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[单选题]

To help the employees be more communicative the company is offering workshops for thos

A.completed

B.precise

C.competent

D.allergic

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发布时间：2022-11-14

更多“To help the employees be more communicative the company is offering workshops for thos”相关的问题

第1题

A．Employees would perform. the best if they have good communication with employers.B．C

A．Employees would perform. the best if they have good communication with employers.

B．Career success depends on how an employee develops his job skills.

C．Companies hold social events only to help employee build good private relationships.

D．Miscommunication shall affect the growth of a company.

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第2题

Workplace NegativityNothing affects employee morale more adversely than persistent workpla

Workplace Negativity

Nothing affects employee morale more adversely than persistent workplace negativity. It saps (消耗) the energy of your organization and diverts critical attention from work and performance. Negativity occurs in the attitude, outlook, and talk of one department member, or in a crescendo (高潮) of voices responding to a workplace decision or event.

Learn About Workplace Negativity

As a manager or human resources professional, you are closely in touch with employees throughout the company. This allows you to keep your fingers on the pulse of the organization to sense workplace negativity. It enables you to establish and heed early warning signals that all is not well. You receive employee complaints, do exit interviews with employees who leave, and know the reputation of your organization in your community.

You watch the discussions on employee Intranets, manage the appraisal and 360-degree feedback process, and coach managers in appropriate staff treatment. This information will help you learn to identify the symptoms of negativity before its morale-busting consequences damage your workplace. It will also assist you in preventing and curing workplace negativity.

Diagnose Workplace Negativity

Negativity is an increasing problem in the workplace, according to Gary S. Topchik, the author of Managing Workplace Negativity. He states, in a Management Review article, that negativity is often the result of a loss of confidence, control, or community. Knowing what people are negative about is the first step in solving the problem.

In my experience, when rumblings (抱怨) and negativity are beginning in your organization, talking with employees will help you understand the exact problems and the degree to which the problems are impacting your workplace. You will want to identify the exact employee groups who are experiencing the negativity, and the nature of the issues that sparked their unhappiness.

Perhaps the organization made a decision that adversely affected staff. Perhaps the executive manager held a staff meeting and was perceived to threaten or ignore people asking legitimate questions. Maybe staff members feel insecure because concern exists over losing a product line.

Perhaps underground rumors are circulating about an impending layoff. People may feel that they give the organization more than they receive in return. They may feel that a coworker is mistreated or denied a deserved promotion.

When You Are Not in Control of the Negativity

Negativity often occurs when people are impacted by decisions and issues that are out of their control. Examples of these include: corporation downsizing; understaffing that requires people to work mandatory overtime; budget reductions; and upper-management decisions that adversely impact members of your staff. Under these circumstances, as a human resources professional, try some of the following ideas.

？Identify any aspects of the situation that you can impact, including providing feedback in your organization about the negative impact that is occurring. (Sometimes decisions are made and no one understands or predicts their outcome. Sometimes you can influence an issue or a decision if you practice personal, professional courage and speak your mind.)

？Listen, listen, listen. Often people just need a sounding board. Be visible and available to staff. Proactively (积极地) schedule group discussion sessions, town meetings, "lunches with the manager" or one-on-one blocks of time.

？Challenge pessimistic thinking and negative beliefs about people, the company, and the work area. Don't let negative, false statements go unchallenged. If the statements are true, provide the rationale, the corporate thinking, and the events that are responsible for the negative circumstances. Share eve

A．Y

B．N

C．NG

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第3题

根据下列材料，请回答： Just because youre the boss, doesnt mean you are right every time. I

t doesnt mean you have ! he best ideas. Learn to back up your ideas or decisions with reason. Use 26 to explain things, not authority. By doing this your decisions might invite 27, but you will also get an opportunity to improve. My friends boss 28 by tying up with an event management company. The whole purpose of the tie-up was to promote his company but it failed miserably. Instead of 29 his idea and carrying on as if nothing happened, he 30 to the team for not including them in the decision-making. Its OK to admit you were wrong. You will gain the 31 of your team mates, and you will also gain trust. Remember the time when you worked really hard but 32. Not even a thank you. It hurts when your efforts are not 33. So every chance you get to praise someone, do it. A simple, "That was some great work, and keep it up," can go a long way in making the employee feel great and 34 about himself. A compliment (称赞) can have a positive impact on his life. When you need help, dont be arrogant (傲慢的)or shy and stop yourself, If youre lost on the road, it is fine to 35. Everyone needs a little help sometime. When you ask for help, you receive help. By doing so, youre letting people know youre no superhuman, youre willing to listen, and you also need support at times. 请回答（26）题__________.

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第4题

How to Be an EmployeeMost of you graduating today will be employees all your working life,

How to Be an Employee

Most of you graduating today will be employees all your working life, working for somebody else and for a paycheck. And so will most, if net all, of the thousands of other young Americans graduating this year in all the other schools and colleges across the country.

Ours has become a society of employees. A hundred years or so ago only one out of every five Americans at work was employed, i.e., worked for somebody else. Today only one out of five is not employed but working for himself. And whereas fifty years ago "being employed" meant working as a factory laborer or as a farmhand, the employee of today is increasingly a middle-class person with a substantial formal education, holding a professional or management job requiring intellectual and technical skills. Indeed, two things have characterized American society during these last fifty years: the middle and upper classes have become employees, and middle-class and upper-class employees have been the fastest growing groups in our working population—growing so fast that the industrial worker, that oldest child of the Industrial Revolution, has been losing in numerical importance despite the expansion of industrial production.

This is one of the most profound social changes any country has ever undergone. It is, however, a perhaps even greater change for the individual young man about to start. Whatever he does, in all likelihood he will do it as an employee; wherever he aims, he will have to try to reach it through being an employee.

Yet you will find little if there is anything written on what it is to be an employee. You can find a great deal of very dubious advice on how to get a job or how to get a promotion. You can also find a good deal of advice on work in a chosen field, whether it be metallurgy(冶金学) or salesmanship, the machinist's trade or bookkeeping. Every one of these trades requires different skills, sets different standards, and requires a different preparation. Yet they all have employeeship in common. And increasingly, especially in the large business or in government, employeeship is more important to success than the special professional knowledge or skill. Certainly more people fail because they do not know the requirements of being an employee than because they do not adequately possess the skills of their trade; the higher you climb the ladder, the more you get into administrative or executive work, the greater the emphasis on ability to work within the organization rather than on technical competence or professional knowledge.

Being an employee is thus the one common characteristic of most careers today. The special profession or skill is visible and clearly defined, and a well-laid-out sequence of courses, degrees, and jobs leads into it. But being an employee is the foundation. And it is much more difficult to prepare for it. Yet there is no recorded information on the art of being an employee.

The first question we might ask is: what can you learn in college that will help you in being an employee？ The schools teach a great many things of value to the future accountant, the future doctor, or the future electrician. Do they also teach anything of value to the future employee？ The answer is: "Yes—they teach the one thing that is perhaps most valuable for the future employee to know. But very few students bother to learn it."

This one basic skill is the ability to organize and express ideas in writing and in speaking.

As an employee you work with and through other people. This means that your success as an employee will depend on your ability to communicate with people and to present your own thoughts and ideas to them so they will both understand what you are driving at and be persuaded. The letter, the report or memorandum, the ten-minute spoken "presentation" to a committee are basic tools of the employee.

A．Y

B．N

C．NG

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第5题

Questions 下列各are based on the following passage. There was a time not long ago when n

ew science Ph. D. s in the United States were expected topursue a career path in academ/a (学术界).But today, most graduates end up working outsideacademia, not only in industry but also in careers such as science policy, communications, and patentlaw. partly this is a result of how bleak the academic job market is, but theres also a rising awareness ofcareer options that Ph.D. scientists havent trained for directly—but for which they have usefulknowledge, skills, and experience. Still, theres a huge disconnect between the way we currently trainscientists and the actual employment opportunities available for them, and an urgent need for dramaticimprovements in training programs to help close the gap, One critical step that could help to drive changewould be to require Ph.D. students and postdoctoral scientists to follow an individual development plan(IDP). In 2002, the U. S. Federation of American Societies for Experimental Biology recommended that everypostdoctoral researcher put together an IDP in consultation with an adviser. Since then, several academicinstitutions have begun to require IDPs for postdocs. And in June, the U. S. National Institutes of Health(NIH) Biomedical Research Workforce Working Group recommended that the NIH require IDPs for theapproximately 32,000 postdoctoral researchers they support. Other funding agencies, public and private,are moving in a similar direction. IDPs have long been used by government agencies and the private sector to achieve specific goals forthe employee and the organization. The aim is to ensure that employees have an explicit tool to help themunderstand their own abilities and aspirations, determine career possibilities , and set (usually short-term)goals. In science, graduate students and new Ph.D. scientists can use an IDP to identify and navigate aneffective career path. A free Web application for this purpose, called myIDP, has become available this week. Its designed to guide early-career scientists through a confidential,,rigorous process of introspection (内省) to create acustomized career plan. Guided by expert knowledge from a panel of science-focused career advisers,each trainees self-assessment is used to rank a set of career trajectories (轨迹). After the user hasidentified a long-term career goal, myIDP walks her or him through the process of setting short-term goalsdirected toward accumulating new skills and experiences important for that career choice. Although surveys reveal the IDP process to be useful, trainees report a need for additional resourcesto help them identify a long-term career path and complete an IDP. Thus, myIDP will be most effective.when its embedded in larger career-development efforts. For example, universities could incorporate IDPsinto their graduate curricula to help students discuss, plan, prepare for, and achieve their long-termcareer goals. What do we learn about new science Ph.D. s in the United States today？

A.They lack the skills and expertise needed for their jobs.

B.They can choose from a wider range of well-paying jobs.

C.They often have to seek jobs outside the academic circle.

D.They are regarded as the nations driving force of change.

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第6题

The main purpose of the employee appraisal system is to ______.A．get the employee to agree

The main purpose of the employee appraisal system is to ______.

A．get the employee to agree with the goals set

B．create a relaxing and encouraging climate

C．help the employees to do an even better job

D．dismiss the employee who isn't working hard