Ebook Canadian Human Resource Management A Strategic Approach Canadian 10Th Edition Schwind Test Bank Full Chapter PDF

Canadian Human Resource
Management A Strategic Approach

Canadian 10th Edition Schwind Test
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07a
Student: ___________________________________________________________________________
1. Properly done orientation programs can serve several purposes including all the following except:
A. reducing employee turnover.
B. reducing employee errors.
C. improving job performance.
D. reducing employee anxiety.
E. increasing the number of grievances.
2. A proper and effective orientation program can:
A. be done quickly and inexpensively.
B. reduce the need for corrective discipline.
C. only be done by the human resource department.
D. reverse mistakes made in the recruiting and selection processes.
E. be highly effective with even minimal organizational commitment and planning.
3. Proper orientation programs can:
A. increase employee turnover.
B. develop clear job expectations.
C. increase a new employee's level of cognitive dissonance.
D. cause increased grievances later on.
E. cause a reduction in new employee morale and satisfaction.
4. To inform new employees what the organization expects of them and what they can expect in return is a
direct function of:
A. the recruiting process.
B. the orientation process.
C. the selection process.
D. the job analysis process.
E. the interviewing process.
5. A poor new-employee orientation program will:
A. increase organizational stability.
B. reduce employee anxiety.
C. reduce labour grievances.
D. encourage employees to do things his or her own way and not to be bound by organizational norms.
E. develop clear-cut organizational expectations.
6. Given the fact that almost ____ percent of new hires leave an organization within the first 6 months,
it is important for HR professionals to understand how to engage a new employee right from the
beginning.
A. 40
B. 70
C. 50
D. 55
E. 60
7. The term ________ is used to describe a series of aligned strategic processes that take into account all the
new employees early experiences.
A. orientation
B. socialization
C. succession planning
D. onboarding
E. teamwork
8. Onboarding activities include all of the following except:
A. Orientation
B. Socialization
C. Training.
D. Teamwork
E. Development
9. Successful onboarding programs do all of the following except
A. Deliver business results.
B. Increases employee engagement.
C. Help the employee feel welcome.
D. Reduces time it takes an employee to understand their job.
E. Discourages an employee from asking too many questions.
10. Orientation programs often cover a number of topics including all of the following except:
A. employee benefits.
B. job duties.
C. job analysis issues.
D. organizational issues.
E. introduction to other employees.
11. A good orientation program will:
A. attempt to introduce new employees to all their colleagues on the first day.
B. start by immediately challenging a new employee with job demands.
C. emphasize the socialization of the new employee by discussing organizational norms and values.
D. save the most relevant information about the company until the end of the employee's first month.
E. avoid confusing employees with information on corporate culture and character.
12. The process by which a new employee begins to understand and accept the values, norms, and beliefs
held by others in an organization is known as ______.
A. familiarization
B. adaptation
C. socialization
D. orientation programs
E. participation
13. Approaches to evaluating the effectiveness of an orientation program include the following except:
A. randomly interview new employees who have completed the program.
B. administer a written test to all new employees on facts they have learned about the organization.
C. measure job satisfaction and work motivation after employees have been in their new roles.
D. conduct cost-benefit studies on orientation activities.
E. randomly select new employees and have them complete surveys.
14. To be successful an employee orientation program must be designed to include:
A. reactions from new employees.
B. cognitive dissonance.
C. an analysis of workforce demographics.
D. a mock disciplinary hearing.
E. an informal dinner with co-workers.
15. There is a trend towards online orientation instruments, the benefits of which are all the following
except:
A. compressed delivery time.
B. reduced workload for trainers.
C. greater cost-effectiveness.
D. employees can do internet searches for more information.
E. ability to deliver to geographically dispersed workforces.
16. Some reasons for Canadian firms to be concerned with training could include all the following
except:
A. the competitive need for flatter organizations with more self-governing workers.
B. the desire of multi-skilled employees to be evaluated and paid according to their competencies.
C. the constant and rising influx of new immigrants and the challenges of diversity management.
D. rapidly changing information technology.
E. human rights legislation that requires training for all employees.
17. Training refers to a planned effort by an organization:
A. to prepare employees for future job responsibilities.
B. to facilitate the learning of job-related behaviours for employees on their current jobs.
C. to provide skills for employees in outplacement programs.
D. to allow employees to change corporate culture.
E. to copy the competition.
18. An effective training program:
A. benefits both employees and the organization.
B. is primarily focused on benefiting new employees.
C. meets the primary organizational goal of improving the self-confidence of employees.
D. can be completed in less than two hours so employees aren't away from their job duties for too long.
E. allows employees to complete it on their own time.
19. Knowledge management has all of the following characteristics except:
A. focuses on making information available to managers for decision making.
B. translates an organization's ability to utilize employee knowledge.
C. attempts to survey and assess the organization's expertise.
D. attempts to leverage knowledge within the organization.
E. endeavours to increase knowledge systematically to apply knowledge in a profitable manner.
20. The first step in any training program is to:
A. set a specific space as a permanent training area.
B. determine what the training program will be about.
C. determine training objectives.
D. assess the needs of the organization.
E. initiate a job redesign program.
21. In training, to do a needs assessment means to:
A. assess the costs of training programs.
B. suggest possible methods to evaluate training programs.
C. diagnose environmental challenges that could be met through training.
D. develop an external workforce analysis to fill training needs.
E. review recruiting and selection procedures.
22. There can be a valid need for training when all of the following situations occur except:
A. recently promoted employees may have weaknesses that need to be addressed.
B. supervisors recommend training as a means of rewarding good workers.
C. new procedures may be introduced to handle a new product line.
D. high accident rates are occurring.
E. low morale needs to be improved.
23. Advantages with supervisory recommendations for training can include:
A. supervisors see employee performance daily.
B. supervisors may wish to "hide" surplus workers.
C. supervisors may wish to reward good employees.
D. supervisors may want to banish troublemakers.
E. supervisors may not be familiar with employees' jobs and performance.
24. An evaluation of training needs will result in training objectives, including:
A. employees' future career plans.
B. acceptable performance criteria.
C. revised job descriptions.
D. training costs.
E. where training will take place.
25. A training program's content is shaped by:
A. learning principles.
B. needs assessment.
C. learning objectives.
D. needs assessment and learning objectives.
E. learning principles and learning objectives.
26. All of the following are learning principles except:
A. relevance.
B. commitment.
C. repetition.
D. participation.
E. transference.
27. One problem with learning is that:
A. it cannot be observed.
B. its results cannot be measured.
C. it tends to make training less permanent.
D. it cannot take place in a formal training situation.
E. it cannot be encouraged.
28. The learning curve seems to indicate that:
A. learning takes place as a continuous upward straight line.
B. learning takes place in bursts and plateaus.
C. learning takes place as a continuous curved line that may plateau out towards the top.
D. learning goes down before it goes up.
E. learning is limited, if you learn something new, you are likely to forget something old.
29. Training pilots in flight simulators because the simulators closely resemble the actual cockpits and flight
characteristics of the airplane is an example of the learning principle of ______.
A. relevance
B. repetition
C. transference
D. feedback
E. participation
30. On-the-job training techniques do not include:
A. lecture and simulation.
B. job rotation.
C. job instruction training.
D. coaching.
E. apprenticeships.
31. Cross-training employees by moving them through a variety of jobs within the organization is called
_______.
A. job enrichment
B. job enlargement
C. job rotation
D. job mentoring
E. job learning
32. In most organizations, coaching (as a training approach) is almost always done by:
A. senior management.
B. the human resource department.
C. the immediate supervisor or manager.
D. a professional trainer or coach.
E. a virtual-reality coach.
33. All the following are off-the-job training techniques except:
A. vestibule training.
B. simulation.
C. apprenticeships.
D. self-study.
E. role-playing.
34. Case study, simulation, and programmed learning are all examples of:
A. on-the-job training techniques.
B. off-the-job training techniques.
C. role-playing.
D. transference.
E. participation learning.
35. All of the following apply to computer based training except:
A. it allows the student to control the pace of learning.
B. positive reinforcement occurs during the training.
C. courses can be offered through tutorial packages.
D. currently only generic course topics are available.
E. training packages are of a modular type format.
36. Web-based training:
A. is used in group training to enhance interpersonal skills.
B. involves the use of simulators that replicate the features of a work situation.
C. seeks to change the attitudes of trainees and develop communication skills.
D. provides for decision making and the development of problem-solving skills.
E. allows for real-time access at any time.
37. A competency framework is:
A. a organizational process for defining corrective discipline in situations of incompetence.
B. used to identify quality problems in production.
C. a list of competencies that provide a competitive advantage to the organization.
D. a test that human resource specialists give employees to determine job standards.
E. a physical structure designed to house organizational knowledge.
38. Employee development can be defined as:
A. training employees how to do their job better.
B. increasing an employee's level of productivity.
C. enhancing an employee's future value through an education process.
D. using job analysis to enhance job descriptions.
E. developing personal systems for increasing an employee's cognitive dissonance.
39. The skills, knowledge and behaviours that distinguish high performance in a board role, function or level
of the organization is known as:
A. Level of development.
B. Competencies.
C. Employee talent.
D. Job skills.
E. Talent profile.
40. Strategic human resource development involves all of the following except:
A. identifying essential job skills.
B. attempting to change employee behaviour.
C. actively managing an employee's learning.
D. linking the development needs and activities to an organization's strategy and mission.
E. being future oriented with regards to employee development.
41. The term "human capital":
A. is identical in meaning to the term human resources.
B. is the cash value of each employee to the organization as represented by salary and wages.
C. is a reflection of the depth and breadth of an employee's skills and competencies.
D. refers to the total cost of all employees in an organization including benefits and bonuses.
E. is identical in meaning to the term human relations
42. According to Wexley and Latham, the three basic developmental strategies include:
A. content, learning and performance criteria.
B. participation, repetition and feedback.
C. comprehension, behavioural and role-playing.
D. behavioural modeling, sensitivity training and mentoring.
E. cognitive, behavioural and environmental.
43. Likely the least effective strategy in employee development, due to its more passive nature, is:
A. cognitive.
B. behavioural.
C. environmental.
D. on-the-job training.
E. assessment centres.
44. Developmental strategies that desire to change employee attitudes and values would generally fall under
the heading of ______.
A. behavioural
B. environmental
C. cognitive
D. normative
E. managerial
45. "Desirable behaviour" as a development strategy includes reinforcing all of the following except:
A. proper leadership style.
B. conflict resolution techniques.
C. appropriate types of communication.
D. knowledge and expertise.
E. interactions with customers.
46. The use of such instruments as role-playing, sensitivity training, team building, and mentoring would
indicate an organizational strategy based on the:
A. cognitive approach.
B. behavioural approach.
C. environmental approach.
D. job analysis approach.
E. assessment approach.
47. Methods and instruments used in environmental strategies for employee career development include all
the following except:
A. the learning organization concept.
B. job rotation.
C. sensitivity training.
D. matrix management.
E. project teams.
48. Matrix management, cross-cultural management, and diversity training are all instruments used in the
__________ strategy to employee development.
A. behavioural
B. environmental
C. cognitive
D. normative
E. participative
49. When an employee is moved to another position in the same class, or to a different class with
substantially the same duties and salary this is called a:
A. lateral transfer.
B. horizontal transfer.
C. vertical transfer.
D. departmental transfer.
E. job progression transfer.
50. Among the characteristics of the "learning organization" can be included all the following except:
A. shared vision.
B. systems thinking.
C. personal mastery.
D. team learning.
E. authoritative bureaucratic structure.
51. The first step in training evaluation is:
A. establishment of criteria.
B. pre-testing.
C. follow-up studies.
D. employee selection.
E. determination of content.
52. The reaction criterion for training evaluation has as an advantage(s) that it evaluates:
A. the set-up of the program.
B. the effectiveness of the program.
C. desired behavioural changes.
D. attitude and behaviour changes effected by the training.
E. overall organizational results and benefits.
53. Training evaluation criteria can include all of the following except:
A. organizational results.
B. organizational demographics.
C. knowledge.
D. behaviour.
E. reaction.
54. In a perfect world, the best criteria of evaluating a training program would be ______.
A. reaction
B. behaviour
C. organizational results
D. knowledge
E. attitudes
55. Although none of the following are scientific methods of evaluating training, select the one that would
likely be the most effective as a practical measurement.
A. the post-test design.
B. the pre-test design.
C. the pre-test/post-test design.
D. elimination of uncertainty (the Heisenberg test).
E. Markov analysis.
56. As far as costs go, training should be considered to be:
A. too important to be analyzed on a cost-benefit basis.
B. the same as any other organizational decision and assessed for cost-effectiveness.
C. by its very nature immeasurable in any practical way for cost-effectiveness.
D. too future oriented to be measured in current costs.
E. a non-cost item.
57. An increasing number of human resource departments see employee career planning as:
A. a strategy for reducing the number of employees to the organization.
B. an expense that should be the employees' responsibility.
C. previously useful but becoming a less acceptable expense in an era of downsizing and labour surplus.
D. giving the organization a larger pool of qualified applicants to fill internal job openings.
E. only being important in smaller organizations.
58. A study of employees revealed that there were a number of areas of concern in regards to career planning,
including all of the following except:
A. career equity.
B. supervisory concern.
C. awareness of opportunities.
D. career satisfaction.
E. job design.
59. When employers encourage career planning, one benefit often is:
A. employees set goals and are more motivated.
B. increased creative anxiety.
C. poor employees resign.
D. expanded learning curve charts.
E. employees will decertify unions and set up team based self-management equity systems.
60. To have a successful career yet avoid having career goals come into serious conflict with the rest of one's
life, a career plan:
A. should be an end in itself.
B. should be an integral part of a person's life plans.
C. should be subordinate at all times to a person's personal life.
D. should be designed and directed by a professional.
E. should be left solely to day-to-day decisions.
61. The starting point and major responsibility for career development lies with:
A. the organization.
C. the employee.
D. the immediate supervisor or manager.
E. the situation.
62. An individual can take a number of actions to develop a career, including all the following except:
A. exposure.
B. job performance.
C. resignations.
D. mentors.
E. not learn from mistakes.
63. Organizations have become increasingly aware of the benefits of employee career planning, including all
the below except:
A. lower turnover.
B. promotable employees.
C. satisfied employees.
D. tapping employee potential.
E. higher compensation levels.
64. The involvement of human resource departments in employee career planning has grown in recent years
mainly because career planning does all of the following except:
A. taps employee potential.
B. reduces management hoarding of key employees.
C. automatically filters out and removes unacceptable employees.
D. develops promotable employees.
E. assists employment equity plans.
65. Human resource departments encourage career planning through all the following except:
A. information.
B. career education.
C. job analysis.
D. counselling.
E. employee self-assessment.
66. Some human resource departments offer career counselling, although to be truly successful, counsellors
must:
A. be able to inform employees exactly where their career path lies at any time.
B. get employees to assess themselves and their environment.
C. be able to persuade employees to go in the direction the organization, not where the employee wants.
D. have direct experience in the jobs and careers that they are counselling about.
E. avoid using attitudes and skills tests at this stage.
67. The process of making long range management development plans to fill human resources needs is
known as:
A. Development planning.
B. Career planning.
C. Succession planning.
D. Onboarding.
E. Organizational succession.
68. One responsibility of a human resource department is to plan for the unexpected vacancy in key positions.
Such planning is known as:
A. emergency planning.
B. replacement planning.
C. succession planning.
D. resignation planning (though it can include employee departure due to death or retirement).
E. insurance planning.
69. The sole function of human resource management is the recruiting and hiring of employees.
True False
70. Formal orientation programs are intended to familiarize new employees with their roles, other employees,
and the organization.
True False
71. One unexpected consequence of detailed orientation programs is that they often create employee anxiety
and increase grievances.
True False
72. Employee orientation programs can reduce employee turnover, reduce errors, and increase
productivity.
True False
73. Employees are more likely to quit in their first few months than at any other time.
True False
74. Orientation programs can instruct new employees in what is considered desirable behaviour, outcomes,
and attitudes.
True False
75. The one thing an orientation program cannot do is get new employees up to acceptable job performance
levels more quickly.
True False
76. Since grievances often result from ambiguous job expectations and unclear responsibilities, an orientation
program can help to reduce later grievances by specifying both.
True False
77. By spelling out rights and duties of employees, and the consequences of deviating from the prescribed
path, orientation programs tend to increase the need for corrective discipline measures as employees
become socialized.
True False
78. Most organizations conduct group orientation programs to be more cost effective.
True False
79. An employee handbook is a common tool for explaining benefits, policies, and general information about
the organization to the new employee.
True False
80. Successful organizational entry and maintenance is the key objective of employee socialization.
True False
81. The process of socialization may be said to involve turning insiders into outsiders.
True False
82. The "buddy system" is an informal orientation system used by some organizations where a new employee
is paired with a senior worker who shows the new person around.
True False
83. Responsibility for orientation is usually shared between the human resource department and the
immediate supervisor.
True False
84. Orientation programs are an occasion to communicate the culture of an organization.
True False
85. Probably the single most useless method of evaluating the effectiveness of an orientation program is
getting the reactions of new employees who went through the process.
True False
86. Reactions from new employees, effects of socialization on job attitudes and roles, and a positive cost-
benefit are all methods for measuring the effectiveness of an orientation program.
True False
87. Canadian companies must increasingly compete in a global market and a fast-changing environment,
which in turn makes training an important part of organizational strategy.
True False
88. Although orientation may be important, employers seldom have an initial investment in a new
employee.
True False
89. Canadian managers will increasingly have to work with colleagues who often have very different cultural
values.
True False
90. Benefits of training for the individual can include skill improvement and self-development.
True False
91. Benefits of training for the organization can include higher productivity, improved morale, and a better
corporate image.
True False
92. While training programs may benefit employees, it is generally agreed that it offers little specific benefit
to the organization.
True False
93. Knowledge management can be defined as the ability to utilize the information and knowledge stored in
employees' heads.
True False
94. The terms knowledge management and information management can be used interchangeably to describe
the same concept and functions.
True False
95. Training prepares people for their present jobs while development prepares them for future jobs.
True False
96. Training and development are identical concepts, except that smaller organizations tend to use the word
training while larger ones usually refer to the same activity as development.
True False
97. Once human resource managers have determined the objectives and content of a training program they
must do a needs assessment.
True False
98. The order of activities in planning a training program is to decide on the content and learning principles
to be used, then do a needs assessment, and finally determine objectives.
True False
99. In training, needs assessment diagnoses present problems and environmental challenges that training
might facilitate.
True False
100.Supervisors can be a good source of recommendations for training as they tend to see daily performance
and requirements.
True False
101.Recommending a good employee for a training course as a reward is one reason why human resource
departments regard supervisory suggestions for employee training as valid.
True False
102.Training objectives should state three things: desired behaviour, conditions under which it should occur,
and acceptable performance criteria.
True False
103.Training objectives should clearly state both learning principles and content assessment.
True False
104.Training objectives are necessary to give both the trainer and the trainee goals that can be used to
evaluate program success.
True False
105.Training program content is mainly shaped by the training objectives.
True False
106.A training program's content is shaped by the needs assessment and the learning principles.
True False
107.Though the learning process has been widely studied it is still not particularly understood.
True False
108.One of the biggest recent developments for human resource specialists planning training programs has
been the vastly increased understanding of the learning process.
True False
109.Three of the five learning principles that can be included in training are participation, relevance, and
transference.
True False
110.Repetition and relevance are learning principles, but feedback is not.
True False
111.Active participation usually makes learning quicker and more long-lasting.
True False
112.Explaining the overall purpose of a job to trainees before explaining specific tasks is an example of
transference as a learning principal.
True False
113.The use of feedback can allow motivated learners to modify their behaviour to achieve the quickest
possible learning curve.
True False
114.As the learning curve indicates, learning is not linear but takes place in bursts separated by plateaus.
True False
115.In selecting a particular training technique no one technique is always best, for there are always trade-offs
between desired content, cost, and personal capabilities.
True False
116.Training techniques can be divided into two basic groups: on-the-job and off-the-job approaches.
True False
117.On-the-job training techniques include job rotation, coaching, and role-playing.
True False
118.Off-the-job training techniques include lecture and video presentations, apprenticeships, and self-
study.
True False
119.Off-the-job training techniques can include self-study, computer-based training, and role-playing.
True False
120.Job rotation is an effective means of cross-training employees.
True False
121.Coaching as a training technique is seldom if ever done by the immediate manager or supervisor, but
rather by the human resource department.
True False
122.One advantage of role-playing as a training technique is that can create greater empathy and tolerance of
individual differences.
True False
123.E-learning is different from internet or web-based training because while it is completed on a computer it
does not involve the internet.
True False
124.A competency framework is a list of skills and abilities that provide a competitive advantage to an
organization.
True False
125.A competency-based performance management allows trainers to offer programs that focus on specific
employee strengths and invest training and development effort where it maximizes value for the
company.
True False
126.Strategic human resource development can be defined as the identification of essential job skills and the
management of employee learning for long-range in relation to corporate strategy.
True False
127.Because employee development is more future-oriented it can be considered to be a learning process
rather than a training process.
True False
128.An organization that plans to change its strategy should allocate funds for training.
True False
129.Employee development can be defined as the process of enhancing an employee's future value to the
organization through career planning.
True False
130.One rule of employee development is that without short-term payoffs management must be very cautious
about committing the firm's resources.
True False
131.The three basic developmental strategies for organizations are cognitive, behavioural, and
environmental.
True False
132.Among the basic strategies an organization can use for employee development are managerial, normative,
and participative.
True False
133.Cognitive developmental strategies are concerned with altering employees' ideas and thoughts, mainly
through knowledge and new processes.
True False
134.Behavioural developmental strategies are concerned with altering employees' attitudes and values.
True False
135.Because they use passive techniques, cognitive development strategies tend to be the most effective as a
developmental tool.
True False
136.Behaviour modelling and sensitivity training are two instruments used in behavioural strategies for
employee development.
True False
137.Behavioural developmental strategies are more concerned with changing employee behaviour than
changing attitudes and values.
True False
138.Team-building, modelling, and the managerial grid approach are all environmental strategies for
employee development.
True False
139.Job rotation, matrix management, and project teams are all environmental strategies for employee
development.
True False
140.The concept of human capital is meant to be a reflection of a person's talents, skills, and knowledge.
True False
141.The human capital of employees is dependent upon, and defined by, their current job or employer.
True False
142.A lateral transfer is the same as a promotion except that the pay seldom changes.
True False
143.The learning organization creates a knowledge network where employees can share ideas and learn more
about conent that is important to their development.
True False
144.The fundamental learning unit within the modern "learning organization" is the individual rather than the
team.
True False
145.The lack of a good trainer may be the most serious flaw in training efforts.
True False
146.There are three types of criteria on which to evaluate training plans: reaction, knowledge and
behaviour.
True False
147.It is generally agreed that one of the most serious flaws with training efforts is that too many
organizations spend far too much time and money on post-training evaluation.
True False
148.All the following are training evaluation criteria: reaction, knowledge, behaviour, and organizational
results.
True False
149.An investment in training should require a cost - benefit analysis.
True False
150.To be ready for career opportunities, successful people develop career plans and then take action to
achieve those plans.
True False
151.Planning a career guarantees successful employee development.
True False
152.Job performance, exposure, and organizational loyalty are all possible career development actions.
True False
153.One advantage of career planning is that it gives the human resource department a larger pool of job
applicants from which to fill internal job openings.
True False
154.Career plateauing can be defined as a linear career progression without any levelling or downward
movement.
True False
155.The starting point for any career planning and development is the organization.
True False
156.Organizationally sponsored career planning can further employee growth, tap employee potential, and
satisfy employee needs.
True False
157.No matter how professional they are, to be successful, career counsellors must first get employees to
assess themselves and their environment.
True False
158.Good career counsellors are those who can persuade employees that their career plan and their life plan
should, and must, be one and the same.
True False
159.Successful __________ for new employees can reduce future turnover and new employee errors, develop
clear organizational expectations, and improve performance.
________________________________________
160.A good orientation program can result in __________ instances of future corrective discipline
measures.
________________________________________
161.__________ is the process of integrating and acculturating new employees into the organization and
providing them with the tools, resources and knowledge to become successful and productive.
________________________________________
162.The ______________________ explains key benefits, policies and general information about the
company.
________________________________________
163.As employees begin to understand and accept organizational norms, values, and beliefs they are said to be
undergoing a continuing process called __________.
________________________________________
164.Socialization can be said to be the process of turning __________ into __________.
________________________________________
165.Reactions from new employees, effects of socialization on job attitudes, and a good cost-benefit ratio are
all approaches to evaluating the effectiveness of an ______________________.
________________________________________
166.The increasing requirement for organizations to have a workforce that is flexible, cross-trained, and that
can react quickly to new situations more and more makes __________ an important part of long-range
strategy.
________________________________________
167.A planned effort by an organization to facilitate the learning of employee job-related behaviours is
usually referred to as __________.
________________________________________
168.Generally speaking, __________ prepares people for their present job while __________ prepares them
for future jobs.
________________________________________
169.A true _________ organization is one that is "skilled at creating, acquiring, interpreting, transferring, and
retaining knowledge, one that adapts to change successfully by leveraging its knowledge base.
________________________________________
170.The ability to utilize people's knowledge is referred to as _______________________.
________________________________________
171.The usual first step in an effective training program is a __________________________.
________________________________________
172.Usually, responsibility for orientation is shared between the human resource department and the
__________.
________________________________________
173.In training, the needs assessment and the learning principles to be used are mainly shaped by the
_________ of the training program.
________________________________________
174.Needs assessment diagnoses present problems and environmental challenges that can be met through
__________.
________________________________________
175.In training, things such as desired behaviour, conditions under which it is supposed to occur, and
acceptable performance criteria are all __________.
________________________________________
176.Participation, repetition, relevance and feedback are all components of the _____________________.
________________________________________
177.Explaining the overall purpose of a job before explaining specific tasks is the use of __________ as a
learning principle.
________________________________________
178.Job rotation, job instruction, and coaching are examples of ______________________ training
techniques.
________________________________________
179.Vestibule training, role-playing, case study, self-study, and simulations are all examples of training
techniques known as _______________________ training.
________________________________________
180.________________________ offers control over the pace of learning in a modular-type training
program.
________________________________________
181.To be successful, employees must develop technical, human, and __________ skills.
________________________________________
182.The term _________ can be defined as the skills, knowledge, and behaviours that distinguish high
performance in a board role, function, or level of the organization.
________________________________________
183.A list of competencies (ie.skills and abilities) that provide a competitive advantage to an organization is
often referred to as a _______________________.
________________________________________
184."Perhaps the most important factor in ensuring that employee development is done strategically is the
participation of ______________________ in the process."
________________________________________
185.Strategic human resource _________ can be defined as the identification of essential job skills and the
management of employees' learning as part of the organizations long-range strategy.
________________________________________
186.A life long series of activities undertaken by individuals in their pursuit of a career is defined as
_______________________.
________________________________________
187.Cognitive, behavioural, and environmental are all basic employee _________ strategies for
organizations.
________________________________________
188.The employee developmental strategy that attempts to change employee attitudes and values is called the
__________ approach or strategy.
________________________________________
189.The __________ employee developmental strategy uses instruments such as role-playing, team building
and mentoring.
________________________________________
190.The __________ employee development approach uses methods such as job rotation, internal consulting,
and matrix management.
________________________________________
191.The __________ employee development approach uses articles, lectures and university courses.
________________________________________
192.The movement of an employee from one position to another in the same class but in another area, or to a
different class but with similar duties and salary is called a __________ transfer.
________________________________________
193.The four types of criteria for evaluating training programs are reaction, organizational results, knowledge,
and __________.
________________________________________
194.Of the four criteria for measuring training effectiveness, the ideal method would be
______________________ if it were not for the difficulty in determining cause-effect relationships.
________________________________________
195.While one method of measuring the effectiveness of training is the post-test design, a somewhat more
effective approach is the __________/post-test design that allows a comparison of results.
________________________________________
196.Employee development is inseparably linked to career __________ and career management.
________________________________________
197.Merely planning a career does not guarantee success, as superior performance, education, experience, and
even some occasional ________ play an important role.
________________________________________
198.Today an increasing number of human resource departments see career planning as a means of helping
meet their __________ staffing needs.
________________________________________
199.When a person's career shows an absence of progress (flattens out) this can be called career
__________.
________________________________________
200.To implement one's career plans one must actively work on career __________.
________________________________________
201.Some of the benefits for an organization of employee career planning are that it satisfies employee needs,
taps employee potential, and lowers employee __________.
________________________________________
202.One responsibility of human resource departments is to ensure that there are candidates
available for key positions in case of unexpected vacancies occurring. This activity is known as
____________________.
________________________________________
203."There should be no need for an orientation or training for workers that are correctly selected." Do you
agree or disagree? Why?
204.Define "Onboarding and discuss the strategic focus of it.
205.Define "Orientation programs" and discuss the purposes of them. Explain how orientation programs
helped to you integrate into a new workplace.
206.What is socialization? Why is it important to know about it?
207.How can the effectiveness of orientation be evaluated?
208.Which two learning techniques would you combine to design a developmental program for managers that
make use of all five learning principles? Why?
209.Explain the important role employee feedback has in any organization's attempts at career
development.
210.Comment on the recent developments regarding the Internet in career planning and development.
211.Which training techniques would you suggest for each of these occupations? Why?
a. a waiter or waitress
b. an assembly line worker
c. an electrician
d. an inexperienced manager
212.Discuss the importance of strategic HR development for an organization
213.What are the advantages of a learning organization? Why would it be worthwhile to "create" such an
organization?
214.Assume a friend of yours, who is a hardworking and dedicated worker, got passed over for a promotion.
What advice would you give your friend?
215."To verify the program's success, human resource managers increasingly demand that training and
development activities be evaluated systematically." Discuss.
216.Discuss "Personality - Job Fit" and explain John Holland's RIASEC model. Do you think this model
holds true for all occupations? Explain your answer.
217.Identify the four different types of generational workers and discuss each generation's exceptions and
characteristics in the workplace.
218.Discuss the methods that HR can use to communicate to employees the career options they have within
the organization.
219.What are the major ways a human resource department can assist career planning?
07a Key
1. Properly done orientation programs can serve several purposes including all the following except:
(p. 261) A. reducing employee turnover.
B. reducing employee errors.
C. improving job performance.
D. reducing employee anxiety.
E. increasing the number of grievances.
Difficulty: Medium
Learning Objective: 07-01 Explain the process of onboarding and why it is important.
Schwind - Chapter 07 #1
2. A proper and effective orientation program can:
(p. 261) A. be done quickly and inexpensively.
B. reduce the need for corrective discipline.
C. only be done by the human resource department.
D. reverse mistakes made in the recruiting and selection processes.
E. be highly effective with even minimal organizational commitment and planning.
Difficulty: Medium
3. Proper orientation programs can:
(p. 261) A. increase employee turnover.
B. develop clear job expectations.
C. increase a new employee's level of cognitive dissonance.
D. cause increased grievances later on.
E. cause a reduction in new employee morale and satisfaction.
Difficulty: Medium
4. To inform new employees what the organization expects of them and what they can expect in return is
(p. 261) a direct function of:
A. the recruiting process.
B. the orientation process.
C. the selection process.
D. the job analysis process.
E. the interviewing process.
Difficulty: Medium
5. A poor new-employee orientation program will:
(p. 261) A. increase organizational stability.
B. reduce employee anxiety.
C. reduce labour grievances.
D. encourage employees to do things his or her own way and not to be bound by organizational
norms.
E. develop clear-cut organizational expectations.
Difficulty: Medium
6. Given the fact that almost ____ percent of new hires leave an organization within the first 6 months,
(p. 262) it is important for HR professionals to understand how to engage a new employee right from the
beginning.
A. 40
B. 70
C. 50
D. 55
E. 60
Difficulty: Medium
7. The term ________ is used to describe a series of aligned strategic processes that take into account all
(p. 261) the new employees early experiences.
A. orientation
B. socialization
C. succession planning
D. onboarding
E. teamwork
Difficulty: Medium
8. Onboarding activities include all of the following except:
(p. 261) A. Orientation
B. Socialization
C. Training.
D. Teamwork
E. Development
Difficulty: Easy
9. Successful onboarding programs do all of the following except
(p. 261) A. Deliver business results.
B. Increases employee engagement.
C. Help the employee feel welcome.
D. Reduces time it takes an employee to understand their job.
E. Discourages an employee from asking too many questions.
Difficulty: Easy
10. Orientation programs often cover a number of topics including all of the following except:
(p. 264, A. employee benefits.
Fig 7-2)
B. job duties.
C. job analysis issues.
D. organizational issues.
E. introduction to other employees.
Difficulty: Easy
Learning Objective: 07-02 List the key components of an employee orientation program.
11. A good orientation program will:
(p. 265) A. attempt to introduce new employees to all their colleagues on the first day.
B. start by immediately challenging a new employee with job demands.
C. emphasize the socialization of the new employee by discussing organizational norms and values.
D. save the most relevant information about the company until the end of the employee's first month.
E. avoid confusing employees with information on corporate culture and character.
Difficulty: Medium
12. The process by which a new employee begins to understand and accept the values, norms, and beliefs
(p. 265) held by others in an organization is known as ______.
A. familiarization
B. adaptation
C. socialization
D. orientation programs
E. participation
Difficulty: Medium
13. Approaches to evaluating the effectiveness of an orientation program include the following
(p. 265) except:
A. randomly interview new employees who have completed the program.
B. administer a written test to all new employees on facts they have learned about the organization.
C. measure job satisfaction and work motivation after employees have been in their new roles.
D. conduct cost-benefit studies on orientation activities.
E. randomly select new employees and have them complete surveys.
Difficulty: Medium
14. To be successful an employee orientation program must be designed to include:
(p. 265) A. reactions from new employees.
B. cognitive dissonance.
C. an analysis of workforce demographics.
D. a mock disciplinary hearing.
E. an informal dinner with co-workers.
Difficulty: Medium
15. There is a trend towards online orientation instruments, the benefits of which are all the following
(p. 263- except:
264)
A. compressed delivery time.
B. reduced workload for trainers.
C. greater cost-effectiveness.
D. employees can do internet searches for more information.
E. ability to deliver to geographically dispersed workforces.
Difficulty: Medium
16. Some reasons for Canadian firms to be concerned with training could include all the following
(p. 268) except:
A. the competitive need for flatter organizations with more self-governing workers.
B. the desire of multi-skilled employees to be evaluated and paid according to their competencies.
C. the constant and rising influx of new immigrants and the challenges of diversity management.
D. rapidly changing information technology.
E. human rights legislation that requires training for all employees.
Difficulty: Medium
Learning Objective: 07-03 Describe the importance of training as part of the long-range strategy of an organization.
17. Training refers to a planned effort by an organization:
(p. 267) A. to prepare employees for future job responsibilities.
B. to facilitate the learning of job-related behaviours for employees on their current jobs.
C. to provide skills for employees in outplacement programs.
D. to allow employees to change corporate culture.
E. to copy the competition.
Difficulty: Medium
18. An effective training program:
(p. 268) A. benefits both employees and the organization.
B. is primarily focused on benefiting new employees.
C. meets the primary organizational goal of improving the self-confidence of employees.
D. can be completed in less than two hours so employees aren't away from their job duties for too
long.
E. allows employees to complete it on their own time.
Difficulty: Medium
19. Knowledge management has all of the following characteristics except:
(p. 266) A. focuses on making information available to managers for decision making.
B. translates an organization's ability to utilize employee knowledge.
C. attempts to survey and assess the organization's expertise.
D. attempts to leverage knowledge within the organization.
E. endeavours to increase knowledge systematically to apply knowledge in a profitable manner.
Difficulty: Medium
20. The first step in any training program is to:
(p. 268, A. set a specific space as a permanent training area.
Fig 7-4)
B. determine what the training program will be about.
C. determine training objectives.
D. assess the needs of the organization.
E. initiate a job redesign program.
Difficulty: Medium
21. In training, to do a needs assessment means to:
(p. 268- A. assess the costs of training programs.
269)
B. suggest possible methods to evaluate training programs.
C. diagnose environmental challenges that could be met through training.
D. develop an external workforce analysis to fill training needs.
E. review recruiting and selection procedures.
Difficulty: Medium
22. There can be a valid need for training when all of the following situations occur except:
(p. 269) A. recently promoted employees may have weaknesses that need to be addressed.
B. supervisors recommend training as a means of rewarding good workers.
C. new procedures may be introduced to handle a new product line.
D. high accident rates are occurring.
E. low morale needs to be improved.
Difficulty: Medium
Learning Objective: 07-04 Explain different approaches to needs analysis in designing training and development programs.
23. Advantages with supervisory recommendations for training can include:
(p. 269) A. supervisors see employee performance daily.
B. supervisors may wish to "hide" surplus workers.
C. supervisors may wish to reward good employees.
D. supervisors may want to banish troublemakers.
E. supervisors may not be familiar with employees' jobs and performance.
Difficulty: Medium
24. An evaluation of training needs will result in training objectives, including:
(p. 269) A. employees' future career plans.
B. acceptable performance criteria.
C. revised job descriptions.
D. training costs.
E. where training will take place.
Difficulty: Medium
25. A training program's content is shaped by:
(p. 270) A. learning principles.
B. needs assessment.
C. learning objectives.
D. needs assessment and learning objectives.
E. learning principles and learning objectives.
Difficulty: Medium
26. All of the following are learning principles except:
(p. 270- A. relevance.
271)
B. commitment.
C. repetition.
D. participation.
E. transference.
Difficulty: Medium
Learning Objective: 07-05 Explain the principles of learning and how this knowledge impacts the choice of training programs.
27. One problem with learning is that:
(p. 270) A. it cannot be observed.
B. its results cannot be measured.
C. it tends to make training less permanent.
D. it cannot take place in a formal training situation.
E. it cannot be encouraged.
Difficulty: Medium
28. The learning curve seems to indicate that:
(p. 270) A. learning takes place as a continuous upward straight line.
B. learning takes place in bursts and plateaus.
C. learning takes place as a continuous curved line that may plateau out towards the top.
D. learning goes down before it goes up.
E. learning is limited, if you learn something new, you are likely to forget something old.
Difficulty: Medium
29. Training pilots in flight simulators because the simulators closely resemble the actual cockpits and
(p. 270- flight characteristics of the airplane is an example of the learning principle of ______.
271)
A. relevance
B. repetition
C. transference
D. feedback
E. participation
Difficulty: Medium
30. On-the-job training techniques do not include:
(p. 271- A. lecture and simulation.
272)
B. job rotation.
C. job instruction training.
D. coaching.
E. apprenticeships.
Difficulty: Medium
31. Cross-training employees by moving them through a variety of jobs within the organization is called
(p. 272) _______.
A. job enrichment
B. job enlargement
C. job rotation
D. job mentoring
E. job learning
Difficulty: Medium
32. In most organizations, coaching (as a training approach) is almost always done by:
(p. 272- A. senior management.
273)
C. the immediate supervisor or manager.
D. a professional trainer or coach.
E. a virtual-reality coach.
Difficulty: Medium
33. All the following are off-the-job training techniques except:
(p. 273- A. vestibule training.
274)
B. simulation.
C. apprenticeships.
D. self-study.
E. role-playing.
Difficulty: Hard
34. Case study, simulation, and programmed learning are all examples of:
(p. 273- A. on-the-job training techniques.
274)
B. off-the-job training techniques.
C. role-playing.
D. transference.
E. participation learning.
Difficulty: Medium
35. All of the following apply to computer based training except:
(p. 274) A. it allows the student to control the pace of learning.
B. positive reinforcement occurs during the training.
C. courses can be offered through tutorial packages.
D. currently only generic course topics are available.
E. training packages are of a modular type format.
Difficulty: Medium
36. Web-based training:
(p. 274) A. is used in group training to enhance interpersonal skills.
B. involves the use of simulators that replicate the features of a work situation.
C. seeks to change the attitudes of trainees and develop communication skills.
D. provides for decision making and the development of problem-solving skills.
E. allows for real-time access at any time.
Difficulty: Medium
37. A competency framework is:
(p. 277) A. a organizational process for defining corrective discipline in situations of incompetence.
B. used to identify quality problems in production.
C. a list of competencies that provide a competitive advantage to the organization.
D. a test that human resource specialists give employees to determine job standards.
E. a physical structure designed to house organizational knowledge.
Difficulty: Medium
38. Employee development can be defined as:
(p. 279) A. training employees how to do their job better.
B. increasing an employee's level of productivity.
C. enhancing an employee's future value through an education process.
D. using job analysis to enhance job descriptions.
E. developing personal systems for increasing an employee's cognitive dissonance.
Difficulty: Medium
39. The skills, knowledge and behaviours that distinguish high performance in a board role, function or
(p. 277) level of the organization is known as:
A. Level of development.
B. Competencies.
C. Employee talent.
D. Job skills.
E. Talent profile.
Difficulty: Medium
40. Strategic human resource development involves all of the following except:
(p. 279) A. identifying essential job skills.
B. attempting to change employee behaviour.
C. actively managing an employee's learning.
D. linking the development needs and activities to an organization's strategy and mission.
E. being future oriented with regards to employee development.
Difficulty: Medium
Learning Objective: 07-06 Define strategic human resource development (HRD).
41. The term "human capital":
(p. 283) A. is identical in meaning to the term human resources.
B. is the cash value of each employee to the organization as represented by salary and wages.
C. is a reflection of the depth and breadth of an employee's skills and competencies.
D. refers to the total cost of all employees in an organization including benefits and bonuses.
E. is identical in meaning to the term human relations
Difficulty: Medium
Learning Objective: 07-07 List the developmental strategies that impact employee development.
42. According to Wexley and Latham, the three basic developmental strategies include:
(p. 280) A. content, learning and performance criteria.
B. participation, repetition and feedback.
C. comprehension, behavioural and role-playing.
D. behavioural modeling, sensitivity training and mentoring.
E. cognitive, behavioural and environmental.
Difficulty: Medium
43. Likely the least effective strategy in employee development, due to its more passive nature, is:
(p. 280) A. cognitive.
B. behavioural.
C. environmental.
D. on-the-job training.
E. assessment centres.
Difficulty: Hard
44. Developmental strategies that desire to change employee attitudes and values would generally fall
(p. 28 under the heading of ______.
0,282)
A. behavioural
B. environmental
C. cognitive
D. normative
E. managerial
Difficulty: Hard
45. "Desirable behaviour" as a development strategy includes reinforcing all of the following except:
(p. 280) A. proper leadership style.
B. conflict resolution techniques.
C. appropriate types of communication.
D. knowledge and expertise.
E. interactions with customers.
Difficulty: Medium
46. The use of such instruments as role-playing, sensitivity training, team building, and mentoring would
(p. 280- indicate an organizational strategy based on the:
281)
A. cognitive approach.
B. behavioural approach.
C. environmental approach.
D. job analysis approach.
E. assessment approach.
Difficulty: Medium
47. Methods and instruments used in environmental strategies for employee career development include
(p. 280, all the following except:
282)
A. the learning organization concept.
B. job rotation.
C. sensitivity training.
D. matrix management.
E. project teams.
Difficulty: Hard
48. Matrix management, cross-cultural management, and diversity training are all instruments used in the
(p. 282) __________ strategy to employee development.
A. behavioural
B. environmental
C. cognitive
D. normative
E. participative
Difficulty: Medium
49. When an employee is moved to another position in the same class, or to a different class with
(p. 282) substantially the same duties and salary this is called a:
A. lateral transfer.
B. horizontal transfer.
C. vertical transfer.
D. departmental transfer.
E. job progression transfer.
Difficulty: Medium
50. Among the characteristics of the "learning organization" can be included all the following except:
(p. 282) A. shared vision.
B. systems thinking.
C. personal mastery.
D. team learning.
E. authoritative bureaucratic structure.
Difficulty: Easy
51. The first step in training evaluation is:
(p. 284) A. establishment of criteria.
B. pre-testing.
C. follow-up studies.
D. employee selection.
E. determination of content.
Difficulty: Medium
52. The reaction criterion for training evaluation has as an advantage(s) that it evaluates:
(p. 284) A. the set-up of the program.
B. the effectiveness of the program.
C. desired behavioural changes.
D. attitude and behaviour changes effected by the training.
E. overall organizational results and benefits.
Difficulty: Medium
53. Training evaluation criteria can include all of the following except:
(p. 284) A. organizational results.
B. organizational demographics.
C. knowledge.
D. behaviour.
E. reaction.
Difficulty: Medium
54. In a perfect world, the best criteria of evaluating a training program would be ______.
(p. 284) A. reaction
B. behaviour
C. organizational results
D. knowledge
E. attitudes
Difficulty: Medium
55. Although none of the following are scientific methods of evaluating training, select the one that would
(p. 284) likely be the most effective as a practical measurement.
A. the post-test design.
B. the pre-test design.
C. the pre-test/post-test design.
D. elimination of uncertainty (the Heisenberg test).
E. Markov analysis.
Difficulty: Medium
56. As far as costs go, training should be considered to be:
(p. 285) A. too important to be analyzed on a cost-benefit basis.
B. the same as any other organizational decision and assessed for cost-effectiveness.
C. by its very nature immeasurable in any practical way for cost-effectiveness.
D. too future oriented to be measured in current costs.
E. a non-cost item.
Difficulty: Medium
57. An increasing number of human resource departments see employee career planning as:
(p. 287) A. a strategy for reducing the number of employees to the organization.
B. an expense that should be the employees' responsibility.
C. previously useful but becoming a less acceptable expense in an era of downsizing and labour
surplus.
D. giving the organization a larger pool of qualified applicants to fill internal job openings.
E. only being important in smaller organizations.
Difficulty: Medium
58. A study of employees revealed that there were a number of areas of concern in regards to career
(p. 288- planning, including all of the following except:
289)
A. career equity.
B. supervisory concern.
C. awareness of opportunities.
D. career satisfaction.
E. job design.
Difficulty: Medium
59. When employers encourage career planning, one benefit often is:
(p. 287) A. employees set goals and are more motivated.
B. increased creative anxiety.
C. poor employees resign.
D. expanded learning curve charts.
E. employees will decertify unions and set up team based self-management equity systems.
Difficulty: Easy
60. To have a successful career yet avoid having career goals come into serious conflict with the rest of
(p. 287) one's life, a career plan:
A. should be an end in itself.
B. should be an integral part of a person's life plans.
C. should be subordinate at all times to a person's personal life.
D. should be designed and directed by a professional.
E. should be left solely to day-to-day decisions.
Difficulty: Medium
61. The starting point and major responsibility for career development lies with:
(p. 287) A. the organization.
C. the employee.
D. the immediate supervisor or manager.
E. the situation.
Difficulty: Medium
62. An individual can take a number of actions to develop a career, including all the following except:
(p. 288) A. exposure.
B. job performance.
C. resignations.
D. mentors.
E. not learn from mistakes.
Difficulty: Easy
63. Organizations have become increasingly aware of the benefits of employee career planning, including
(p. 295) all the below except:
A. lower turnover.
B. promotable employees.
C. satisfied employees.
D. tapping employee potential.
E. higher compensation levels.
Difficulty: Easy
Learning Objective: 07-08 Describe how human resource departments encourage and assist career planning as well as support the learning management
framework.
64. The involvement of human resource departments in employee career planning has grown in recent
(p. 295) years mainly because career planning does all of the following except:
A. taps employee potential.
B. reduces management hoarding of key employees.
C. automatically filters out and removes unacceptable employees.
D. develops promotable employees.
E. assists employment equity plans.
Difficulty: Hard
framework.
65. Human resource departments encourage career planning through all the following except:
(p. 293, A. information.
Fig 7-12)
B. career education.
C. job analysis.
D. counselling.
E. employee self-assessment.
Difficulty: Medium
framework.
66. Some human resource departments offer career counselling, although to be truly successful,
(p. 292) counsellors must:
A. be able to inform employees exactly where their career path lies at any time.
B. get employees to assess themselves and their environment.
C. be able to persuade employees to go in the direction the organization, not where the employee
wants.
D. have direct experience in the jobs and careers that they are counselling about.
E. avoid using attitudes and skills tests at this stage.
Difficulty: Medium
framework.
67. The process of making long range management development plans to fill human resources needs is
(p. 293) known as:
A. Development planning.
B. Career planning.
C. Succession planning.
D. Onboarding.
E. Organizational succession.
Difficulty: Medium
framework.
68. One responsibility of a human resource department is to plan for the unexpected vacancy in key
(p. 293) positions. Such planning is known as:
A. emergency planning.
B. replacement planning.
C. succession planning.
D. resignation planning (though it can include employee departure due to death or retirement).
E. insurance planning.
Difficulty: Medium
framework.
69. The sole function of human resource management is the recruiting and hiring of employees.
(p. 261) FALSE
Difficulty: Easy
70. Formal orientation programs are intended to familiarize new employees with their roles, other
(p. 261) employees, and the organization.
TRUE
Difficulty: Easy
71. One unexpected consequence of detailed orientation programs is that they often create employee
(p. 261) anxiety and increase grievances.
FALSE
Difficulty: Medium
72. Employee orientation programs can reduce employee turnover, reduce errors, and increase
(p. 261) productivity.
TRUE
Difficulty: Easy
73. Employees are more likely to quit in their first few months than at any other time.
(p. 261- TRUE
262)
Difficulty: Medium
74. Orientation programs can instruct new employees in what is considered desirable behaviour,
(p. 263) outcomes, and attitudes.
TRUE
Difficulty: Medium
75. The one thing an orientation program cannot do is get new employees up to acceptable job
(p. 263) performance levels more quickly.
FALSE
Difficulty: Medium
76. Since grievances often result from ambiguous job expectations and unclear responsibilities, an
(p. 263) orientation program can help to reduce later grievances by specifying both.
TRUE
Difficulty: Medium
77. By spelling out rights and duties of employees, and the consequences of deviating from the prescribed
(p. 263) path, orientation programs tend to increase the need for corrective discipline measures as employees
become socialized.
FALSE
Difficulty: Medium
78. Most organizations conduct group orientation programs to be more cost effective.
(p. 263) FALSE
Difficulty: Medium
79. An employee handbook is a common tool for explaining benefits, policies, and general information
(p. 264) about the organization to the new employee.
TRUE
Difficulty: Easy
80. Successful organizational entry and maintenance is the key objective of employee socialization.
(p. 265) TRUE
Difficulty: Easy
81. The process of socialization may be said to involve turning insiders into outsiders.
(p. 265) FALSE
Difficulty: Medium
82. The "buddy system" is an informal orientation system used by some organizations where a new
(p. 263) employee is paired with a senior worker who shows the new person around.
TRUE
Difficulty: Medium
83. Responsibility for orientation is usually shared between the human resource department and the
(p. 264) immediate supervisor.
TRUE
Difficulty: Easy
84. Orientation programs are an occasion to communicate the culture of an organization.
(p. 265) TRUE
Difficulty: Easy
85. Probably the single most useless method of evaluating the effectiveness of an orientation program is
(p. 265) getting the reactions of new employees who went through the process.
FALSE
Difficulty: Hard
86. Reactions from new employees, effects of socialization on job attitudes and roles, and a positive cost-
(p. 265) benefit are all methods for measuring the effectiveness of an orientation program.
TRUE
Difficulty: Medium
87. Canadian companies must increasingly compete in a global market and a fast-changing environment,
(p. 268) which in turn makes training an important part of organizational strategy.
TRUE
Difficulty: Easy
88. Although orientation may be important, employers seldom have an initial investment in a new
(p. 265) employee.
FALSE
Difficulty: Easy
89. Canadian managers will increasingly have to work with colleagues who often have very different
(p. 268) cultural values.
TRUE
Difficulty: Easy
90. Benefits of training for the individual can include skill improvement and self-development.
(p. 268) TRUE
Difficulty: Easy
91. Benefits of training for the organization can include higher productivity, improved morale, and a
(p. 268) better corporate image.
TRUE
Difficulty: Easy
92. While training programs may benefit employees, it is generally agreed that it offers little specific
(p. 268) benefit to the organization.
FALSE
Difficulty: Medium
93. Knowledge management can be defined as the ability to utilize the information and knowledge stored
(p. 266) in employees' heads.
TRUE
Difficulty: Medium
94. The terms knowledge management and information management can be used interchangeably to
(p. 266) describe the same concept and functions.
FALSE
Difficulty: Medium
95. Training prepares people for their present jobs while development prepares them for future jobs.
(p. 267) TRUE
Difficulty: Medium
96. Training and development are identical concepts, except that smaller organizations tend to use the
(p. 267) word training while larger ones usually refer to the same activity as development.
FALSE
Difficulty: Medium
97. Once human resource managers have determined the objectives and content of a training program they
(p. 268- must do a needs assessment.
269)
FALSE
Difficulty: Hard
98. The order of activities in planning a training program is to decide on the content and learning
(p. 268- principles to be used, then do a needs assessment, and finally determine objectives.
269)
FALSE
Difficulty: Hard
99. In training, needs assessment diagnoses present problems and environmental challenges that training
(p. 268- might facilitate.
269)
TRUE
Difficulty: Medium
100. Supervisors can be a good source of recommendations for training as they tend to see daily
(p. 269) performance and requirements.
TRUE
Difficulty: Medium
101. Recommending a good employee for a training course as a reward is one reason why human resource
(p. 269) departments regard supervisory suggestions for employee training as valid.
FALSE
Difficulty: Medium
102. Training objectives should state three things: desired behaviour, conditions under which it should
(p. 269) occur, and acceptable performance criteria.
TRUE
Difficulty: Medium
103. Training objectives should clearly state both learning principles and content assessment.
(p. 269) FALSE
Difficulty: Hard
104. Training objectives are necessary to give both the trainer and the trainee goals that can be used to
(p. 269) evaluate program success.
TRUE
Difficulty: Medium
105. Training program content is mainly shaped by the training objectives.
(p. 270) FALSE
Difficulty: Hard
106. A training program's content is shaped by the needs assessment and the learning principles.
(p. 270) TRUE
Difficulty: Medium
107. Though the learning process has been widely studied it is still not particularly understood.
(p. 270) TRUE
Difficulty: Medium
108. One of the biggest recent developments for human resource specialists planning training programs has
(p. 270) been the vastly increased understanding of the learning process.
FALSE
Difficulty: Hard
109. Three of the five learning principles that can be included in training are participation, relevance, and
(p. 270- transference.
271)
TRUE
Difficulty: Medium
110. Repetition and relevance are learning principles, but feedback is not.
(p. 270- FALSE
271)
Difficulty: Hard
111. Active participation usually makes learning quicker and more long-lasting.
(p. 270) TRUE
Difficulty: Medium
112. Explaining the overall purpose of a job to trainees before explaining specific tasks is an example of
(p. 270) transference as a learning principal.
FALSE
Difficulty: Medium
113. The use of feedback can allow motivated learners to modify their behaviour to achieve the quickest
(p. 271) possible learning curve.
TRUE
Difficulty: Easy
114. As the learning curve indicates, learning is not linear but takes place in bursts separated by
(p. 270, plateaus.
Fig 7-5)
TRUE
Difficulty: Medium
115. In selecting a particular training technique no one technique is always best, for there are always trade-
(p. 271) offs between desired content, cost, and personal capabilities.
TRUE
Difficulty: Medium
116. Training techniques can be divided into two basic groups: on-the-job and off-the-job approaches.
(p. 271- TRUE
274)
Difficulty: Medium
117. On-the-job training techniques include job rotation, coaching, and role-playing.
(p. 271- FALSE
273)
Difficulty: Medium
118. Off-the-job training techniques include lecture and video presentations, apprenticeships, and self-
(p. 273- study.
274)
FALSE
Difficulty: Medium
119. Off-the-job training techniques can include self-study, computer-based training, and role-playing.
(p. 273- TRUE
274)
Difficulty: Medium
120. Job rotation is an effective means of cross-training employees.
(p. 272) TRUE
Difficulty: Medium
121. Coaching as a training technique is seldom if ever done by the immediate manager or supervisor, but
(p. 272- rather by the human resource department.
273)
FALSE
Difficulty: Medium
122. One advantage of role-playing as a training technique is that can create greater empathy and tolerance
(p. 273) of individual differences.
TRUE
Difficulty: Medium
123. E-learning is different from internet or web-based training because while it is completed on a
(p. 274) computer it does not involve the internet.
FALSE
Difficulty: Medium
124. A competency framework is a list of skills and abilities that provide a competitive advantage to an
(p. 277) organization.
TRUE
Difficulty: Easy
125. A competency-based performance management allows trainers to offer programs that focus on
(p. 277) specific employee strengths and invest training and development effort where it maximizes value for
the company.
TRUE
Difficulty: Medium
126. Strategic human resource development can be defined as the identification of essential job skills and
(p. 279) the management of employee learning for long-range in relation to corporate strategy.
TRUE
Difficulty: Easy
127. Because employee development is more future-oriented it can be considered to be a learning process
(p. 279) rather than a training process.
TRUE
Difficulty: Medium
128. An organization that plans to change its strategy should allocate funds for training.
(p. 279) TRUE
Difficulty: Medium
129. Employee development can be defined as the process of enhancing an employee's future value to the
(p. 279) organization through career planning.
TRUE
Difficulty: Easy
130. One rule of employee development is that without short-term payoffs management must be very
(p. 279) cautious about committing the firm's resources.
FALSE
Difficulty: Medium
131. The three basic developmental strategies for organizations are cognitive, behavioural, and
(p. 280) environmental.
TRUE
Difficulty: Medium
132. Among the basic strategies an organization can use for employee development are managerial,
(p. 280) normative, and participative.
FALSE
Difficulty: Medium
133. Cognitive developmental strategies are concerned with altering employees' ideas and thoughts, mainly
(p. 280) through knowledge and new processes.
TRUE
Difficulty: Medium
134. Behavioural developmental strategies are concerned with altering employees' attitudes and values.
(p. 280) FALSE
Difficulty: Hard
135. Because they use passive techniques, cognitive development strategies tend to be the most effective as
(p. 280) a developmental tool.
FALSE
Difficulty: Medium
136. Behaviour modelling and sensitivity training are two instruments used in behavioural strategies for
(p. 280- employee development.
281)
TRUE
Difficulty: Medium
137. Behavioural developmental strategies are more concerned with changing employee behaviour than
(p. 280) changing attitudes and values.
TRUE
Difficulty: Easy
138. Team-building, modelling, and the managerial grid approach are all environmental strategies for
(p. 280- employee development.
282)
FALSE
Difficulty: Hard
139. Job rotation, matrix management, and project teams are all environmental strategies for employee
(p. 282) development.
TRUE
Difficulty: Medium
140. The concept of human capital is meant to be a reflection of a person's talents, skills, and
(p. 283) knowledge.
TRUE
Difficulty: Medium
141. The human capital of employees is dependent upon, and defined by, their current job or employer.
(p. 283) FALSE
Difficulty: Hard
142. A lateral transfer is the same as a promotion except that the pay seldom changes.
(p. 282) FALSE
Difficulty: Medium
143. The learning organization creates a knowledge network where employees can share ideas and learn
(p. 282) more about conent that is important to their development.
TRUE
Difficulty: Easy
144. The fundamental learning unit within the modern "learning organization" is the individual rather than
(p. 282) the team.
FALSE
Difficulty: Medium
145. The lack of a good trainer may be the most serious flaw in training efforts.
(p. 284) FALSE
Difficulty: Medium
146. There are three types of criteria on which to evaluate training plans: reaction, knowledge and
(p. 284) behaviour.
FALSE
Difficulty: Medium
147. It is generally agreed that one of the most serious flaws with training efforts is that too many
(p. 284) organizations spend far too much time and money on post-training evaluation.
FALSE
Difficulty: Medium
148. All the following are training evaluation criteria: reaction, knowledge, behaviour, and organizational
(p. 284) results.
TRUE
Difficulty: Medium
149. An investment in training should require a cost - benefit analysis.
(p. 285) TRUE
Difficulty: Medium
150. To be ready for career opportunities, successful people develop career plans and then take action to
(p. 286) achieve those plans.
TRUE
Difficulty: Easy
151. Planning a career guarantees successful employee development.
(p. 286) FALSE
Difficulty: Medium
152. Job performance, exposure, and organizational loyalty are all possible career development actions.
(p. 288) TRUE
Difficulty: Easy
153. One advantage of career planning is that it gives the human resource department a larger pool of job
(p. 287) applicants from which to fill internal job openings.
TRUE
Difficulty: Medium
154. Career plateauing can be defined as a linear career progression without any levelling or downward
(p. 289) movement.
FALSE
Difficulty: Medium
155. The starting point for any career planning and development is the organization.
(p. 288) FALSE
Difficulty: Medium
156. Organizationally sponsored career planning can further employee growth, tap employee potential, and
(p. 295) satisfy employee needs.
TRUE
Difficulty: Easy
framework.
157. No matter how professional they are, to be successful, career counsellors must first get employees to
(p. 292) assess themselves and their environment.
TRUE
Difficulty: Medium
framework.
158. Good career counsellors are those who can persuade employees that their career plan and their life
(p. 292) plan should, and must, be one and the same.
FALSE
Difficulty: Medium
framework.
159. Successful __________ for new employees can reduce future turnover and new employee errors,
(p. 261) develop clear organizational expectations, and improve performance.
orientation or orientation programs
160. A good orientation program can result in __________ instances of future corrective discipline
(p. 261) measures.
fewer or reducing or decreasing
161. __________ is the process of integrating and acculturating new employees into the organization and
(p. 261) providing them with the tools, resources and knowledge to become successful and productive.
Onboarding
162. The ______________________ explains key benefits, policies and general information about the
(p. 264) company.
employee handbook
163. As employees begin to understand and accept organizational norms, values, and beliefs they are said
(p. 265) to be undergoing a continuing process called __________.
socialization
164. Socialization can be said to be the process of turning __________ into __________.
(p. 265) outsiders; insiders
165. Reactions from new employees, effects of socialization on job attitudes, and a good cost-benefit ratio
(p. 265- are all approaches to evaluating the effectiveness of an ______________________.
266)
orientation program
166. The increasing requirement for organizations to have a workforce that is flexible, cross-trained, and
(p. 268) that can react quickly to new situations more and more makes __________ an important part of long-
range strategy.
training
167. A planned effort by an organization to facilitate the learning of employee job-related behaviours is
(p. 267) usually referred to as __________.
training
168. Generally speaking, __________ prepares people for their present job while __________ prepares
(p. 267) them for future jobs.
training; development
169. A true _________ organization is one that is "skilled at creating, acquiring, interpreting, transferring,
(p. 266) and retaining knowledge, one that adapts to change successfully by leveraging its knowledge base.
learning
170. The ability to utilize people's knowledge is referred to as _______________________.
(p. 266) knowledge management
171. The usual first step in an effective training program is a __________________________.
(p. 268- needs assessment
269,
Fig 7-4)
172. Usually, responsibility for orientation is shared between the human resource department and the
(p. 269) __________.
(immediate) supervisor
173. In training, the needs assessment and the learning principles to be used are mainly shaped by the
(p. 270) _________ of the training program.
content
174. Needs assessment diagnoses present problems and environmental challenges that can be met through
(p. 269) __________.
training
175. In training, things such as desired behaviour, conditions under which it is supposed to occur, and
(p. 269) acceptable performance criteria are all __________.
(training) objectives
176. Participation, repetition, relevance and feedback are all components of the
(p. 270- _____________________.
271)
learning principles
177. Explaining the overall purpose of a job before explaining specific tasks is the use of __________ as a
(p. 270) learning principle.
relevance
178. Job rotation, job instruction, and coaching are examples of ______________________ training
(p. 271- techniques.
273)
on-the-job
179. Vestibule training, role-playing, case study, self-study, and simulations are all examples of training
(p. 273- techniques known as _______________________ training.
274)
off-the-job
180. ________________________ offers control over the pace of learning in a modular-type training
(p. 274) program.
Computer-Based training
181. To be successful, employees must develop technical, human, and __________ skills.
(p. 277) conceptual
182. The term _________ can be defined as the skills, knowledge, and behaviours that distinguish high
(p. 277) performance in a board role, function, or level of the organization.
competencies
183. A list of competencies (ie.skills and abilities) that provide a competitive advantage to an organization
(p. 277) is often referred to as a _______________________.
competency framework
184. "Perhaps the most important factor in ensuring that employee development is done strategically is the
(p. 279) participation of ______________________ in the process."
top management
185. Strategic human resource _________ can be defined as the identification of essential job skills and the
(p. 279) management of employees' learning as part of the organizations long-range strategy.
development
186. A life long series of activities undertaken by individuals in their pursuit of a career is defined as
(p. 287) _______________________.
(employee) career development
187. Cognitive, behavioural, and environmental are all basic employee _________ strategies for
(p. 280) organizations.
developmental
188. The employee developmental strategy that attempts to change employee attitudes and values is called
(p. 280) the __________ approach or strategy.
environmental
189. The __________ employee developmental strategy uses instruments such as role-playing, team
(p. 280- building and mentoring.
281)
behavioural
190. The __________ employee development approach uses methods such as job rotation, internal
(p. 282) consulting, and matrix management.
environmental
191. The __________ employee development approach uses articles, lectures and university courses.
(p. 280, cognitive
Fig 7-8)
192. The movement of an employee from one position to another in the same class but in another area, or
(p. 282) to a different class but with similar duties and salary is called a __________ transfer.
lateral
193. The four types of criteria for evaluating training programs are reaction, organizational results,
(p. 284) knowledge, and __________.
behaviour
194. Of the four criteria for measuring training effectiveness, the ideal method would be
(p. 284) ______________________ if it were not for the difficulty in determining cause-effect
relationships.
organizational results
195. While one method of measuring the effectiveness of training is the post-test design, a somewhat more
(p. 284) effective approach is the __________/post-test design that allows a comparison of results.
pre-test
196. Employee development is inseparably linked to career __________ and career management.
(p. 286) planning
197. Merely planning a career does not guarantee success, as superior performance, education, experience,
(p. 286) and even some occasional ________ play an important role.
luck
198. Today an increasing number of human resource departments see career planning as a means of helping
(p. 286) meet their __________ staffing needs.
internal
199. When a person's career shows an absence of progress (flattens out) this can be called career
(p. 289) __________.
plateauing
200. To implement one's career plans one must actively work on career __________.
(p. 287) development
201. Some of the benefits for an organization of employee career planning are that it satisfies employee
(p. 295) needs, taps employee potential, and lowers employee __________.
turnover
framework.
202. One responsibility of human resource departments is to ensure that there are candidates
(p. 293) available for key positions in case of unexpected vacancies occurring. This activity is known as
____________________.
succession planning
framework.
203. "There should be no need for an orientation or training for workers that are correctly selected." Do you
(p. 261- agree or disagree? Why?
263)
Answers will vary
204. Define "Onboarding and discuss the strategic focus of it.
(p. 261-
262)
Answers will vary
205. Define "Orientation programs" and discuss the purposes of them. Explain how orientation programs
(p. 261- helped to you integrate into a new workplace.
263)
Answers will vary
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advanced on all sides from the plantations, and nothing but a small
open space divided the people from each other, Sir George directed
them to halt, and, after thanking them for what they had done, he
requested them to rest themselves on the grass till refreshments
could be brought from the Hermitage, after partaking of which they
had best move homewards, as it seemed in vain to attempt anything
more till next day. He then took leave of them, and hurried home to
the Hermitage, from whence a number of people were soon seen
returning with the promised refreshments.
Having finished what was set before them, and sufficiently rested
themselves, most of them departed, having first declared their
readiness to turn out the moment they were wanted. But when his
friends proposed to David Williams his returning home, he resolutely
refused, declaring his determination to continue his search the whole
night; and the poor man’s distress seemed so great, that a number of
the people agreed to accompany him. Robert, on being applied to,
furnished them, from the Hermitage, with a quantity of torches and
lanterns; and the people themselves, having got others from the
cottages in the neighbourhood, divided into bands, and, fixing on
John Maxwell’s house for intelligence to be sent to, parted in
different ways on their search.
At first all were extremely active, and no place the least suspicious
was passed by; but as the night advanced their exertions evidently
flagged, and many of them began to whisper to each other that it was
in vain to expect doing any good in the midst of darkness; and, as the
idea gained ground, the people gradually separated from each other,
and returned to their homes, promising to be ready early in the
morning to renew the search.
“An’ now, David,” said John Maxwell, “let’s be gaun on.”
“No to my house,” cried David;—“not to my ain house. I canna face
Matty, and them no found yet.”
“Aweel, then,” said John, “suppose ye gang hame wi’ me, and fling
yersel down for a wee; an’ then we’ll be ready to start again at gray
daylight.”
“An’ what will Matty think in the meantime?” answered David.
“But gang on, gang on, however,” he added, “an’ I’se follow ye.”
John Maxwell, glad that he had got him this length, now led the
way, occasionally making a remark to David, which was very briefly
answered, so that John, seeing him in that mood, gave up speaking
to him, till, coming at length to a bad step, and warning David of it,
to which he got no answer, he hastily turned round and found that he
was gone. He immediately went back, calling to David as loud as he
could, but all to no purpose. It then occurred to him that David had
probably changed his mind, and had gone homewards; and, at any
rate, if he had taken another direction, that it was in vain for him to
attempt following him, the light he carried being now nearly burnt
out. He therefore made the best of his way to his own house.
In the meantime, poor David Williams, who could neither endure
the thought of going to his own house nor to his brother-in-law’s,
and had purposely given him the slip, continued to wander up and
down without well knowing where he was, or where he was going to,
when he suddenly found himself, on coming out of the wood, close to
the cottage inhabited by a widow named Elie Anderson.
“I wad gie the world for a drink o’ water,” said he to himself; “but
the puir creature will hae lain down lang syne, an’ I’m sweer to
disturb her;” and as he said this, he listened at the door, and tried to
see in at the window, but he could neither see nor hear anything, and
was turning to go away, when he thought he saw something like the
reflection of a light from a hole in the wall, on a tree which was
opposite. It was too high for him to get at it without something to
stand upon; but after searching about, he got part of an old hen-
coop, and placing it to the side of the house, he mounted quietly on
it. He now applied his eye to the hole where the light came through,
and the first sight which met his horrified gaze was the body of his
eldest daughter, lying on a table quite dead,—a large incision down
her breast, and another across it!
David Williams could not tell how he forced his way into the
house; but he remembered bolts and bars crashing before him,—his
seizing Elie Anderson, and dashing her from him with all his might;
and that he was standing gazing on his murdered child when two
young ones put out their hands from beneath the bed-clothes.
“There’s faither,” said the one.
“Oh, faither, faither,” said the other, “but I’m glad ye’re come, for
Nanny’s been crying sair, sair, an’ she’s a’ bluiding.”
David pressed them to his heart in a perfect agony, then catching
them up in his arms, he rushed like a maniac from the place, and
soon afterwards burst into John Maxwell’s cottage,—his face pale, his
eye wild, and gasping for breath.
“God be praised,” cried John Maxwell, “the bairns are found! But
where’s Nanny?”
Poor David tried to speak, but could not articulate a word.
“Maybe ye couldna carry them a’?” said John; “but tell me whaur
Nanny is, and I’se set out for her momently.”
“Ye needna, John, ye needna,” said David; “it’s ower late, it’s ower
late!”
“How sae? how sae?” cried John; “surely naething mischancy has
happened to the lassie?”
“John,” said David, “grasping his hand, she’s murdered—my
bairn’s murdered, John!”
“Gude preserve us a’,” cried John; “an’ wha’s dune it?”
“Elie Anderson,” answered David; “the poor innocent lies yonder a’
cut to bits;” and the unhappy man broke into a passion of tears.
John Maxwell darted off to Saunders Wilson’s. “Rise, Saunders!”
cried he, thundering at the door; “haste ye and rise!”
“What’s the matter now?” said Saunders.
“Elie Anderson’s murdered David’s Nanny; sae haste ye, rise, and
yoke your cart, that we may tak her to the towbuith.”
Up jumped Saunders Wilson, and up jumped his wife and his
weans, and in a few minutes the story was spread like wildfire. Many
a man had lain down so weary with the long search they had made,
that nothing they thought would have tempted them to rise again;
but now they and their families sprung from their beds, and hurried,
many of them only half-dressed, to John Maxwell’s, scarcely
believing that the story could be true. Amongst the first came
Geordie Turnbull, who proposed that a number of them should set
off immediately, without waiting till Saunders Wilson was ready, as
Elie Anderson might abscond in the meantime; and away he went,
followed by about a dozen of the most active. They soon reached her
habitation, where they found the door open and a light burning.
“Ay, ay,” said Geordie, “she’s aff, nae doubt, but we’ll get her yet.
Na, faith,” cried he, entering, “she’s here still; but, gudesake, what a
sight’s this!” continued he, gazing on the slaughtered child. The
others now entered, and seemed filled with horror at what they saw.
“Haste ye,” cried Geordie, “and fling a sheet or something ower
her, that we mayna lose our wits a’thegither. And now, ye wretch,”
turning to Elie Anderson, “your life shall answer for this infernal
deed. Here,” continued he, “bring ropes and tie her, and whenever
Saunders comes up, we’ll off wi’ her to the towbuith.”
Ropes were soon got, and she was tied roughly enough, and then
thrown carelessly into the cart; but notwithstanding the pain
occasioned by her thigh-bone being broken by the force with which
David Williams dashed her to the ground, she answered not one
word to all their threats and reproaches, till the cart coming on some
very uneven ground, occasioned her such exquisite pain, that, losing
all command over herself, she broke out into such a torrent of abuse
against those who surrounded her, that Geordie Turnbull would have
killed her on the spot, had they not prevented him by main force.
Shortly afterwards they arrived at the prison; and having delivered
her to the jailor, with many strict charges to keep her safe, they
immediately returned to assist in the search for the bodies of the
other children, who, they had no doubt, would be found in or about
her house.
When they arrived there, they found an immense crowd
assembled, for the story had spread everywhere; and all who had lost
children, accompanied by their friends and neighbours and
acquaintances, had repaired to the spot, and had already commenced
digging and searching all round. After working in this way for a long
while, without any discovery being made, it was at length proposed
to give up the search and return home, when Robin Galt, who was a
mason, and who had been repeatedly pacing the ground from the
kitchen to the pig-sty, and from the pig-sty to the kitchen, said,
“Frien’s, I’ve been considering, and I canna help thinking that there
maun be a space no discovered atween the sty and the kitchen, an’
I’m unco fond to hae that ascertained.”
“We’ll sune settle that,” says Geordie Turnbull. “Whereabouts
should it be?”
“Just there, I think,” says Robin.
Geordie immediately drove a stone or two out, so that he could get
his hand in.
“Does onybody see my hand frae the kitchen?” asked he.
“No a bit o’t,” was the answer.
“Nor frae the sty?”
“Nor frae that either.”
“Then there maun be a space, sure enough,” cried Geordie,
drawing out one stone after another, till he had made a large hole in
the wall. “An’ now,” said he, “gie me a light;” and he shoved in a
lantern, and looked into the place. “The Lord preserve us a’!” cried
he, starting back.
“What is’t—what is’t?” cried the people, pressing forward on all
sides.
“Look an’ see!—look an’ see!” he answered; “they’re a there—a’ the
murdered weans are there, lying in a raw!”
The wall was torn down in a moment; and, as he had said, the
bodies of the poor innocents were found laid side by side together.
Those who entered first gazed on the horrid scene without speaking,
and then proceeded to carry out the bodies, and to lay them on the
green before the house. It was then that the grief of the unhappy
parents broke forth; and their cries and lamentations, as they
recognised their murdered little ones, roused the passions of the
crowd to absolute frenzy.
“Hanging’s ower gude for her,” cried one.
“Let’s rive her to coupens,” exclaimed another.
A universal shout was the answer; and immediately the greater
part of them set off for the prison, their numbers increasing as they
ran, and all burning with fury against the unhappy author of so much
misery.
The wretched woman was at this moment sitting with an old crony
who had been admitted to see her, and to whom she was confessing
what had influenced her in acting as she had done.
“Ye ken,” said she, “I haena jist been mysel since a rascal that had
a grudge at me put aboot a story of my having made awa wi’ John
Anderson, wi’ the help o’ arsenic. I was ta’en up and examined aboot
it, and afterwards tried for it, and though I was acquitted, the
neebours aye looked on me wi’ an evil eye, and avoided me. This
drave me to drinking and other bad courses, and it ended in my
leaving that part of the kintra, and coming here. But the thing
rankled in my mind, and many a time hae I sat thinkin’ on it, till I
scarcely kent where I was, or what I was doing. Weel, ae day, as I was
sitting at the roadside, near the Hermitage, and very low about it, I
heard a voice say, ‘Are you thinking on John Anderson, Elie? Ay,
woman,’ said Charlotte Beaumont, for it was her, ‘what a shame in
you to poison your own gudeman!’ and she pointed her finger, and
hissed at me. When I heard that,” continued Elie, “the whole blood in
my body seemed to flee up to my face, an’ my very een were like to
start frae my head; an’ I believe I wad hae killed her on the spot,
hadna ane o’ Sir George’s servants come up at the time; sae I sat
mysel doun again, an’ after a lang while, I reasoned mysel, as I
thought, into the notion that I shouldna mind what a bairn said; but
I hadna forgotten’t for a’ that.
“Weel, ae day that I met wi’ her near the wood, I tell’t her that it
wasna right in her to speak yon gate, an’ didna mean to say ony mair,
hadna the lassie gane on ten times waur nor she had done before,
and sae angered me, that I gied her a wee bit shake, and then she
threatened me wi’ what her faither wad do, and misca’ed me sae sair,
that I struck her, and my passion being ance up, I gaed on striking
her till I killed her outright. I didna ken for a while that she was
dead; but when I found that it was really sae, I had sense enough left
to row her in my apron, an’ to tak her hame wi’ me; an’ when I had
barred the door, I laid her body on a chair, and sat down on my
knees beside it, an’ grat an’ wrung my hands a’ night lang.
“Then I began to think what would be done to me if it was found
out; an’ thought o’ pittin’ her into a cunning place, which the man
who had the house before me, and who was a great poacher, had
contrived to hide his game in; and when that was done, I was a
thought easier, though I couldna forgie mysel for what I had done,
till it cam into my head that it had been the means o’ saving her frae
sin, and frae haein’ muckle to answer for; an’ this thought made me
unco happy. At last I began to think that it would be right to save
mair o’ them, and that it would atone for a’ my former sins; an’ this
took sic a hold o’ me, that I was aye on the watch to get some ane or
ither o’ them by themselves, to dedicate them to their Maker, by
marking their bodies wi’ the holy cross:—but oh!” she groaned, “if I
hae been wrang in a’ this!”
The sound of the people rushing towards the prison was now
distinctly heard; and both at once seemed to apprehend their object.
“Is there no way of escape, Elie,” asked her friend, wringing her
hands.
Elie pointed to her broken thigh, and shook her head. “Besides,”
said she, “I know my hour is come.”
The mob had now reached the prison, and immediately burst open
the doors. Ascending to the room where Elie was confined, they
seized her by the hair, and dragged her furiously downstairs. They
then hurried her to the river, and, with the bitterest curses, plunged
her into the stream; but their intention was not so soon
accomplished as they had expected; and one of the party having
exclaimed that a witch would not drown, it was suggested, and
unanimously agreed to, to burn her. A fire was instantly lighted by
the waterside, and when they thought it was sufficiently kindled, they
threw her into the midst of it. For some time her wet clothes
protected her, but when the fire began to scorch her, she made a
strong exertion, and rolled herself off. She was immediately seized
and thrown on again; but having again succeeded in rolling herself
off, the mob became furious, and called for more wood for the fire;
and by stirring it on all hands, they raised it into a tremendous blaze.
Some of the most active now hastened to lay hold of the poor wretch,
and to toss her into it; but in their hurry one of them having trod on
her broken limb, caused her such excessive pain, that when Geordie
Turnbull stooped to assist in lifting her head, she suddenly caught
him by the thumb with her teeth, and held him so fast, that he found
it impossible to extricate it. She was therefore laid down again, and
in many ways tried to force open her mouth, but without other effect
than increasing Geordie’s agony; till at length one of them seizing a
pointed stick from the fire, and thrusting it into an aperture
occasioned by the loss of some of her teeth, the pressure of its sharp
point against the roof of her mouth, and the smoke setting her
coughing, forced her to relax her hold, when the man’s thumb was
got out of her grasp terribly lacerated. Immediately thereafter she
was tossed in the midst of the flames, and forcibly held there by
means of long prongs; and the fire soon reaching the vital parts, the
poor wretch’s screams and imprecations became so horrifying, that
one of the bystanders, unable to bear it any longer, threw a large
stone at her head, which, hitting her on the temples, deprived her of
sense and motion.
Their vengeance satisfied, the people immediately dispersed,
having first pledged themselves to the strictest secrecy. Most of them
returned home, but a few went back to Elie Anderson’s, whose house,
and everything belonging to her, had been set on fire by the furious
multitude. They then retired, leaving a few men to watch the remains
of the children, till coffins could be procured for them. “Never in a’
my days,” said John Maxwell, when speaking of it afterwards, “did I
weary for daylight as I did that night. When the smoke smothered
the fire, and it was quite dark, we didna mind sae muckle; but when a
rafter or a bit o’ the roof fell in, and a bleeze raise, then the firelight
shining on the ghastly faces of the puir wee innocents a’ laid in a row,
—it was mair than we could weel stand; and it was mony a day or I
was my ainsel again.”
Chapter III.
Next morning the parents met, and it being agreed that all their
little ones should be interred in one grave, and that the funeral
should take place on the following day, the necessary preparations
were accordingly made. In the meantime, Matty went over to her
brother John Maxwell, to tell him, if possible, to persuade David
Williams not to attend the funeral, as she was sure he could not
stand it. “He hadna closed his ee,” she said, “since that terrible night,
and had neither ate nor drank, but had just wandered up and down
between the house and the fields, moaning as if his heart would
break.” John Maxwell promised to speak to David, but when he did
so, he found him so determined on attending, that it was needless to
say any more on the subject.
On the morning of the funeral, David Williams appeared very
composed; and John Maxwell was saying to some of the neighbours
that he thought he would be quite able to attend, when word was
brought that Geordie Turnbull had died that morning of lock-jaw,
brought on, it was supposed, as much from the idea of his having
been bitten by a witch, or one that was not canny, as from the injury
done to him.
This news made an evident impression on David Williams, and he
became so restless and uneasy, and felt himself so unwell, that he at
one time declared he would not go to the funeral; but getting
afterwards somewhat more composed, he joined the melancholy
procession, and conducted himself with firmness and propriety from
the time of their setting out till all the coffins were lowered into the
grave. But the first spadeful of earth was scarcely thrown in, when
the people were startled by his breaking into a long and loud laugh;—
“There she’s!—there she’s!” he exclaimed; and, darting through the
astonished multitude, he made with all his speed to the gate of the
churchyard.
“Oh! stop him,—will naebody stop him?” cried his distracted wife;
and immediately a number of his friends and acquaintances set off
after him, the remainder of the people crowding to the churchyard
wall, whence there was an extensive view over the surrounding
country. But quickly as those ran who followed him, David Williams
kept far a-head of them, terror lending him wings,—till at length, on
slackening his pace, William Russel, who was the only one near,
gained on him, and endeavoured, by calling in a kind and soothing
manner, to prevail on him to return. This only made him increase his
speed, and William would have been thrown behind farther than
ever, had he not taken a short cut, which brought him very near him.
“Thank God, he will get him now!” cried the people in the
churchyard; when David Williams, turning suddenly to the right,
made with the utmost speed towards a rising ground, at the end of
which was a freestone quarry of great depth. At this sight a cry of
horror arose from the crowd, and most fervently did they pray that
he might yet be overtaken; and great was their joy when they saw
that, by the most wonderful exertion, William Russel had got up so
near as to stretch out his arm to catch him; but at that instant his
foot slipped, and ere he could recover himself, the unhappy man,
who had now gained the summit, loudly shouting, sprung into the
air.
“God preserve us!” cried the people, covering their eyes that they
might not see a fellow-creature dashed in pieces; “it is all over!”
“Then help me to lift his poor wife,” said Isabel Lawson. “And now
stan’ back, and gie her a’ the air, that she may draw her breath.”
“She’s drawn her last breath already, I’m doubting,” said Janet
Ogilvie, an old skilful woman; and her fears were found to be too
true.
“An’ what will become o’ the poor orphans?” said Isabel.
She had scarcely spoken, when Sir George Beaumont advanced,
and, taking one of the children in each hand, he motioned the people
to return towards the grave.
“The puir bairns are provided for now,” whispered one to another,
as they followed to witness the completion of the mournful
ceremony. It was hastily finished in silence, and Sir George having
said a few words to his steward, and committed the orphans to his
care, set out on his way to the Hermitage, the assembled multitude
all standing uncovered as he passed, to mark their respect for his
goodness and humanity.
As might have been expected, the late unhappy occurrences greatly
affected Lady Beaumont’s health, and Sir George determined to quit
the Hermitage for a time; and directions were accordingly given to
prepare for their immediate removal. While this was doing, the
friend who had been with Elie Anderson in the prison happened to
call at the Hermitage, and the servants crowded about her, eager to
learn what had induced Elie to commit such crimes. When she had
repeated what Elie had said, a young woman, one of the servants,
exclaimed, “I know who’s been the cause of this; for if Bet,”——and
she suddenly checked herself.
“That must mean Betsy Pringle,” said Robert, who was her
sweetheart, and indeed engaged to her; “so you will please let us hear
what you have to say against her, or own that you’re a slanderer.”
“I have no wish to make mischief,” said the servant; “and as what I
said came out without much thought, I would rather say no more;
but I’ll not be called a slanderer neither.”
“Then say what you have to say,” cried Robert; “it’s the only way to
settle the matter.”
“Well, then,” said she, “since I must do it, I shall. Soon after I came
here, I was one day walking with the bairns and Betsy Pringle, when
we met a woman rather oddly dressed, and who had something
queer in her manner, and, when she had left us, I asked Betsy who it
was. ‘Why,’ said Betsy, ‘I don’t know a great deal about her, as she
comes from another part of the country; but if what a friend of mine
told me lately is true, this Elie Anderson, as they call her, should
have been hanged.’
“‘Hanged!’ cried Miss Charlotte; ‘and why should she be hanged,
Betsy?’
“‘Never you mind, Miss Charlotte,’ said Betsy, ‘I’m speaking to
Fanny here.’
“‘You can tell me some other time,’ said I.
“‘Nonsense,’ cried Betsy, ‘what can a bairn know about it? Weel,’
continued she, ‘it was believed that she had made away with John
Anderson, her gudeman.’
“‘What’s a gudeman, Betsy?’ asked Miss Charlotte.
“‘A husband,’ answered she.
“‘And what’s making away with him, Betsy?’
“‘What need you care?’ said Betsy.
“‘You may just as well tell me,’ said Miss Charlotte; ‘or I’ll ask Elie
Anderson herself all about it, the first time I meet her.’
“‘That would be a good joke,’ said Betsy, laughing; ‘how Elie
Anderson would look to hear a bairn like you speaking about a
gudeman, and making away with him; however,’ she continued, ‘that
means killing him.’
“‘Killing him!’ exclaimed Miss Charlotte. ‘Oh, the wretch; and how
did she kill him, Betsy?’
“‘You must ask no more questions, miss,’ said Betsy, and the
subject dropped.
“‘Betsy,’ said I to her afterwards, you should not have mentioned
these things before the children; do you forget how noticing they
are?’
“‘Oh, so they are,’ said Betsy, ‘but only for the moment; and I’ll
wager Miss Charlotte has forgotten it all already.’
“But, poor thing,” Fanny added, “she remembered it but too well.”
“I’ll not believe this,” cried Robert.
“Let Betsy be called, then,” said the housekeeper, “and we’ll soon
get at the truth.” Betsy came, was questioned by the housekeeper,
and acknowledged the fact.
“Then,” said Robert, “you have murdered my master’s daughter,
and you and I can never be more to one another than we are at this
moment;” and he hastily left the room.
Betsy gazed after him for an instant, and then fell on the floor. She
was immediately raised up and conveyed to bed, but recovering soon
after, and expressing a wish to sleep, her attendant left her. The
unhappy woman, feeling herself unable to face her mistress after
what had happened, immediately got up, and, jumping from the
window, fled from the Hermitage. The first accounts they had of her
were contained in a letter from herself to Lady Beaumont, written on
her death-bed, wherein she described the miserable life she had led
since quitting the Hermitage, and entreating her ladyship’s
forgiveness for the unhappiness which she had occasioned.
“Let what has happened,” said Lady Beaumont, “be a warning to
those who have the charge of them, to beware of what they say
before children;—a sentiment which Sir George considered as so just
and important, that he had it engraven on the stone which covered
the little innocents, that their fate and its cause might be had in
everlasting remembrance.”—“The Odd Volume.”
AN ORKNEY WEDDING.
By John Malcolm.
To me more dear, congenial to my heart,
One native charm, than all the gloss of art.—Goldsmith.
Gentle reader! you, I doubt not, have seen many strange sights,
and have passed through a variety of eventful scenes. Perhaps you
have visited the Thames Tunnel, and there threaded your way under
ground and under water, or you may have witnessed Mr Green’s
balloon ascent, and seen him take an airing on horseback among the
clouds.
Perhaps, too, you have been an observer of human life in all its
varieties and extremes: one night figuring away at Almack’s with
aristocratic beauty, and the next footing it with a band of gipsies in
Epping Forest. But, pray tell me, have you ever seen an Orkney
Wedding? If not, as I have just received an invitation to one,
inclusive of a friend, you shall, if it so please you, accompany me to
that scene of rural hospitality.
In conformity with the custom of the country, I have sent off to the
young couple a pair of fowls and a leg of mutton, to play their parts
upon the festive board; and as every family contributes in like
manner, a general pic-nic is formed, which considerably diminishes
the expense incident to the occasion; although, as the festivities are
frequently kept up for three or four days by a numerous assemblage
of rural beauty and fashion, the young people must contrive to live
upon love, if they can, during the first year of their union, having
little else left upon which to subsist, except the fragments of the
mighty feast.
Well, then, away we go, and about noon approach the scene of
festivity,—a country-seat built in the cottage style, thatched with
straw, and flanked with a barn and a well-filled corn-yard, enclosed
with a turf-dyke.
The wedding company are now seen making their way towards the
place of rendezvous; and the young women, arrayed in white robes of
emblematic purity, exhibit a most edifying example of economy.
With their upper garments carried to a height to which the fashion of
short petticoats never reached even at Paris, they trip it away
barefooted through the mud, until they reach the banks of a purling
stream, about a quarter of a mile distant from the wedding-house.
Here their feet, having been previously kissed by the crystal waters,
and covered with cotton stockings, which in whiteness would fain vie
with the skin they enviously conceal, are inserted into shoes, in
whose mirror of glossy black the enamoured youth obtains a peep of
his own charms, while stooping down to adjust their ties into a love-
knot.
Immediately in front of the outer-door, or principal entrance of the
house, and answering the double purpose of shelter and ornament,
stands a broad square pile, composed of the most varied materials,
needless to be enumerated, and vulgarly denominated a midden,
around the base of which some half-dozen of pigs are acting the part
of miners, in search of its hidden treasures. It is separated from the
house by a sheet of water, tinged with the fairest hues of heaven and
earth, viz., blue and green, and over which we pass by a bridge of
stepping-stones.
And now, my friend, before entering the house, it may be as well to
consider what character you are to personate during the
entertainment; for the good people in these islands, like their
neighbours of the mainland of Scotland, take that friendly interest in
other people’s affairs, which the thankless world very unkindly
denominates impertinent curiosity.
If I pass you off as a lawyer, you will immediately be overwhelmed
with statements of their quarrels and grievances; for they are main
fond of law, and will expend the hard-earned savings of years in
litigation, although the subject-matter of dispute should happen to
be only a goose. You must not, therefore, belong to the bar, since, in
the present case, consultations would produce no fees.
I think I shall therefore confer upon you the degree of M.D., which
will do as well for the occasion as if you had obtained it by purchase
at the University of Aberdeen; although I am not sure that it also
may not subject you to some trouble in the way of medical advice.
And now having safely passed over the puddle, and tapped gently
at the door, our arrival is immediately announced by a grand musical
chorus, produced by the barking of curs, the cackling of geese, the
quacking of ducks, and the grunting and squeaking of pigs. After this
preliminary salutation, we are received by the bridegroom, and
ushered, with many kind welcomes, into the principal hall, through a
half open door, at one end of which we are refreshed with a picture of
rural felicity, namely, some sleek-looking cows, ruminating in
philosophical tranquillity on the subject of diet.
In the middle of the hall is a large blazing turf fire, the smoke of
which escapes in part through an aperture in the roof, while the
remainder expands in the manner of a pavilion over the heads of the
guests.
A door at the other end of the hall opens into the withdrawing-
room, the principal furniture of which consists of two large chests
filled with oat and barley meal and home-made cheeses, a concealed
bed, and a chest of drawers. Both rooms have floors inlaid with
earth, and roofs of a dark soot colour, from which drops of a
corresponding hue occasionally fall upon the bridal robes of the
ladies, with all the fine effect arising from contrast, and ornamental
on the principle of the patch upon the cheek of beauty.
Separated from the dwelling-house only by a puddle dotted with
stepping-stones stands the barn, which, from its length and breadth,
is admirably adapted for the purposes of a ball-room.
Upon entering the withdrawing-room, which the good people with
admirable modesty call the ben, we take our seats among the elders
and chiefs of the people, and drink to the health of the young couple
in a glass of delicious Hollands, which, unlike Macbeth’s “Amen,”
does not stick in our throats, although we are well aware that it never
paid duty, but was slily smuggled over sea in a Dutch lugger, and
safely stowed, during some dark night, in the caves of the more
remote islands.
The clergyman having now arrived, the company assembled, and
the ceremony of marriage being about to take place, the parties to be
united walk in, accompanied by the best man and the bride’s maid,—
those important functionaries, whose business it is to pull off the
gloves from the right hands of their constituents, as soon as the order
is given to “join hands,”—but this they find to be no easy matter, for
at that eventful part of the ceremony their efforts are long baffled,
owing to the tightness of the gloves. While they are tugging away to
no purpose, the bridegroom looks chagrined, and the bride is
covered with blushes; and when at last the operation is
accomplished, and perseverance crowned with success, the confusion
of the scene seems to have infected the parson, who thus blunders
through the ceremony:
“Bridegroom,” quoth he, “do you take the woman whom you now
hold by the hand, to be your lawful married husband?”
To which interrogation the bridegroom having nodded in the
affirmative, the parson perceives his mistake, and calls out, “Wife, I
mean.” “Wife, I mean,” echoes the bridegroom; and the whole
company are in a titter.
But, thank heaven, the affair is got over at last; and the bride being
well saluted, a large rich cake is broken over her head, the fragments
of which are the subject of a scramble among the bystanders, by
whom they are picked up as precious relics, having power to produce
love-dreams.
And now the married pair, followed by the whole company, set off
to church, to be kirked, as the phrase is. A performer on the violin
(not quite a Rossini) heads the procession, and plays a variety of
appropriate airs, until he reaches the church-door. As soon as the
party have entered and taken their seats, the parish-clerk, in a truly
impressive and orthodox tone of voice, reads a certain portion of
Scripture, wherein wives are enjoined to be obedient to their
husbands. The service is concluded with a psalm, and the whole
party march back, headed as before by the musician.
Upon returning from church, the company partake of a cold
collation, called the hansel, which is distributed to each and all by
the bride’s mother, who for the time obtains the elegant designation
of hansel-wife. The refreshments consist of cheese, old and new, cut
down in large slices, or rather junks, and placed upon oat and barley
cakes,—some of the former being about an inch thick, and called
snoddies.
These delicate viands are washed down with copious libations of
new ale, which is handed about in a large wooden vessel, having
three handles, and ycleped a three-lugged cog.[18] The etherial
beverage is seasoned with pepper, ginger, and nutmeg, and
thickened with eggs and pieces of toasted biscuit.
18. Also called the Bride’s cog.—Ed.
These preliminaries being concluded, the company return to the
barn, where the music strikes up, and the dancing commences with
what is called the Bride’s Reel; after which, two or three young men
take possession of the floor, which they do not resign until they have
danced with every woman present; they then give place to others,
who pass through the same ordeal, and so on. The dance then
becomes more varied and general. Old men and young ones, maids,
matrons, and grandmothers, mingle in its mazes. And, oh! what
movements are there,—what freaks of the “fantastic toe,”—what
goodly figures and glorious gambols in a dance;—compared to which
the waltz is but the shadow of joy, and the quadrille the feeble effort
of Mirth upon her last legs.
Casting an eye, however, upon the various performers, I cannot
but observe that the old people seem to have monopolised all the airs
and graces; for, while the young maidens slide through the reel in the
most quiet and unostentatious way, and then keep bobbing opposite
to their partners in all the monotony of the back-step, their more
gifted grandmothers figure away in quite another style. With a length
of waist which our modern belles do not wish to possess, and an
underfigure, which they cannot if they would, even with the aid of
pads, but which is nevertheless the true court-shape, rendering the
hoop unnecessary, and which is moreover increased by the swinging
appendages of huge scarlet pockets, stuffed with bread and cheese,
behold them sideling up to their partners in a kind of echellon
movement, spreading out their petticoats like sails, and then, as if
seized with a sudden fit of bashfulness, making a hasty retreat
rearwards. Back they go at a round trot; and seldom do they stop
until their career of retiring modesty ends in a somersault over the
sitters along the sides of the room.
The old men, in like manner, possess similar advantages over the
young ones; the latter being sadly inferior to their seniors in address
and attitudes. Nor is this much to be wondered at, the young
gentlemen having passed most of their summer vacations at Davis’
Straits, where their society consisted chiefly of bears; whereas the old
ones are men of the world, having in early life entered the Company’s
service (I do not mean that of the East Indies, but of Hudson’s Bay),
where their manners must no doubt have been highly polished by
their intercourse with the Squaws, and all the beauty and fashion of
that interesting country.
Such of them as have sojourned there are called north-westers,
and are distinguished by that modest assurance, and perfect ease and
self-possession, only to be acquired by mixing frequently and freely
with the best society. Indeed, one would suppose that their manners
were formed upon the model of the old French school; and queues
are in general use among them—not, however, those of the small
pigtail kind, but ones which in shape and size strongly resemble the
Boulogne sausage.
And now, amidst these ancients, I recognise my old and very
worthy friend, Mr James Houston, kirk-officer and sexton of the
parish, of whom a few words, perhaps, may not be unacceptable.
His degree of longitude may be about five feet from the earth, and
in latitude he may extend at an average to about three. His
countenance, which is swarthy, and fully as broad as it is long,
although not altogether the model which an Italian painter would
select for his Apollo, would yet be considered handsome among the
Esquimaux; or, as James calls them, the Huskinese. His hair, which
(notwithstanding an age at which Time generally saves us the
expense of the powder-tax) is jet black, is of a length and strength
that would not shrink from comparison with that of a horse’s tail,
and hangs down over his broad shoulders in a fine and generous
flow. The coat which he wears upon this, as upon all other occasions,
is cut upon the model of the spencer; its colour, a “heavenly blue,”
varied by numerous dark spots, like clouds in a summer sky; while
his nether bulk is embraced by a pair of tight buckskin
“unmentionables.”
Extending from the bosom down to the knee he wears a leather
apron. This part of his dress is never dispensed with, except at
church; and though I have not been able to ascertain its precise
purpose with perfect certainty, I am inclined to think it is used as a
perpetual pinafore, to preserve his garments from the pollution of
soup and grease-drops at table.
The principal materials of his dress are, moreover, prepared for
use by his own hands: Mr Houston being at once sole proprietor and
operative of a small manufactory, consisting of a single loom; when
not employed at which, or in spreading the couch of rest in the
churchyard, he enjoys a kind of perpetual otium cum dignitate.
His chief moveables, in addition to the loom, consist of three
Shetland ponies and a small Orkney plough, by the united aid of
which he is enabled to scratch up the surface of a small estate, which
supplies him with grain sufficient for home consumption, but not for
exportation.
His peculiar and more shining accomplishments consist in the art
of mimicking the dance of every man and woman in the parish,
which he does with a curious felicity, and in executing short pieces of
music on that sweetest of lyres, the Jew’s harp.
Like most of his profession, he is a humorist; and though he has
long “walked hand-in-hand with death,” nobody enjoys life with a
keener relish at the festive board or the midnight ball, which he finds
delightful relaxations from his grave occupations during the day;
and yet even these latter afford him a rare and consolatory joy denied
to other men,—I mean that of meeting with his old friends, after they
have been long dead, and of welcoming, with a grin of recognition,
the skulls of his early associates, as he playfully pats them with his
spade, and tosses them into the light of day.
But it is in his capacity of kirk-officer that Mr Houston appears to
the greatest advantage, while ushering the clergyman to the pulpit,
and marching before him with an air truly magnificent, and an
erectness of carriage somewhat beyond the perpendicular, he
performs his important function of opening and shutting the door of
the pulpit, and takes his seat under an almost overwhelming sense of
dignity, being for the time a kind of lord high constable, with whom
is entrusted the execution of the law. And that he does not bear the
sword in vain is known to their cost, by all the litigious and
churchgoing dogs of the parish; for no sooner do they begin to growl
and tear each other, with loud yells, which they generally do, so as to

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Ebook Canadian Human Resource Management A Strategic Approach Canadian 10Th Edition Schwind Test Bank Full Chapter PDF

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Canadian Human Resource

Management A Strategic Approach

204.Define "Onboarding and discuss the strategic focus of it.

206.What is socialization? Why is it important to know about it?

207.How can the effectiveness of orientation be evaluated?

212.Discuss the importance of strategic HR development for an organization

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Answers will vary

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