies, criteria, procedures) ensures all
qualified employees are considered (Ch. 5 - skill inventories, replacement summaries,
replacement charts) and performance-promotion link is strengthened
Teaching Tip: Ask students if they know the basis on which people are promoted to higher
level positions in their organization (e.g. who gets to be crew chief/team leader).
DISCUSSION BOXES
STRATEGIC HR: Onboarding: The First Step in Motivation and Retention (p. 147)
Research findings from the fast-food industry show how the first days and weeks on the job are
critical to employee retention. In particular the onboarding (employee orientation) process plays

a significant role in long-term perceptions of management’s leadership abilities and the quality
of non-monetary rewards.
WORKFORCE DIVERSITY: Career Development for Older Workers (p. 162)
If an employer doesn’t pay attention to the career development of staff as they approach age
60, it won’t have the benefit of their productivity during their second middle age. As second
middle-agers could be organizational gold (less absenteeism, fewer accidents, higher job
satisfaction, stronger work ethic. Practical career development strategies for older workers
include: adopting a new attitude; provision of career counselling; investing in training and
development; and honouring the need for work/life balance.
ETHICAL DILEMMAS
Is it ethical to withhold information from an incoming executive about critical problems

that he or she will face? (p. 213)
Most will argue that doing so is not only unethical, but is not in the best interests of the company
or its employees. Withholding information about critical problems can have very high costs
associated therewith, since it may lead to ineffective decisions, needless delays, interpersonal
conflicts that could have been avoided or even turnover shortly after hire. Ideally a realistic view
of the situation should have been provided during recruitment and selection to ensure that the
best person to handle the challenges was hired. Superior candidates would also have asked
about the issues that they would be facing. On the other hand, the organization may limit the
information provided until after hire to protect itself from having confidential information find its
way to competitors.

KEY TERMS
career A series of work-related positions, paid or unpaid, that help a person to grow in job skills,
success, and fulfillment. (p. 161)
career anchor A concern or value that you will not give up if a choice has to be made. (p. 163)
career planning The deliberate process through which a person becomes aware of personal
career-related attributes. (p. 161)
Career development The lifelong series of activities that contribute to his or her career
fulfillment. (p.161
controlled experimentation Formal methods for testing the effectiveness of a training

program, preferably with a control group and with tests before and after training. (p. 161)
employee orientation (onboarding) A procedure for providing new employees with basic
background information about the firm and the job. (p. 147)
job instruction training (JIT) The listing of each job's basic tasks, along with key points, in
order to provide step-by-step training for employees. (p. 158)
learning organization An organization skilled at creating, acquiring, and transferring

knowledge, and at modifying its behaviour to reflect new knowledge and insights. (p. 145)
negligent training Occurs when an employer fails to adequately train an employee how
subsequently harms a third party. (p. 154)
networking An organized process whereby the individual arranges and conducts a series of
face-to-face meeting with her or her colleagues and contacts, plus individuals that they
recommend. (p. 165)
occupational orientation The theory that there are six basic personal orientations that
determine the sorts of careers to which people are drawn. (p. 162)
performance analysis Verifying that there is a performance deficiency, and determining

whether that deficiency should be rectified through training or through some other means (such
as transferring the employee). (p. 156)
programmed learning A systematic method for teaching job skills that involves presenting
questions or facts, allowing the person to respond, and giving the learner immediate feedback
on the accuracy of his or her answers. (p. 157)
reality shock (cognitive dissonance) The state that results from the discrepancy between
what the new employee expected from his or her new job, and the realities of it. (p. 148
socialization The ongoing process of instilling in all employees the prevailing attitudes,
standards, values, and patterns of behaviour that are expected by the organization.
(p. 148)
task analysis A detailed study of a job to identify the skills and competencies it requires so that
an appropriate training program can be instituted. (p. 154)

training The process of teaching employees the basic skills/competencies they need to perform
their jobs. (p. 152)
transfer of training Application of the skills acquired during the training program into the work
environment, and maintenance of these skills over time. (p. 160)
vestibule or simulated training Training employees on special off-the-job equipment, as in

airplane pilot training, whereby training costs and hazards can be reduced. (p. 159)
videoconferencing Connecting two or more distant groups by using audiovisual equipment. (p.
159)
REVIEW AND DISCUSSION QUESTIONS (p. 169)
1. Prepare an orientation checklist for your current or most recent job.
Refer to content of orientation programs on page 148-149. Specify who will be responsible,
what, where and when each part of orientation will occur.
2. Choose a task you are familiar with – such as mowing the lawn or using a chat room –
and develop a job instruction training sheet for it.
The JIT sheet should cover, what, how and why for each step, not just what or how. The sheet
should be very detailed, assuming that the individual does not know the nature of the job
3. Ali Khan is an undergraduate business student majoring in accounting. He has just

failed the first accounting course, Accounting 101, and is understandably upset. Explain
how you would use performance analysis to identify what, if any, are Ali's training needs.
The first thing that needs to be determined is if this is a "can’t do" or a "won't do" situation, which
is the heart of performance analysis. (p. 156) It is possible that, as a first-year student, Ali has
spent too much time socializing and not enough time studying. This would indicate a need for
training on studying skills and setting priorities. It is also possible that Ali really does not have
the basic skills that he needs in order to be successful in this course, something that could be
assessed through testing. The first step is to compare his performance to others or to a
standard (e.g. class grades, answers to exam questions). If knowledge gaps or skill deficiencies
in using a particular method are apparent, then remedial training or courses would be
appropriate. A third possibility is that Ali simply does not have the interest or natural inclinations
for success in the accounting field, which could be determined through interest and aptitude
testing. If this is the case, training is not appropriate; rather, Ali should be counselled to change
majors.
4. Think about a job that you have had in the past. For this job, identify which training
technique was used and reflect on reasons why you think that system was used. Next,
select a different training technique from the chapter that you think would have been
good to use, providing a justification as to why this would be a suitable technique.
Most students will have experienced on-the-job training and believe this is the best way to go.
However, there is a role for other techniques that also have advantages (e.g. not reliant on

trainer, more consistent and flexible). The emphasis should be on a mix of techniques and quite
likely blended learning (traditional face-to-face and e-learning).
5. Describe why career planning and development has become more strategically
important. Give a brief outline of what organizations are doing to take a more strategic
approach in this area. (p. 161)
Due to the aging workforce and shifts in occupations and employment patterns, increasing
competition for talent is expected to create a serious challenge for retaining high-potential
employees. New graduates have high expectations of their employers and will leave if not given
developmental opportunities. Increased need for employees who are interested in global carer,
in virtual work and in carer that involve continuously changing technology. Other talent
shortages include local leadership in Asia Pacific and an impending managerial shortage in
many countries due to Baby Boomer retirements. Career planning and development programs
can help attract new employees and maintain employee commitment while developing
competencies that support the organization’s strategy.
6. Briefly describe each of the five aspects of the new approach to career development.
(p. 163-165). Note that the fourth edition focuses on four aspects of the new approach, so
identifying occupational orientation, which is still valid but less predictable, is assumed to make
up the five.
In addition to identifying occupational orientation(s), four aspects of the new approach include
activities that help the organization to:
a. Identify skills and aptitudes – education-based skills, experience-based skills, general

aptitude test battery (GATB)
b. Identify career anchors – concerns or values that a person will not give up (Schein): eight
anchors, of which one may be dominant: technical/functional, managerial competence,
creativity, autonomy/independence, security, service/dedication, pure challenge, and
lifestyle
c. Focus on life trajectories – person builds life and career simultaneously, often seeking work-
life balance; involved shifts in career development thinking:
 From traits and states (internal factors) to context (external factors)

 From prescriptive to process – frequent job change, no more single lifelong choice
 From linear to non-linear – career plans require more frequent updating
 From scientific facts to narrative evaluations – employees self-assess, interpret and
make meaning of their own life experiences
 From describing to modelling –career forecasting has to model different configurations
and monitor interacting variables
d. Become a learning organization – organization actively creates, acquires, and transfers

knowledge, modifying behaviour to reflect new knowledge and insights; employees at all
levels engage in lifelong learning
7. What are the six main types of occupational orientation? (p. 163)

Using the Vocational Preference Test, Holland identified six personality-driven orientations:
a. Realistic - attracted to occupations that involve physical activities requiring skill, strength,
and coordination. Examples include forestry, farming, and agriculture.
b. Investigative - attracted to careers that involve cognitive activities (thinking, organizing, and
understanding) rather than affective activities (feeling, acting, or interpersonal and emotional
tasks). Examples include biologists, chemists, and college professors.
c. Social - attracted to careers that involve interpersonal rather than intellectual or physical
activities. Examples include clinical psychology, foreign service, and social work.
d. Conventional - favours careers that involve structured, rule-regulated activities, as well as
careers in which it is expected that the employee subordinates his or her personal needs to
those of the organization. Examples include accountants and bankers.
e. Enterprising – attracted to verbal activities aimed at influencing others Examples include
managers, lawyers, and public-relations executives.
f. Artistic - attracted to careers that involve self-expression, artistic creation, expression of
emotions, and individualistic activities. Examples include artists, advertising executives, and
musicians.
4. What is a career anchor? For each of the five career anchors explain why you think
each is important today? (p. 163)
A career anchor is a concern or value that an individual will not give up if a choice has to be
made. Schein identified eight career anchors:
a. Technical/Functional - their career decisions enable them to remain and grow in their
chosen technical or functional fields, rather than go into general management.
b. Managerial Competence - show a strong motivation to become managers, convinced by

past experience that they have the skills and values required to rise to high responsibility
general-management positions requiring analytical, interpersonal, and emotional
competence.
c. Creativity – often successful entrepreneurs who have a need to build or create something
that is entirely their own.
d. Autonomy and Independence - driven to be on their own, many also have a strong
technical/functional orientation. Often become consultants, business professors, freelance e
writers, or proprietors of a small retail business.
e. Security - mostly concerned with long-run career stability, will do what it takes. to maintain
job security, a decent income, and a stable future (retirement program and benefits).
Geographic security, maintaining a stable, secure career in familiar surroundings more
important than pursuing superior career choices, whereas, organizational security means
letting employers decide what the employees’ careers should be.
f. Service/dedication - need to do something meaningful in a larger context. Information

technology has made global problems, such as the environment, overpopulation, and
poverty, highly visible (growing number of people)
g. Pure challenge - define their career in terms of overcoming impossible odds, solving
unsolved problems, and winning out over competitors (small number of people).

h. Lifestyle - define their careers as part of a larger lifestyle integrating two careers and two
sets of personal and family concerns (growing number of people).
CRITICAL THINKING QUESTIONS (p. 169)
1. "A well-thought-out onboarding program is especially important for employees (like

many recent graduates) who have had little or no work experience.” Explain why you
agree or disagree with this statement.
Orientation programs are important for all employees. New employees can suffer from a
significant amount of anxiety during the first few days on the job, as they find themselves in an
environment and culture with which they are not familiar. Those with little job experience,
however, may find it especially difficult to adjust to the job and work environment without an
effective orientation program, since they may have very unrealistic expectations, having had
little basis for comparison, and are more likely to suffer from reality shock than individuals with
more prior work experience. A well-developed orientation program can help to socialize such
employees, and introduce them to important organizational values and norms, such that their
chances of easing smoothly into the organization are significantly increased. (p. 209 - 210)
2. What do you think are some of the main drawbacks of relying on informal on-the-job
training for teaching new employees their jobs? (p. 158)
The main drawbacks related to informal OJT include:

 not every employee will get the same basic information; in fact, some may not get basic,
fundamental information
 the quality of the training is highly dependent on the training skills of the employee who
supervises the OJT, and that person's skills and training are usually not in the area of
training
 the new employee may get false information or inappropriate socialization depending on
who is assigned responsibility for providing the training
 OJT – whether formal or informal – is not suitable in many cases. Sometimes, for
example, it is too costly or dangerous to train employees on the job.
3. Most training programs are not formally evaluated beyond a reaction measure. Why do
you think employers do not measure the impact of training on learning, behaviour, and
results more often? (p. 160-161)
Reaction measures are easy to obtain through end-of-session surveys, and are handled by HR,
whereas controlled experimentation requires advance planning, development of pre-tests and
post-tests and more involvement by front-line supervisors and managers. Learning evaluation
knowing beforehand what the desired level of knowledge/skill should be after training. In
addition, learning evaluations are most valid if control groups are used, which raises issues
about who gets training first and who gets to be the control group. Behavioural evaluation
requires cooperation of the workplace that may involve time and commitment from supervisors.
Finally, desired results achieved through training have to be chosen a priori based on
established linkages to knowledge/skills, but are influenced by many variables other than the
training. Often organizations are unclear about their reasons for training, and if a thorough

needs assessment is not carried out, the evaluations at the three levels beyond reaction cannot
be conducted.
4. Would you tell high-potential employees that they are on the “fast track”? How might
this knowledge affect their behaviour? How might the behaviour of employees who are
disappointed in not being included in management development activities be affected?
Telling employees that they are on the fast track might motivate them to contribute at an even
higher level but, in some cases, could make them become complacent and actually contribute
less thinking that promotion is guaranteed. They may also start treating other employees
differently. Telling employees that they are not on the “fast track” may be a relief to some with
technical/functional orientations who are not seeking advancement to general management
positions. However, employees who believe they have the skills and aptitudes to perform well in
higher roles may be demotivated and leave the organization if other types of developmental
activities are not offered by the organization.
5. How do you think employees are going to respond to the new focus on career
planning, given the emphasis in recent years on “being in charge of your own career”?
The emphasis on entrepreneurial career planning would be embraced by those who are not
satisfied waiting for the organization to determine their fate, but could be very frightening for
those without the four key skills: self-motivation, independent learning, effective time and money
management, and self-promotion through networking. Organizations need to provide
opportunities and support for both types of employees through training and career planning
programs.
EXPERIENTIAL EXERCISES (p. 169-170)
1. Obtain a copy of an employee handbook from your employer or from some other
organization. Review it and make recommendations for improvement. (p.148-149)
Answers to this question will vary depending on the size of the organization from which the
employee handbook was obtained. Handbooks prepared by corporate head offices may be
quite elaborate. When the head office is in the U.S., the handbook may not have been rewritten
for Canadian employees, thus containing material that is not applicable.
While reviewing the handbook, students should keep in mind its purpose in the orientation
process. Information on the purpose and content of orientation programs on p. 211, as well as
the orientation checklist in Figure 8.1, will provide some helpful background material.
One thing that students should look for is whether steps have been taken to ensure that the
handbook contents do not represent a contract. Hints to ensure legal compliance found on page
198 include:
 Using disclaimers to make it clear that statements of company policies, benefits, and
regulations do not constitute the terms and conditions of an employment contract, either
express or implied.
 Avoiding statements that could be viewed as legal and binding commitments, such as
“No employee will be fired without just cause.”

A common error when preparing employee handbooks is not keeping the intended audience in
mind. The literacy levels of the audience must be considered, as well as clarity and use of
jargon. Because handbooks can become quickly outdated and printing revisions can be costly,
some firms provide their “handbook” online, rather than in print-based format.
2. Working individually or in groups, follow the steps in Figure 6.3 and prepare a training
program for a job that you currently hold or have had in the past.
The material presented on pages 154-161, will assist students in developing a training program.
Helpful hints on writing job descriptions can be found in Chapter 4.
This exercise is fairly straightforward, and will provide students with an opportunity to work
through the process of developing a training program and selecting the training technique(s)
that best fit the situation. To avoid lengthy delays over which job to work on, you can assign
each group a familiar job (e.g. restaurant server, supermarket cashier, or lifeguard)
3. In small groups of four to six students, complete the following exercise.
WestJet has asked you to quickly develop an outline of a training program for its new
reservation clerks. Airline reservations clerks obviously need numerous skills to perform
their jobs. (You may want to start by listing the job’s main duties, using the information
provided below). Produce the requested training outline, making sure to be very specific
about what you want to teach the new clerks, and what methods and aids you suggest
using to train them.
Duties of Airline Reservation Clerks:
Customers contact airline reservation clerks to obtain flight schedules, prices, and
itineraries. The reservation clerks look up the requested information on the airline’s flight
schedule systems, which are updated continuously. The reservation clerk must deal
courteously and expeditiously with the customer, and be able to quickly find alternative
flight arrangements that provide the customer with the itinerary that fits his or her needs.
Alternative flights and prices must be found quickly, so that the customer is not kept
waiting, and so that the reservations operations group maintains its efficiency standards.
It is often necessary to look under various routings, since there may be a dozen or more
alternative routes between the customer’s starting point and destination.
Conduct a needs assessment as outlined in pages 154-157. Develop the learning objectives (p.
156-157) and determine how you will evaluate the training (pages 161). Based on outcomes
from the needs analysis, select the training techniques (pages 157-161). Note that the timeline
is very tight, so validation will have to be streamlined. Given this job, it would be high risk to just
implement without a small pilot study. Evaluate the training results and revise the course.
4. Working in groups of four to six students, complete the following exercise:

Determine who in your group knows how to make paper objects such as cranes, boxes,
balloons, ninja darts, fortunes, boats, etc. Select one person who is willing to be a
Subject Matter Expert (SME) to assist your group in developing an on-the-job training
program to make one product.
Using the expertise of your SME, develop, document (refer to the sample job instruction
template earlier in the chapter), and validate a training plan to make the chosen product.

Modify the documented plan as required after your pilot. Ensure that everyone in your
group has a copy of the plan and can reliably make the product to standards. Once this
is accomplished, each group member will pair up with a member of another group that
made a different product. Each person in the resulting dyads will train his or her partner
on how to make the products using the training plan and sample he or she created.
Debrief the exercise as instructed.
The purpose of this exercise is to give students the opportunity to work through an entire
training development and implementation simulation in one hour. The only materials required
are 8 ½ by 11 inch pieces of paper. If you can provide coloured paper, this adds to the fun. As
students begin the training and documentation advise them that they can document in a way
that makes most sense for them, using both words and illustrations. The first run training and
documentation takes between 35 and 45 minutes. The one-on-one training usually takes 10 - 15
minutes.
Debrief: Ask students to individually answer the following questions that may be written on the
board or posted on a PowerPoint slide:
 What did they find difficult in the initial learning and documentation session? Some may
have felt overwhelmed with trying to learn a new skill and document at the same time.
 What did you like about the way the first trainer (SME) did the training? What would you
have preferred be done differently?
 Was your training plan full and complete?
 What was different about learning in groups and individually?
 What did you like about the way the second trainer (SME) did the training? What would
you have preferred be done differently?
 What are the most important insights and questions you are taking away from this
exercise about developing and implementing training?
5. Review the Web site of a provider of management development seminars, such as the
Canadian Institute of Management. Obtain copies of recent listings of seminar offerings.
At what levels of management are its seminar offerings aimed? What seem to be the
most popular types of development programs? Why do you think that is the case?
Depending on the source from which information is obtained, there may be a wide variety of
development offerings. They are likely primarily aimed at middle- or upper-level managers,
although some organizations offer programs suitable for entry-level managers. The Human
Resources Professionals Association of Ontario, for example, offers a wide variety of seminars
on topics ranging from "Interviewing Skills for Selection and Appraisal" to "Benchmarking the
HR Function" to "HR Applications on the Internet.”
The most popular programs may cover any number of different subjects. According to Canadian
training expert David McQuaig: “In a world of increased volatility and instability, there is only one
absolute certainty: more people will need more training for more jobs than ever before in history.
A survey of top executives in 23 countries found that management development and increasing
employee knowledge through training are considered to be the twin pillars for future business
success. A 1999 Conference Board of Canada survey found that job-specific technical skills
training, professional skills training, and computer literacy/applications training are the top three
areas for training in Canadian companies.

Most seminars involve a lecture format, supplemented by a question-and-answer session or

small group discussions. The reason for the popularity of the lecture format is the ease of
offering the program; the ability to offer it to much larger groups, thereby increasing the
profitability of the program; and the fact that most people are accustomed to the lecture format.
6. Review all positions you have ever held. Below each position, identify core knowledge,
skills, and abilities that you learned in each position. Next, identify a career you would
like to be actively engaged in over the next three years. Under the future career, outline
core knowledge, skills, and abilities the position would require. Now reflect on your own
career trajectory to highlight your history of skill development and identify any gaps that
may exist for you to advance to your desired career in the future.
Students can draw on both paid and unpaid positions in order to identify patterns over a longer
period of time. Students may need to make very specific items more general in order to see
patterns of knowledge, skill and ability development. E.g. volunteer tutoring and being a
shift/team leader both involve skills in teaching and training others. In terms of assessing KSAs
for future careers students can look up job descriptions and job specifications on the HRSDC
National Occupational Classification (see Ch. 4).

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very lady. They found the body picturesquely disposed in a pool of
blood, the unconscious hand still grasping the hilt of the sword that
had been drawn in honor of the maiden. “Ah, beauteous friend!”
exclaims the lady, “how dearly hast thou paid for my love! The good
and the joy we have shared have only brought thee death.
Beauteous friend, courteous and wise, valiant, heroic, good knight in
every guise, since thou has lost thy youth for me in this manner, in
this strait, and in this agony, as it clearly appears, what else remains
for me to suffer for thy sake, unless that I should keep you
company? Friend, friend, thy beauty has departed for the love of me,
thy flesh lies here bloody. Friend, friend, we were both nourished
together. I knew not what love was when I gave my heart to love
thee,” &c., &c., &c. “Young friend,” continues the lady, “thou wert my
joy and my consolation: for to see thee and to speak to thee alone
were sufficient to inspire joy, &c., &c., &c. Friend, what I behold slays
me, I feel that death is within my heart.” The lady then took up the
bloody sword, and requested Melyadus to look after the honorable
interment of the knight on that spot, and that he would see her own
body deposited by her “friend’s” side, in the same grave. Melyadus
expressed great astonishment at the latter part of the request, but as
the lady insisted that her hour was at hand, he promised to fulfil all
her wishes. Meanwhile the maiden knelt by the side of the dead
knight, held his sword to her lips, and gently died upon his breast.
Gyron said it was the wofullest sight that eye had ever beheld; but all
courteous as Gyron was, and he was so to such a remarkable
degree that he derived a surname from his courtesy, I say that in
spite of his sympathy and gallantry, he appears to have had a quick
eye toward making such profit as authors could make in those days,
from ready writing upon subjects of interest. Before another word
was said touching the interment of the two lovers, Gyron intimated
that he would write a ballad upon them that should have a universal
circulation, and be sung in all lands where there were gentle hearts
and sweet voices. Gyron performed what he promised, and the
ballad of “Absdlon and Cesala,” serves to show what very rough
rhymes the courteous poet could employ to illustrate a romantic
incident. Let it be added that, however the knights may sometimes
have failed in their truth, this was very rarely the case with the ladies.
When Jordano Bruno was received in his exile by Sir Philip Sidney,
he requited the hospitality by dedicating a poem to the latter. In this
dedication, he says: “With one solitary exception, all misfortunes that
flesh is heir to have been visited on me. I have tasted every kind of
calamity but one, that of finding false a woman’s love.”
It was not every knight that could make such an exception. Certainly
not that pearl of knights, King Arthur himself. What a wife had that
knight in the person of Guinever? Nay, he is said to have had three
wives of that name, and that all of them were as faithless as ladies
well could be. Some assert that the described deeds of these three
are in fact but the evil-doings of one. However this may be, I may
observe summarily here what I have said in reference to Guinever in
another place. With regard to this triple-lady, the very small virtue of
one third of the whole will not salubriously leaven the entire lump. If
romance be true, and there is more about the history of Guinever
than any other lady—she was a delicious, audacious, winning,
seductive, irresistible, and heartless hussy; and a shameless! and a
barefaced! Only read “Sir Lancelot du Lac!” Yes, it can not be
doubted but that in the voluminous romances of the old day, there
was a sprinkling of historical facts. Now, if a thousandth part of what
is recorded of this heart-bewitching Guinever be true, she must have
been such a lady as we can not now conceive of. True daughter of
her mother Venus, when a son of Mars was not at hand, she could
stoop to Mulciber. If the king was not at home, she could listen to a
knight. If both were away, esquire or page might speak boldly without
fear of being unheeded; and if all were absent, in the chase, or at the
fray, there was always a good-looking groom in the saddle-room with
whom Guinever could converse, without holding that so to do was
anything derogatory. I know no more merry reading than that same
ton-weight of romance which goes by the name of “Sir Lancelot du
Lac.” But it is not of that sort which Mrs. Chapone would recommend
to young ladies, or that Dr. Cumming would read aloud in the Duke
of Argyll’s drawing-room. It is a book, however, which a grave man a
little tired of his gravity, may look into between serious studies and
solemn pursuits—a book for a lone winter evening by a library-fire,
with wine and walnuts at hand; or for an old-fashioned summer’s
evening, in a bower through whose foliage the sun pours his adieu,
as gorgeously red as the Burgundy in your flask. Of a truth, a man
must be “in a concatenation accordingly,” ere he may venture to
address himself to the chronicle which tells of the “bamboches,”
“fredaines,” and “bombances,” of Guinever the Frail, and of Lancelot
du Lac.
We confess to having more regard for Arthur than for his triple-wife
Guinever. As I have had occasion to say in other pages, “I do not like
to give up Arthur!” I love the name, the hero, and his romantic deeds.
I deem lightly of his light o’love bearing. Think of his provocation both
ways! Whatever the privilege of chivalry may have been, it was the
practice of too many knights to be faithless. They vowed fidelity, but
they were a promise-breaking, word-despising crew. On this point I
am more inclined to agree with Dr. Lingard than with Mr. Hallam.
Honor was ever on their lips, but not always in their hearts, and it
was little respected by them, when found in the possession of their
neighbor’s wives. How does Scott consider them in this respect,
when in describing a triad of knights, he says,
“There were two who loved their neighbor’s wives,

And one who loved his own.”
Yet how is it that knights are so invariably mentioned with long-

winded laudation by Romish writers—always excepting Lingard—
when they desire to illustrate the devoted spirit of olden times? Is it
that the knights were truthful, devout, chaste, God-fearing? not a jot!
Is it because the cavaliers cared but for one thing, in the sense of
having fear but for one thing, and that the devil? To escape from
being finally triumphed over by the Father of Evil, they paid largely,
reverenced outwardly, confessed unreservedly, and were absolved
plenarily. That is the reason why chivalry was patted on the back by
Rome. At the same time we must not condemn a system, the
principles of which were calculated to work such extensive
ameliorations in society as chivalry. Christianity itself might be
condemned were we to judge of it by the shortcomings of its
followers.
But even Mr. Hallam is compelled at last, reluctantly, to confess that
the morals of chivalry were not pure. After all his praise of the
system, he looks at its literature, and with his eye resting on the tales
and romances written for the delight and instruction of chivalric
ladies and gentlemen, he remarks that the “violation of marriage
vows passes in them for an incontestable privilege of the brave and
the fair; and an accomplished knight seems to have enjoyed as
undoubted prerogatives, by general consent of opinion, as were
claimed by the brilliant courtiers of Louis XV.” There was an especial
reason for this, the courtiers of Louis XV. might be anything they
chose, provided that with gallantry they were loyal, courteous, and
munificent. Now loyalty, courtesy, and that prodigality which goes by
the name of munificence, were exactly the virtues that were deemed
most essential to chivalry. But these were construed by the old
knights as they were by the more modern courtiers. The first took
advantages in combat that would now be deemed disloyal by any but
a Muscovite. The second would cheat at cards in the gaming
saloons of Versailles, while they would run the men through who
spoke lightly of their descent. So with regard to courtesy, the knight
was full of honeyed phrases to his equals and superiors, but was as
coarsely arrogant as Menschikoff to an inferior. In the same way,
Louis XIV., who would never pass one of his own scullery-maids
without raising his plumed beaver, could address terms to the ladies
of his court, which, but for the sacred majesty which was supposed
to environ his person, might have purchased for him a severe
castigation. Then consider the case of that “first gentleman in
Europe,” George, Prince of Wales: he really forfeited his right to the
throne by marrying a Catholic lady, Mrs. Fitzherbert, and he freed
himself unscrupulously from the scrape by uttering a lie. And so
again with munificence; the greater part of these knights and
courtiers were entirely thoughtless of the value of money. At the Field
of the Cloth of Gold, for instance, whole estates were mortgaged or
sold, in order that the owners might outshine all competitors in the
brilliancy and quality of their dress. This sort of extravagance makes
one man look glad and all his relatives rueful. The fact is that when
men thus erred, it was for want of observance of a Christian
principle; and if men neglect that observance, it is as little in the
power of chivalry as of masonry to mend him. There was “a perfect
idea” of chivalry, indeed, but if any knight ever realized it in his own
person, he was, simply, nearly a perfect Christian, and would have
been still nearer to perfection in the latter character if he had studied
the few simple rules of the system of religion rather than the stilted
and unsteady ones of romance. The study of the latter, at all events,
did not prevent, but in many instances caused a dissoluteness of
manners, a fondness for war rather than peace, and a wide
distinction between classes, making aristocrats of the few, and
villains of the many.
Let me add here, as I have been speaking of the romance of
“Lancelot du Lac,” that I quite agree with Montluc, who after
completing his chronicle of the History of France, observed that it
would be found more profitable reading than either Lancelot or
Amadis. La Noue especially condemns the latter as corrupting the
manners of the age. Southey, again, observes that these chivalric
romances acquired their poison in France or in Italy. The Spanish
and Portuguese romances he describes as free from all taint. In the
Amadis the very well-being of the world is made to rest upon
chivalry. “What would become of the world,” it is asked in the twenty-
second book of the Amadis, “if God did not provide for the defence of
the weak and helpless against unjust usurpers? And how could
provision be made, if good knights were satisfied to do nothing else
but sit in chamber with the ladies? What would then the world
become, but a vast community of brigands?”
Lamotte Levayer was of a different opinion. “Les armes,” he says,
when commenting upon chivalry and arms generally; “Les armes
detruisent tous les arts excepté ceux qui favorisent la gloire.” In
Germany, too, where chivalry was often turned to the oppression of
the weak rather than employed for their protection, the popular
contempt and dread of “knightly principles” were early illustrated in
the proverb, “Er will Ritter an mir werden,” He wants to play the
knight over me. In which proverb, knight stands for oppressor or
insulter. In our own country the order came to be little cared for, but
on different grounds.
Dr. Nares in his “Heraldic Anomalies,” deplores the fact that mere
knighthood has fallen into contempt. He dates this from the period
when James I. placed baronets above knights. The hereditary title
became a thing to be coveted, but knights who were always held to
be knights bachelors, could not of course bequeath a title to child or
children who were not supposed in heraldry to exist. The Doctor
quotes Sir John Ferne, to show that Olibion, the son of Asteriel, of
the line of Japhet, was the first knight ever created. The personage
in question was sent forth to battle, after his sire had smitten him
lightly nine times with Japhet’s falchion, forged before the flood.
There is little doubt but that originally a knight was simply Knecht,
servant of the king. Dr. Nares says that the Thanes were so in the
north, and that these, although of gentle blood, exercised the offices
even of cooks and barbers to the royal person. But may not these
offices have been performed by the “unter Thans,” or deputies? I
shall have occasion to observe, subsequently, on the law which
deprived a knight’s descendants of his arms, if they turned
merchants; but in Saxon times it is worthy of observation, that if a
merchant made three voyages in one of his own ships, he was
thenceforward the Thane’s right-worthy, or equal.
Among the Romans a blow on the ear gave the slave freedom. Did
the blow on the shoulder given to a knight make a free-servant of
him? Something of the sort seems to have been intended. The title
was doubtless mainly but not exclusively military. To dub, from the
Saxon word dubban, was either to gird or put on, “don,” or was to
strike, and perhaps both may be meant, for the knight was girt with
spurs, as well as stricken, or geschlagen as the German term has it.
There was striking, too, at the unmaking of a knight. His heels were
then degraded of their spurs, the latter being beaten or chopped
away. “His heels deserved it,” says Bertram of the cowardly Parolles,
“his heels deserved it for usurping of his spurs so long.” The sword,
too, on such occasions, was broken.
Fuller justly says that “the plainer the coat is, the more ancient and
honorable.” He adds, that “two colors are necessary and most highly
honorable: three are very highly honorable; four commendable; five
excusable; more disgraceful.” He must have been a gastronomic
King-at-Arms, who so loaded a “coat” with fish, flesh, and fowl, that
an observer remarked, “it was well victualled enough to stand a
siege.” Or is the richest coloring, but, as Fuller again says, “Herbs
vert, being natural, are better than Or.” He describes a “Bend as the
best ordinary, being a belt athwart,” but a coat bruised with a bar
sinister is hardly a distinction to be proud of. If the heralds of George
the Second’s time looked upon that monarch as the son of Count
Königsmark, as Jacobite-minded heralds may have been malignant
enough to do, they no doubt mentally drew the degrading bar across
the royal arms, and tacitly denied the knighthood conferred by what
they, in such foolish case, would have deemed an illegitimate hand.
Alluding to reasons for some bearings, Fuller tells us that, “whereas
the Earls of Oxford anciently gave their ‘coats’ plain, quarterly gules
and or, they took afterward in the first a mullet or star-argent,
because the chief of the house had a falling-star, as it was said,
alighting on his shield as he was fighting in the Holy Land.”
It is to be observed that when treating of precedency, Fuller places
knights, or “soldiers” with seamen, civilians, and physicians, and
after saints, confessors, prelates, statesmen, and judges. Knights
and physicians he seems to have considered as equally terrible to
life; but in his order of placing he was led by no particular principle,
for among the lowest he places “learned writers,” and “benefactors to
the public.” He has, indeed, one principle, as may be seen, wherein
he says, “I place first princes, good manners obliging all other
persons to follow them, as religion obliges me to follow God’s
example by a royal recognition of that original precedency, which he
has granted to his vicegerents.”
The Romans are said to have established the earliest known order of
knighthood; and the members at one time wore rings, as a mark of
distinction, as in later times knights wore spurs. The knights of the
Holy Roman Empire were members of a modern order, whose
sovereigns are not, what they would have themselves considered,
descendants of the Cæsars. If we only knew what our own Round
Table was, and where it stood, we should be enabled to speak more
decisively upon the question of the chevaliers who sat around it. But
it is undecided whether the table was not really a house. At it, or in it,
the knights met during the season of Pentecost, but whether the
assembly was collected at Winchester or Windsor no one seems
able to determine; and he would impart no particularly valuable
knowledge even if he could.
Knighthood was a sort of nobility worth having, for it testified to the
merit of the wearer. An inherited title should, indeed, compel him
who succeeds to it, to do nothing to disgrace it: but preserving the
lustre is not half so meritorious as creating it. Knights bachelors were
so called because the distinction was conferred for some act of
personal courage, to reward for which the offspring of the knight
could make no claim. He was, in this respect, to them as though he
had been never married. The knight bachelor was a truly proud man.
The word knecht simply implied a servant, sworn to continue good
service in honor of the sovereign, and of God and St. George. “I
remain your sworn servant” is a form of epistolary valediction which
crept into the letters of other orders in later times. The manner of
making was more theatrical than at the present time; and we should
now smile if we were to see, on a lofty scaffold in St. Paul’s, a city
gentleman seated in a chair of silver adorned with green silk,
undergoing exhortation from the bishop, and carried up between two
lords, to be dubbed under the sovereign’s hand, a good knight, by
the help of Heaven and his patron saint.
In old days belted earls could create knights. In modern times, the
only subject who is legally entitled to confer the honor of chivalry is
the Lord Lieutenant of Ireland; and some of his “subjects” consider it
the most terrible of his privileges. The attempt to dispute the right
arose, perhaps, from those who dreaded the exercise of it on
themselves. However this may be, it is certain that the vexata
questio was finally set at rest in 1823, when the judges declared that
the power in question undoubtedly resided in the Lords Lieutenant,
since the Union, as it did in the viceroys who reigned vicariously
previous to that period. According to the etiquette of heraldry, the
distinctive appellation “Sir” should never be omitted even when the
knight is a noble of the first hereditary rank. “The Right Honorable Sir
Hugh Percy, Duke of Northumberland,” would have been the proper
heraldic defining of his grace when he became Knight of the Garter,
for it is a rule that “the greater dignity doth never drown the lesser,
but both stand together in one person.”
A knight never surrendered his sword but to a knight. “Are you knight
and gentleman?” asked Suffolk, when, four hundred years ago, he
yielded to Regnault: “I am a gentleman,” said Regnault, “but I am not
yet a knight.” Whereupon Suffolk bade him kneel, dubbed him
knight, received the accustomed oaths, and then gave up his old
sword to the new chevalier.
Clark considered that the order was degraded from its exclusively
military character, when membership was conferred upon
gownsmen, physician, burghers, and artists. He considered that civil
merit, so distinguished, was a loss of reputation to military knights.
The logic by which he arrives at such a conclusion is rather of the
loosest. It may be admitted, however, that the matter has been
specially abused in Germany. Monsieur About, that clever
gentleman, who wrote “Tolla” out of somebody else’s book, very
pertinently remarks in his review of the fine-art department of the
Paris Exhibition, that the difference between English and German
artists is, that the former are well-paid, but that very few of them are
knights, while the latter are ill-paid and consequently ill-clothed; but,
for lack of clothes, have abundance of ribands.
Dr. Nares himself is of something of the opinion of Clark, and he
ridicules the idea of a chivalric and martial title being given to
brewers, silversmiths, attorneys, apothecaries, upholsterers, hosiers,
tailors. &c. He asserts that knighthood should belong only to military
members: but of these no inconsiderable number would have to be
unknighted, or would have to wait an indefinite time for the honor
were the old rule strictly observed, whereby no man was entitled to
the rank and degree of knighthood, who had not actually been in
battle and captured a prisoner with his own hands. With respect to
the obligation on knights to defend and maintain all ladies,
gentlewomen, widows, and orphans; the one class of men may be
said to be just as likely to fulfil this obligation, as the other class.
France, Italy, and Germany, long had their forensic knights, certain
titles at the bar giving equal privileges; and the obligations above
alluded to were supposed to be observed by these knights—who
found esquires in their clerks, in the forensic war which they were for
ever waging in defence of right. Unhappily these forensic chevaliers
so often fought in defence of wrong and called it right, that the actual
duty was indiscriminately performed or neglected.
It has often been said of “orders” that they are indelible. However
this may be with the clergy, it is especially the case with knights. To
whatever title a knight might attain, duke, earl, or baron, he never
ceased to be a knight. In proof too that the latter title was considered
one of augmentation, is cited the case of Louis XI., who, at his
coronation, was knighted by Philip, Duke of Burgundy. “If Louis,”
says an eminent writer (thus cited by Dr. Nares), “had been made
duke, marquis, or earl, it would have detracted from him, all those
titles being in himself.”
The crown, when it stood in need of the chivalrous arms of its
knights, called for the required feudal service, not from its earls as
such, but from its barons. To every earldom was annexed a barony,
whereby their feudal service with its several dependent duties was
alone ascertained. “That is,” says Berington, in his Henry II., “the
tenure of barony and not of earldom constituted the legal vassal of
the crown. Each earl was at the same time a baron, as were the
bishops and some abbots and priors of orders.”
Some of these barons were the founders of parish churches, but the
terms on which priest and patron occasionally lived may be seen in
the law, whereby patrons or feudatarii killing the rector, vicar, or clerk
of their church, or mutilating him, were condemned to lose their
rights; and their posterity, to the fourth generation, was made
incapable of benefice or prelacy in religious houses. The knightly
patron was bound to be of the same religious opinions, of course, as
his priest, or his soul had little chance of being prayed for. In later
times we have had instances of patrons determining the opinions of
the minister. Thus as a parallel, or rather in contrast with measures
as they stood between Sir Knight and Sir Priest, may be taken a
passage inserted in the old deeds of the Baptist chapel at Oulney. In
this deed the managers or trustees injoined that “no person shall
ever be chosen pastor of this church, who shall differ in his religious
sentiments from the Rev. John Gibbs of Newcastle.” It is rather a
leap to pass thus from the baronial knights to the Baptist chapels,
but the matter has to do with my subject at both extremities. Before
leaving it I will notice the intimation proudly made on the tombstone
in Bunhill Fields Cemetery, of Dame Mary Page, relict of Sir George
Page. The lady died more than a century and a quarter ago, and
although the stone bears no record of any virtue save that she was
patient and fearless under suffering, it takes care to inform all
passers-by, that this knight’s lady, “in sixty-seven months was tapped
sixty-six times, and had taken away two hundred and forty gallons of
water, without ever repining at her case, or ever fearing its
operation.” I prefer the mementoes of knight’s ladies in olden times
which recorded their deeds rather than their diseases, and which told
of them, as White said of Queen Mary, that their “knees were hard
with kneeling.”
I will add one more incident, before changing the topic, having
reference as it has to knights, maladies, and baptism. In 1660, Sir
John Floyer was the most celebrated knight-physician of his day. He
chiefly tilted against the disuse of baptismal immersion. He did not
treat the subject theologically, but in a sanitary point of view. He
prophesied that England would return to the practice as soon as
people were convinced that cold baths were safe and useful. He
denounced the first innovators who departed from immersion, as the
destroyers of the health of their children and of posterity.
Degeneracy of race, he said, had followed, hereditary diseases
increased, and men were mere carpet-knights unable to perform
such lusty deeds as their duly-immersed forefathers.
There are few volumes which so admirably illustrate what knights
should be, and what they sometimes were not, as De Joinville’s
Chronicle of the Crusades of St. Louis—that St. Louis, who was
himself the patron-saint of an order, the cross of which was at first
conferred on princes, and at last on perruquiers. The faithful
chronicler rather profanely, indeed, compares the royal knight with
God himself. “As God died for his people, so did St. Louis often peril
his life, and incurred the greatest dangers, for the people of his
kingdom.” After all, this simile is as lame as it is profane. The truth,
nevertheless, as it concerns St. Louis, is creditable to the illustrious
king, saint, and chevalier. “In his conversation he was remarkably
chaste, for I never heard him, at any time, utter an indecent word,
nor make use of the devil’s name; which, however, now is very
commonly uttered by every one, but which I firmly believe, is so far
from being agreeable to God, that it is highly displeasing to him.” The
King St. Louis, mixed water with his wine, and tried to force his
knights to follow his example, adding, that “it was a beastly thing for
an honorable man to make himself drunk.” This was a wise maxim,
and one naturally held by a son, whose mother had often declared to
him, that “she would rather he was in his grave, than that he should
commit a mortal sin.” And yet wise as his mother, and wise as her
son was, the one could not give wise religious instructors to the
latter, nor the latter perceive where their instruction was illogical.
That it was so, may be discerned in the praise given by De Joinville,
to the fact, that the knightly king in his dying moments “called upon
God and his saints, and especially upon St. James, and St.
Genevieve, as his intercessors.”
It is interesting to learn from such good authority as De Joinville, the
manner in which the knights who followed St. Louis prepared
themselves for their crusading mission. “When I was ready to set
out, I sent for the Abbot of Cheminon, who was at that time
considered as the most discreet man of all the White Monks, to
reconcile myself with him. He gave me my scarf, and bound it on me,
and likewise put the pilgrim’s staff in my hand. Instantly after I quitted
the castle of Joinville, without even re-entering it until my return from
beyond sea. I made pilgrimages to all the holy places in the
neighborhood, such as Bliecourt, St. Urban, and others near to
Joinville. I dared never turn my eyes that way, for fear of feeling too
great regret, and lest my courage should fail on leaving my two fine
children, and my fair castle of Joinville, which I loved in my heart.”
“One touch of nature makes the whole world kin,” and here we have
the touch the poet speaks of. Down the Saône and subsequently
down the Rhone, the crusaders flock in ample vessels, but not large
enough to contain their steeds, which were led by grooms along the
banks. When all had re-embarked at Marseilles and were fairly out at
sea, “the captain made the priests and clerks mount to the castle of
the ship, and chant psalms in praise of God, that he might be
pleased to grant us a prosperous voyage.” While they were singing
the Veni Creator in full chorus, the mariners set the sails “in the
name of God,” and forthwith a favorable breeze sprang up in answer
to the appeal, and knights and holy men were speedily careering
over the billows of the open sea very hopeful and exceedingly sick. “I
must say here,” says De Joinville, who was frequently so disturbed
by the motion of the vessel, so little of a knight, and so timid on the
water as to require a couple of men to hold him as he leant over the
side in the helpless and unchivalrous attitude of a cockney landsman
on board a Boulogne steamer—“I must say,” he exclaims—sick at
the very reminiscence, “that he is a great fool who shall put himself
in such dangers, having wronged any one, or having any mortal sins
on his conscience; for when he goes to sleep in the evening, he
knows not if in the morning he may not find himself under the sea.”
This was a pious reflection, and it was such as many a knight,
doubtless, made on board a vessel, on the castle of which priests
and clerks sang Veni Creator and the mariners bent the sail “in the
name of God.” But whether the holy men did not act up to their
profession, or the secular knights cared not to profit by their
example, certain it is that in spite of the saintly services and
formalities on board ship, the chevaliers were no sooner on shore,
than they fell into the very worst of practices. De Joinville, speaking
of them at Damietta, remarks that the barons, knights, and others,
who ought to have practised self-denial and economy, were wasteful
of their means, prodigal of their supplies, and addicted to
banquetings, and to the vices which attend on over-luxuriant living.
There was a general waste of everything, health included. The
example set by the knights was adopted by the men-at-arms, and
the debauchery which ensued was terrific. The men were reduced to
the level of beasts, and wo to the women or girls who fell into their
power when out marauding. It is singular to find De Joinville
remarking that the holy king was obliged “to wink at the greatest
liberties of his officers and men.” The picture of a royal saint winking
at lust, rapine, and murder, is not an agreeable one. “The good king
was told,” says the faithful chronicler, “that at a stone’s throw round
his own pavilion, were several tents whose owners made profit by
letting them out for infamous purposes.” These tents and tabernacles
of iniquity were kept by the king’s own personal attendants, and yet
the royal saint winked at them! The licentiousness was astounding,
the more so as it was practised by Christian knights, who were
abroad on a holy purpose, but who went with bloody hands, unclean
thoughts, and spiritual songs to rescue the Sepulchre of Christ from
the unworthy keeping of the infidel. Is it wonderful that the enterprise
was ultimately a failure?
De Joinville himself, albeit purer of life than many of his comrades,
was not above taking unmanly advantage of a foe. The rule of
chivalry, which directed that all should be fair in fight, was never
regarded by those chivalrous gentlemen when victory was to be
obtained by violating the law. Thus, of an affair on the plains before
Babylon, we find the literary swordsman complacently recording that
he “perceived a sturdy Saracen mounting his horse, which was held
by one of his esquires by the bridle, and while he was putting his
hand on his saddle to mount, I gave him,” says De Joinville, “such a
thrust with my spear, which I pushed as far as I was able, that he fell
down dead.” This was a base and cowardly action. There was more
of the chivalrous in what followed: “The esquire, seeing his lord
dead, abandoned master and horse; but, watching my motions, on
my return struck me with his lance such a blow between my
shoulders as drove me on my horse’s neck, and held me there so
tightly that I could not draw my sword, which was girthed round me. I
was forced to draw another sword which was at the pommel of my
saddle, and it was high time; but when he saw I had my sword in my
hand, he withdrew his lance, which I had seized, and ran from me.”
I have said that this knight who took such unfair advantage of a foe,
was more of a Christian nevertheless than many of his fellows. This
is illustrated by another trait highly illustrative of the principles which
influenced those brave and pious warriors. De Joinville remarks that
on the eve of Shrove-tide, 1249, he saw a thing which he “must
relate.” On the vigil of that day, he tells us, there died a very valiant
and prudent knight, Sir Hugh de Landricourt, a follower of De
Joinville’s own banner. The burial service was celebrated; but half-a-
dozen of De Joinville’s knights, who were present as mourners,
talked so irreverently loud that the priest was disturbed as he was
saying mass. Our good chronicler went over to them, reproved them,
and informed them that “it was unbecoming gentlemen thus to talk
while the mass was celebrating.” The ungodly half-dozen, thereupon,
burst into a roar of laughter, and informed De Joinville, in their turn,
that they were discussing as to which of the six should marry the
widow of the defunct Sir Hugh, then lying before them on his bier! De
Joinville, with decency and common sense “rebuked them sharply,
and said such conversation was indecent and improper, for that they
had too soon forgotten their companion.” From this circumstance De
Joinville tries to draw a logical inference, if not conclusion. He makes
a sad confusion of causes and effects, rewards and punishments,
practice and principle, human accidents and especial interferences
on the part of Heaven. For instance, after narrating the mirth of the
knights at the funeral of Sir Hugh, and their disputing as to which of
them should woo the widow, he adds: “Now it happened on the
morrow, when the first grand battle took place, although we may
laugh at their follies, that of all the six not one escaped death, and
they remained unburied. The wives of the whole six re-married! This
makes it credible that God leaves no such conduct unpunished. With
regard to myself I fared little better, for I was grievously wounded in
the battle of Shrove Tuesday. I had besides the disorder in my legs
and mouth before spoken of, and such a rheum in my head it ran
through my mouth and nostrils. In addition I had a double fever
called a quartan, from which God defend us! And with these
illnesses was I confined to my bed for half of Lent.” And thus, if the
married knights were retributively slain for talking about the wooing
of a comrade’s widow, so De Joinville himself was somewhat heavily
afflicted for having undertaken to reprove them! I must add one more
incident, however, to show how in the battle-field the human and
Christian principle was not altogether lost.
The poor priest, whom the wicked and wedded knights had
interrupted in the service of the mass by follies, at which De Joinville
himself seems to think that men may, perhaps, be inclined to laugh,
became as grievously ill as De Joinville himself. “And one day,” says
the latter, “when he was singing mass before me as I lay in my bed,
at the moment of the elevation of the host I saw him so exceedingly
weak that he was near fainting; but when I perceived he was on the
point of falling to the ground, I flung myself out of bed, sick as I was,
and taking my coat, embraced him, and bade him be at his ease,
and take courage from Him whom he held in his hand. He recovered
some little; but I never quitted him till he had finished the mass,
which he completed, and this was the last, for he never celebrated
another, but died; God receive his soul!” This is a pleasanter picture
of Christian chivalry than any other that is given by this picturesque
chronicler.
Chivalry, generally, has been more satirized and sneered at by the
philosophers than by any other class of men. The sages stigmatize
the knights as mere boasters of bravery, and in some such terms as
those used by Dussaute, they assert that the boasters of their valor
are as little to be trusted as those who boast of their probity. “Defiez
vous de quiconque parle toujours de sa probité comme de
quiconque parle toujours de bravoure.”
It will not, however, do for the philosophers to sneer at their martial
brethren. Now that Professor Jacobi has turned from grave studies
for the benefit of mankind, to the making of infernal machines for the
destruction of brave and helpless men, at a distance, that very
unsuccessful but would-be homicide has, as far as he himself is
concerned, reduced science to a lower level than that occupied by
men whose trade is arms. But this is not the first time that
philosophers have mingled in martial matters. The very war which
has been begun by the bad ambition of Russia, may be traced to the
evil officiousness of no less a philosopher than Leibnitz. It was this
celebrated man who first instigated a European monarch to seize
upon a certain portion of the Turkish dominion, whereby to secure an
all but universal supremacy.
The monarch was Louis XIV., to whom Leibnitz addressed himself, in
a memorial, as to the wisest of sovereigns, most worthy to have
imparted to him a project at once the most holy, the most just, and
the most easy of accomplishment. Success, adds the philosopher,
would secure to France the empire of the seas and of commerce,
and make the French king the supreme arbiter of Christendom.
Leibnitz at once names Egypt as the place to be seized upon; and
after hinting what was necessary, by calling his majesty a “miracle of
secresy,” he alludes to further achievements by stating of the one in
question, that it would cover his name with an immortal glory, for
having cleared, whether for himself or his descendants, “the route for
exploits similar to those of Alexander.”
There is no country in the memorialist’s opinion the conquest of
which deserves so much to be attempted. As to any provocation on
the part of the Turkish sovereign of Egypt, he does not pause to
advise the king even to feign having received cause of offence. The
philosopher goes through a resumé of the history of Egypt, and the
successive conquests that had been made of, as well as attempts
against it, to prove that its possession was accounted of importance
in all times; and he adds that its Turkish master was just then in such
debility that France could not desire a more propitious opportunity for
invasion. This argument shows that when the Czar Nicholas touched
upon this nefarious subject, he not only was ready to rob this same
“sick man,” the Turk, but he stole his arguments whereby to illustrate
his opinions, and to prove that his sentiments were well-founded.
“By a single fortunate blow,” says Leibnitz, “empires may be in an
instant overthrown and founded. In such wars are found the
elements of high power and of an exalted glory.” It is unnecessary to
repeat all the seductive terms which Leibnitz employs to induce
Louis XIV. to set his chivalry in motion against the Turkish power.
Egypt he calls “the eye of countries, the mother of grain, the seat of
commerce.” He hints that Muscovy was even then ready to take
advantage of any circumstance that might facilitate her way to the
conquest of Turkey. The conquest of Egypt then was of double
importance to France. Possessing that, France would be mistress of
the Mediterranean, of a great part of Africa and Asia, and “the king of
France could then, by incontestable right, and with the consent of the
Pope, assume the title of Emperor of the East.” A further bait held
out is, that in such a position he could “hold the pontiffs much more
in his power than if they resided at Avignon.” He sums up by saying
that there would be on the part of the human race, “an everlasting
reverence for the memory of the great king to whom so many
miracles were due!” “With the exception of the philosopher’s stone,”
finally remarks the philosopher, “I know nothing that can be imagined
of more importance than the conquest of Egypt.”
Leibnitz enters largely into the means to be employed, in order to
insure success; among them is a good share of mendacity; and it
must be acknowledged that the spirit of the memorial and its objects,
touching not Egypt alone, but the Turkish empire generally, had been
well pondered over by the Czar before he made that felonious
attempt in which he failed to find a confederate.
The original of the memorial, which is supposed to have been
presented to Louis XIV. just previous to his invasion of Holland—
and, as some say, more with the intention of diverting the king from
his attack on that country, than with any more definite object—was
preserved in the archives of Versailles till the period of the great
revolution. A copy in the handwriting of Leibnitz was, however,
preserved in the Library at Hanover. Its contents were without doubt
known to Napoleon when he was meditating that Egyptian conquest
which Leibnitz pronounced to be so easy of accomplishment; a copy,
made at the instance of Marshal Mortier for the Royal Library in
Paris, is now in that collection.
The suggestion of Leibnitz, that the seat, if not of universal
monarchy, at least of the mastership of Christendom, was in the
Turkish dominions, has never been forgotten by Russia; and it is
very possible that some of its seductive argument may have
influenced the Czar before he impelled his troops into that war, which
showed that Russia, with all its boasted power, could neither take
Silistria nor keep Sebastopol.
But in this fragmentary prologue, which began with Lingard and ends
with Leibnitz, we have rambled over wide ground. Let us become
more orderly, and look at those who were to be made knights.
THE TRAINING OF PAGES.
“What callest thou Page? What is its humor?
Sir; he is Nobilis ephebus, and
Puer regius, student of Knighthood,
Breaking hearts and hoping to break lances.”— Old Play.
I have in another chapter noticed the circumstance of knighthood

conferred on an Irish prince, at so early an age as seven years. This
was the age at which, in less precocious England, noble youths
entered wealthy knights’ families as pages, to learn obedience, to be
instructed in the use of weapons, and to acquire a graceful habit of
tending on ladies. The poor nobility, especially, found their account in
this system, which gave a gratuitous education to their sons, in
return for services which were not considered humiliating or
dishonorable. These boys served seven years as pages, or varlets—
sometimes very impudent varlets—and at fourteen might be regular
esquires, and tend their masters where hard blows were dealt and
taken—for which encounters they “riveted with a sigh the armor they
were forbidden to wear.”
Neither pages, varlets, nor household, could be said to have been
always as roystering as modern romancers have depicted them.
There was at least exceptions to the rule—if there was a rule of
roystering. Occasionally, the lads were not indifferently taught before
they left their own homes. That is, not indifferently taught for the
peculiar life they were about to lead. Even the Borgias, infamous as
the name has become through inexorable historians and popular
operas, were at one time eminently respectable and exemplarily
religious. Thus in the household of the Duke of Gandia, young
Francis Borgia, his son, passed his time “among the domestics in
wonderful innocence and piety.” It was the only season of his life,
however, so passed. Marchangy asserts that the pages of the middle
ages were often little saints; but this could hardly have been the case
since “espiègle comme un page,” “hardi comme un page,” and other
illustrative sayings have survived even the era of pagedom. Indeed,
if we may believe the minstrels, and they were often as truth-telling
as the annalist, the pages were now and then even more knowing
and audacious than their masters. When the Count Ory was in love
with the young Abbess of Farmoutier, he had recourse to his page
for counsel.
“Hola! mon page, venez me conseiller,

L’amour me berce, je ne puis sommeiller;
Comment me prendre pour dans ce couvent entrer?”
How ready was the ecstatic young scamp with his reply:—
“Sire il faut prendre quatorze chevaliers,

Et tous en nonnes il vous les faut habiller,
Puis, à nuit close, à la porte il faut heurter.”
What came of this advice, the song tells in very joyous terms, for
which the reader may be referred to that grand collection the “Chants
et Chansons de la France.”
On the other hand, Mr. Kenelm Digby, who is, be it said in passing, a
painter of pages, looking at his object through pink-colored glasses,
thus writes of these young gentlemen, in his “Mores Catholici.”
“Truly beautiful does the fidelity of chivalrous youth appear in the
page of history or romance. Every master of a family in the middle
ages had some young man in his service who would have rejoiced to
shed the last drop of his blood to save him, and who, like Jonathan’s
armor-bearer, would have replied to his summons: ‘Fac omnia quæ
placent animo tuo; perge quo cupis; et ero tecum ubicumque
volueris.’ When Gyron le Courtois resolved to proceed on the
adventure of the Passage perilleux, we read that the valet, on
hearing the frankness and courtesy with which his lord spoke to him,
began to weep abundantly, and said, all in tears, ‘Sire, know that my
heart tells me that sooth, if you proceed further, you will never return;
that you will either perish there, or you will remain in prison; but,
nevertheless, nothing shall prevent me going with you. Better die
with you, if it be God’s will, than leave you in such guise to save my

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Management of Human Resources The Essentials Canadian 4Th Edition Dessler Solutions Manual Full Chapter PDF

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Management of Human Resources The

Essentials Canadian 4th Edition

PART THREE: DEVELOPING EFFECTIVE HUMAN RESOURCES

1. EXPLAIN how to develop an orientation program.

REQUIRED PROFESSIONAL CAPABILITIES

 Develops orientation policies and procedures for new employees

A strategic approach to recruitment and retention of employees includes a well-integrated

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I. ORIENTING NEW EMPLOYEES

A strategic approach to recruitment and retention of employees includes a well-integrated

1. Purpose of Orientation Programs

2. Content of Orientation Programs

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3. Responsibility for Orientation

4. Special Orientation Situations

6. Problems with Orientation Programs

7. Evaluation of Orientation Programs

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II. THE TRAINING PROCESS

1. Training and Learning

2. Legal Aspects of Training

Human rights legislation requires equal opportunity to receive training; discrimination in

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3. The Five-Step Training Process

III. STEP 1: TRAINING NEEDS ANALYSIS

1. Task Analysis: Assessing the Training Needs of New Employees

2. Performance Analysis: Determining the Training Needs of Current Employees

Performance analysis means verifying that there is a performance deficiency and

IV. STEP 2: INSTRUCTIONAL DESIGN

1. Traditional Training Techniques

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a. Informal learning – learning from colleagues through unplanned interactions, 2/3 of

d. Apprenticeship training – learn from “master”, critical for skilled trades

g. Programmed learning – presents questions/facts/problems, allows learner response,

i. Vestibule or simulated training – training employees on special off-the-job equipment

a. Computer-based training – multimedia simulations, role plays, CBT more common in

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c. Electronic performance support systems (EPSS) are computer-based job aids, or

V. STEPS 3 AND 4: VALIDATION AND IMPLEMENTATION

VI. STEP 5: EVALUATION OF TRAINING

1. Training Effects to Measure

Four basic categories of training outcomes can be measured:

I. CAREER PLANNING AND DEVELOPMENT

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II. THE EVOLUTION OF CAREER DEVELOPMENT

1. New Approaches to Career Development

As job transitions became increasingly common in the early twenty-first century,

a. Identify skills and aptitudes – education-based skills, experience-based skills, general

Managerial Competence - show a strong motivation to become managers, convinced by

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Creativity – often successful entrepreneurs who have a need to build or create

Service/dedication - need to do something meaningful in a larger context. Information

 From traits and states (internal factors) to context (external factors)

2. Roles in Career Development

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Manager’s role is to provide timely and objective performance feedback, offer

III. MANAGING INTERNAL EMPLOEE MOVEMENT

Making Promotion Decisions

b. Decision 2: How is competence measured? – past performance and/or potential; use

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WORKFORCE DIVERSITY: Career Development for Older Workers (p. 162)

Is it ethical to withhold information from an incoming executive about critical problems

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