305~364Conflict_Management_for_Managers_Resolving_Workplace_Client_and_Policy_Disputes_339_to_398

System Maintenance & Management
的安装与调试
启动所有 gitlab
果在编译
时卡住或报错，可
：
# gitlab-ctl stop
# chmod 755 /var/opt/
gitlab/postgresql #甚至可
systemctl restart
在客户端浏览器
地址栏中输入
可访问，首次访问时需
要设置root
相关问题
1.如果访问时出现502、
500或404要检查防火墙等设置是否允许访问此端口，或者此端口是否被其他程序占用，另外还要注意Web 服务器是否允许地址直接访问。

2.如口，则
/etc/gitlab/
external_url 'http://gitlab.qhdedu.8，密码须为数字
=>u s e r.p a s s w o r d_
confirmation=12345678 #
确认密码
=> user.save! #保存
=> quit #退出
图为修改root账户的密
码。

4.关闭与打开注册或登
录界面
=true; #
>
settings
authentication_enabled_for_
web =false; #
5.
# gitlab-ctl start #
启动所有 gitlab 组件
# gitlab-ctl stop #
停止所有 gitlab 组件
# gitlab-ctl restart 修改root账户的密码。

Chapter 1 Introduction to Management and Organizations1) Today's managers are just as likely to be women as they are men.Answer: TRUEPage Ref: 4 Topic: Who Are Managers?2) In order to be considered a manager, an individual must coordinate the work of others. Answer: TRUEPage Ref: 5 Topic: Who Are Managers?3) Supervisors and foremen may both be considered first-line managers.Answer: TRUEPage Ref: 6 Topic: Who Are Managers?4) Effectiveness is concerned with the means of getting things done, while efficiency is concerned with the attainment of organizational goals.Answer: FALSEPage Ref: 7 Topic: What Is Management?5) A goal of efficiency is to minimize resource costs.Answer: TRUEPage Ref: 7 Topic: What Is Management?6) Managers who are effective at meeting organizational goals always act efficiently. Answer: FALSEPage Ref: 7 Topic: What Is Management?7) The four contemporary functions of management are planning, organizing, leading, and controlling.Answer: TRUEPage Ref: 8 Topic: What Do Managers Do?8) Directing and motivating are part of the controlling function of management.Answer: FALSEPage Ref: 8 Topic: What Do Managers Do?9) Fayol's management functions are basically equivalent to Mintzberg's management roles. Answer: FALSEPage Ref: 8-9 Topic: What Do Managers Do?10) Mintzberg's informational management role involves receiving, collecting, and disseminating information.Answer: TRUEPage Ref: 9 Topic: What Do Managers Do?11) Resource allocation and disturbance handling are both considered decisional roles. Answer: TRUEPage Ref: 9 Topic: What Do Managers Do?12) A finance manager who reads the Wall Street Journal on a regular basis would be performing the figurehead role.Answer: FALSEPage Ref: 9 Topic: What Do Managers Do?13) Katz concluded that managers need three essential skills: technical, human, and conceptual. Answer: TRUEPage Ref: 10-11 Topic: What Do Managers Do?14) Conceptual skills become less important as a manager moves into top management. Answer: FALSEPage Ref: 11 Topic: What Do Managers Do?15) In today's world, organizational managers at all levels and in all areas need to encourage their employees to be on the look-out for new ideas and new approaches.Answer: TRUEPage Ref: 13 Topic: What Do Managers Do?16) Only first-line managers and employees need to be concerned with beingcustomer-responsive.Answer: FALSEPage Ref: 13 Topic: What Do Managers Do?17) Which of the following statements regarding managers in today's world is accurate?A) Their age range is limited to between 30 and 65.B) They are found only in large corporations.C) They can be found exclusively in for-profit organizations.D) The single most important variable in employee productivity and loyalty is the quality of the relationship between employees and their direct supervisors.Answer: DPage Ref: 5 Topic: Who Are Managers?18) Someone who works with and through other people by coordinating their work activities in order to accomplish organizational goals is ________.A) an assembly line workerB) a laborerC) a managerD) a salespersonAnswer: CPage Ref: 5 Topic: Who Are Managers?19) In the past, nonmanagerial employees were viewed as employees who ________.A) reported to top executivesB) reported to middle managersC) supervised othersD) had no others reporting to themAnswer: DPage Ref: 5 Topic: Who Are Managers?20) Which of the following types of managers is responsible for making organization-widedecisions and establishing the plans and goals that affect the entire organization?A) first-line managersB) top managersC) production managersD) research managersAnswer: BPage Ref: 6 Topic: Who Are Managers?21) All levels of management between the supervisory level and the top level of the organization are termed ________.A) middle managersB) first-line managersC) supervisorsD) foremenAnswer: APage Ref: 6 Topic: Who Are Managers?22) Which of the following levels of management is associated with positions such as executive vice president, chief operating officer, chief executive officer, and chairman of the board?A) team leadersB) middle managersC) first-line managersD) top managersAnswer: DPage Ref: 7 Topic: Who Are Managers?23) Agency head or plant manager is most likely associated with which of the following?A) team leadersB) middle managersC) first-line managersD) top managersAnswer: BPage Ref: 6 Topic: Who Are Managers?24) The lowest level of management is ________.A) a nonmanagerial employeeB) a department of research managerC) a vice presidentD) a first-line managerAnswer: DPage Ref: 5 Topic: Who Are Managers?25) Which of the following best reflects the management structure of a traditional organization?A) pyramidB) circleC) hub with spokesD) infinite lineAnswer: APage Ref: 6 Topic: Who Are Managers?26) ________ is the process of getting activities completed efficiently and effectively with and through other people.A) LeadingB) ManagementC) SupervisionD) ControllingAnswer: BPage Ref: 6 Topic: What Is Management?27) The distinction between a managerial position and a nonmanagerial position is ________.A) planning the work of othersB) coordinating the work of othersC) controlling the work of othersD) organizing the work of othersAnswer: BPage Ref: 6 Topic: What Is Management?28) Which of the following is an example of an efficient manufacturing technique?A) cutting inventory levelsB) increasing the amount of time to manufacture productsC) increasing product reject ratesD) decreasing product outputAnswer: APage Ref: 7 Topic: What Is Management?29) Wasting resources is considered to be an example of ________.A) efficiencyB) effectivenessC) inefficiencyD) ineffectivenessAnswer: CPage Ref: 7 Topic: What Is Management?30) Effectiveness is synonymous with ________.A) cost minimizationB) resource controlC) goal attainmentD) efficiencyAnswer: CPage Ref: 7 Topic: What Is Management?31) Efficiency refers to ________.A) the relationship between inputs and outputsB) the additive relationship between costs and benefitsC) the exponential nature of costs and outputsD) increasing outputs regardless of costAnswer: APage Ref: 7 Topic: What Is Management?32) In successful organizations, ________.A) low efficiency and high effectiveness go hand in handB) high efficiency and low effectiveness go hand in handC) high efficiency and high effectiveness go hand in handD) high efficiency and high equity go hand in handAnswer: CPage Ref: 7 Topic: What Is Management?33) ________ was a French industrialist who first identified the basic management functions.A) WeberB) TaylorC) HerzbergD) FayolAnswer: DPage Ref: 8 Topic: What Do Managers Do?34) Today, the basic management functions are considered to be ________.A) planning, coordinating, staffing, and directingB) planning, organizing, leading, and directingC) commanding, organizing, leading, and staffingD) planning, organizing, leading, and controllingAnswer: DPage Ref: 8 Topic: What Do Managers Do?35) Writing an organizational strategic plan is an example of the ________ management function.A) leadingB) coordinatingC) planningD) organizingAnswer: CPage Ref: 8 Topic: What Do Managers Do?36) Organizing includes ________.A) defining organizational goalsB) hiring organizational membersC) motivating organizational membersD) determining who does what tasksAnswer: DPage Ref: 8 Topic: What Do Managers Do?37) A manager resolving conflict among organizational members is performing what function?A) controllingB) commandingC) directingD) leadingAnswer: DPage Ref: 8 Topic: What Do Managers Do?38) The process of monitoring, comparing, and correcting is called ________.A) controllingB) coordinatingC) leadingD) organizingAnswer: APage Ref: 8 Topic: What Do Managers Do?39) ________ developed a categorization scheme for defining what managers do, consisting of10 different but highly interrelated roles.A) Henri FayolB) Henry FordC) Henry MintzbergD) Henry MorrisAnswer: CPage Ref: 9 Topic: What Do Managers Do?40) According to Mintzberg's management roles, the ________ roles are those that involve people and other duties that are ceremonial and symbolic in nature.A) informationalB) interpersonalC) technicalD) decisionalAnswer: BPage Ref: 9 Topic: What Do Managers Do?41) The roles of disseminator, figurehead, negotiator, liaison, and spokesperson are more important at the ________ levels of the organization.A) lowerB) middleC) higherD) supervisoryAnswer: CPage Ref: 9 Topic: What Do Managers Do?42) A human resource manager attending a local Society for Human Resource Management meeting would be functioning in which role?A) informationalB) leaderC) liaisonD) disseminatorAnswer: CPage Ref: 9 Topic: What Do Managers Do?43) The ________ role is more important for lower-level managers than it is for either middle- or top-level managers.A) leaderB) entrepreneurC) spokespersonD) disseminatorAnswer: APage Ref: 10 Topic: What Do Managers Do?44) According to Mintzberg's management roles, the ________ roles involve receiving, collecting, and disseminating information.A) interpersonalB) informationalC) technicalD) decisionalAnswer: BPage Ref: 9 Topic: What Do Managers Do?45) All of the following are examples of informational roles according to Mintzberg except________.A) liaisonB) monitorC) disseminatorD) spokespersonAnswer: APage Ref: 9 Topic: What Do Managers Do?46) All of the following are managerial roles that are more important at the higher levels of the organization except ________.A) leaderB) disseminatorC) figureheadD) negotiatorAnswer: APage Ref: 10 Topic: What Do Managers Do?47) Which of the following represents the most useful way of describing the manager's job?A) rolesB) functionsC) skillsD) organizational levelAnswer: BPage Ref: 10 Topic: What Do Managers Do?48) All three of Mintzberg's interpersonal roles are part of the ________ function.A) organizingB) planningC) leadingD) controllingAnswer: CPage Ref: 9 Topic: What Do Managers Do?49) Which of the following individuals identified the three essential managerial skills?A) KatzB) LewisbergC) RainesD) ChambersAnswer: APage Ref: 10 Topic: What Do Managers Do?50) The three essential managerial skills include ________.A) technical, human, and empiricalB) human, empirical, and conceptualC) technical, interpersonal, and controllingD) technical, human, and conceptualAnswer: DPage Ref: 10 Topic: What Do Managers Do?51) Which of the following is true concerning technical and managerial skills?A) Human skills and technical skills remain equally important as managers move to higher levels.B) Technical-skill needs remain necessary and human skills decrease as managers move to higher levels.C) Human skills remain necessary and technical-skill needs decrease as managers move to higher levels.D) Both human-skill and technical-skill needs decrease as managers move to higher levels. Answer: CPage Ref: 10 Topic: What Do Managers Do?52) Managers with good ________ are able to communicate, motivate and lead to get the best out of their people.A) human skillsB) conceptual skillsC) technical skillsD) visual skillsAnswer: APage Ref: 11 Topic: What Do Managers Do?53) Technical skills include ________.A) leadership and efficiency in a certain specialized fieldB) knowledge of and proficiency in a certain specialized fieldC) familiarity with and interest in a general field of endeavorD) skill and interest in a general field of endeavorAnswer: BPage Ref: 10 Topic: What Do Managers Do?54) The ability to work well with other people, both individually and in a group, describes which of the following skills ________.A) technical skillsB) assessment skillsC) planning skillsD) human skillsAnswer: DPage Ref: 11 Topic: What Do Managers Do?55) Which of the following skills are more important at lower levels of management, as these managers are dealing directly with employees doing the organization's work?A) humanB) technicalC) conceptualD) empiricalAnswer: BPage Ref: 10 Topic: What Do Managers Do?56) Budgeting is associated with the management functions of planning and ________.A) directingB) organizingC) leadingD) controllingAnswer: DPage Ref: 8 Topic: What Do Managers Do?57) Mentoring is primarily associated with the management function of ________.A) planningB) organizingC) leadingD) controllingAnswer: CPage Ref: 8 Topic: What Do Managers Do?58) An organization is ________.A) the physical location where people workB) a collection of individuals working for the same companyC) a deliberate arrangement of people to accomplish some specific purposeD) a group of individuals focused on profit making for their shareholdersAnswer: CPage Ref: 14 Topic: What Is an Organization?59) A deliberate arrangement of people to accomplish some specific purpose is ________.A) a structureB) a processC) an organizationD) an assembly operationAnswer: CPage Ref: 14 Topic: What Is an Organization?60) A difference between traditional organizations and new organizations is that the new organizations tend to be more ________.A) stableB) command orientedC) rule orientedD) dynamicAnswer: DPage Ref: 14 Topic: What Is an Organization?61) Which of the following best describes the concept that management is needed in all types and sizes of organizations, no matter the country in which they're located?A) the partiality of managementB) the segmentation of managementC) the universality of managementD) the cultures of managementAnswer: CPage Ref: 14 Topic: Why Study Management?62) Universality of management means that ________.A) all managers in all organizations perform the four management functionsB) all managers in all organizations can perform their job the same wayC) all organizations can hire any manager to perform the management jobsD) any manager can work in any organization and perform any management job Answer: APage Ref: 15 Topic: Why Study Management?63) Organizations that are well managed ________.A) choose the best suppliers for their productsB) compete on an international basis because they have the best productsC) always have the lowest-cost productsD) develop a loyal customer base, grow, and prosperAnswer: DPage Ref: 15 Topic: Why Study Management?64) Which of the following types of managerial positions is most likely to involve clerical duties?A) shift supervisorB) regional department headC) project managerD) chief executive officerAnswer: APage Ref: 16 Topic: Why Study Management?65) A manager's success is typically ________.A) dependent on how hard the manager worksB) how closely the manager supervises the employeesC) based on how skilled the manager is at the technical elements of the jobD) dependent on others' work performanceAnswer: DPage Ref: 16 Topic: Why Study Management?66) A primary responsibility of managers is creating a work environment that ________.A) is safe and well litB) is clean and organizedC) allows employees to do their work to the best of their abilityD) provides excellent customer serviceAnswer: CPage Ref: 16 Topic: Why Study Management?67) Which of the following represents a challenge of management?A) enjoy relatively easy workB) work with a variety of peopleC) have little influence on organizational outcomesD) have to deal with a variety of personalitiesAnswer: DPage Ref: 16 Topic: Why Study Management?68) Each of the following represents a challenge of management except ________.A) must operate with limited resourcesB) are highly valued by organizationsC) must motivate workers in uncertain situationsD) success depends on others' performanceAnswer: BPage Ref: 16 Topic: Why Study Management?69) In a short essay, list and discuss the 10 managerial roles developed by Mintzberg. Include specific examples of each role and group each according to interpersonal, informational, and decisional roles.Answer:Interpersonal Rolesa. Figurehead symbolic head; obliged to perform a number of routine duties of a legal or social nature. Examples include greeting visitors and signing legal documents.b. Leader responsible for the motivation and activation of subordinates; responsible for staffing, training, and associated duties. Examples include performing virtually all activities that involve subordinates.c. Liaison maintains self-developed network of outside contacts and informers who provide favors and information. Examples include acknowledging mail, doing external board work, and performing other activities that involve outsiders.Informational Rolesa. Monitor seeks and receives wide variety of internal and external information to develop thorough understanding of organization and environment. Examples include reading periodicals and reports, and maintaining personal contacts.b. Disseminator transmits information received from outsiders or from subordinates to members of the organization. Examples include holding informational meetings and making phone calls to relay information.c. Spokesperson transmits information to outsiders on organization's plans, policies, actions, results, and so on. Examples include holding board meetings and giving information to the media.Decisional Rolesa. Entrepreneur searches organization and its environment for opportunities and initiates "improvement projects" to bring about changes. Examples include organizing strategy and review sessions to develop new programs.b. Disturbance handler responsible for corrective action when organization faces important, unexpected disturbances. Examples include organizing strategy and review sessions that involve disturbances and crises.c. Resource allocator responsible for the allocation of organizational resources of allkinds making or approving all significant organizational decisions. Examples include scheduling, requesting authorization; performing any activity that involves budgeting and the programming of subordinates' work.d. Negotiator responsible for representing the organization at major negotiations. Examplesinclude participating in union contract negotiations.The interpersonal roles are roles that involve people and other duties that are ceremonial and symbolic in nature. The three interpersonal roles include being a figurehead, leader, and liaison. The informational roles involve receiving, collecting, and disseminating information. The three informational roles include a monitor, disseminator, and spokesperson. Finally, the decisional roles revolve around making choices. The four decisional roles include entrepreneur, disturbance handler, resource allocator, and negotiator.Page Ref: 8-9Topic: What Do Managers Do?。

管理学第9版练习题英文版附答案1Chapter 1 Introduction to Management and Organizations TRUE/FALSE QUESTIONSA MANAGER’S DILEMMA1.Today’s managers are just as likely to be women as they are men.2.Management affects employee morale but not a company’s financial performance.WHO ARE MANAGERS?3.In order to be considered a manager, an individual must coordinate the work of others.4.Supervisors and foremen may both be considered first-line managers.WHAT IS MANAGEMENT?5.Effectiveness refers to the relationship between inputs and outputs.6.Effectiveness is concerned with the means of getting things done, while efficiency is concerned withthe attainment of organizational goals.7. A goal of efficiency is to minimize resource costs.8.Efficiency is often referred to as “doing things right.”9.Managers who are effective at meeting organizational goals always act efficiently.WHAT DO MANAGERS DO?10.The four contemporary functions of management are planning, organizing, leading, and controlling.11.Determining who reports to whom is part of the controlling function of management.12.Directing and motivating are part of the controllingfunction of management.13.Fayol’s management functions are basically equivalent to Mintzberg’s management roles.14.The roles of figurehead, leader, and liaison are all interpersonal roles.15.Disturbance handler is one of Mintzberg’s interpersonal roles.16.Mintzberg’s informational management role involves receiving, collecting, and disseminatinginformation.17.Mintzberg’s resource allocation role is similar to Fayol’s planning function because it involves thecoordination of employee’s activities.18.Resource allocation and disturbance handling are both considered decisional roles.19.A finance manager who reads the Wall Street Journal ona regular basis would be performing thefigurehead role.20.Katz found that managers needed three essential skills: technical, human, and informational.21.Technical skills become less important as a manager moves into higher levels of management.22.Conceptual skills become less important as a manager moves into top management.23.Interpersonal skills involve a manager’s ability to think about abstract situations.24.Coaching and budgeting are skills closely related to the management function of leading.25.Budgeting is a skill that is related to both planning and controlling.26.In today’s world, organizational managers at all levels and in all areas need to encourage theiremployees to be on the look-out for new ideas and new approaches.27.Only first-line managers and employees need to be concerned with being customer-responsive.28.Innovation is only important in high-tech firms.WHAT IS AN ORGANIZATION?29.A distinct purpose is important in defining an organization.30.A nontaxable organization, such as the United Way, cannot be considered an organization. MULTIPLE-CHOICE QUESTIONSFor each of the following choose the answer that most completely answers the question.A MANAGER’S DILEMM A31.Which of the following statements regarding managers in today’s world is accurate?a.Their age range is limited to between 30 and 65.b.They are found only in large corporations.c.They can be found exclusively in for-profit organizations.d.The single most important variable in employee productivity and loyalty is the quality of therelationship between employees and their direct supervisors.32.According to data collected by Catalyst, a nonprofit research group, _________ percent of corporateofficers in Fortune 500 companies are women.a.55.3b.15.7c.39.7d.21.9WHO ARE MANAGERS?33.Someone who works with and through other people by coordinating their work activities in order toaccomplish organizational goals is ___________.a.an assembly line workerb. a laborerc. a managerd. a salesperson34.In the past, nonmanagerial employees were viewed as employees who ___________.a.reported to top executivesb.reported to middle managersc.supervised othersd.had no others reporting to them35.Which of the following types of managers is responsible for making organization-wide decisions andestablishing the plans and goals that affect the entire organization?a.first-line managersb.top managersc.production managersd.research managers36.All levels of management between the supervisory level and the top level of the organization aretermed _____________.a.middle managersb.first-line managersc.supervisorsd.foremen37.Which of the following levels of management is associated with positions such as executive vicepresident, chief operating officer, chief executive officer, and chairman of the board?a.team leadersb.middle managersc.first-line managersd.top managers38.Agency head or plant manager is most likely associated with which of the following?a.team leadersb.middle managersc.first-line managersd.top managers39.The lowest level of management is ______________.a. a nonmanagerial employeeb. a department of research managerc. a vice presidentd. a first-line manager40.Supervisor is another name for which of the following?a.team leaderb.middle managerc.first-line managerd.top manager41.Managers with titles such as regional manager, project leader, or plant manager are_______________.a.first-line managersb.top managersc.production managersd.middle managers42.Which of the following best reflects the management structure of a traditional organization?a.pyramidb.circlec.hub with spokesd.infinite line43.Division manager is associated with which of the following levels of management?a.team leadersb.middle managersc.first-line managersd.top managersWHAT IS MANAGEMENT?44._____________ is the process of getting activities completed efficiently and effectively with andthrough other people.a.Leadingb.Managementc.Supervisiond.Controlling45.The distinction between a managerial position and a nonmanagerial position is _______________.a.planning the work of othersb.coordinating the work of othersc.controlling the work of others/doc/b815723333.html,anizing the work of others46.Which of the following is an example of an efficient manufacturing technique?a.cutting inventory levelsb.increasing the amount of time to manufacture productsc.increasing product reject ratesd.decreasing product output47.Wasting resources is considered to be an example of managerial _____________.a.efficiencyb.effectivenessc.inefficiencyd.ineffectiveness48.An automobile manufacturer that increased the total number of cars produced at the same cost, butwith many defects, would be _____________.a.efficient and effectiveb.increasing efficiencyc.increasing effectivenessd.concerned with inputs49.Effectiveness is synonymous with _____________.a.cost minimizationb.resource controlc.goal attainmentd.efficiency50.Efficiency refers to _____________.a.the relationship between inputs and outputsb.the additive relationship between costs and benefitsc.the exponential nature of costs and outputsd.increasing outputs regardless of cost51.In successful organizations, ______________.a.low efficiency and high effectiveness go hand in handb.high efficiency and low effectiveness go hand in handc.high efficiency and high effectiveness go hand in handd.high efficiency and high equity go hand in hand52.Whereas _____________ is concerned with the means of getting things done, _____________ isconcerned with the ends, or attainment of organizational goals.a.effectiveness; efficiencyb.efficiency; effectivenessc.effectiveness; goal attainmentd.goal attainment; efficiencyWHAT DO MANAGERS DO?MANAGEMENT FUNCTIONS53.How many management functions were originally proposed in the early part of the twentieth century?a.threeb.fourc.fived.nine54._____________ was a French industrialist who first identified the basic management functions.a.Weberb.Taylorc.Herzbergd.Fayol55.Today, the basic management functions are considered to be ______________.a.planning, coordinating, staffing, and directingb.planning, organizing, leading, and directing/doc/b815723333.html,manding, organizing, leading, and staffingd.planning, organizing, leading, and controlling56.Which of the following management functions from the mid-1950s is no longer included in the basicfunctions of management?/doc/b815723333.html,mandingb.staffingc.leadingd.controlling57.Writing an organizational strategic plan is an example of the ______________ management function.a.leadingb.coordinatingc.planning/doc/b815723333.html,anizing/doc/b815723333.html,anizing includes _____________.a.defining organizational goalsb.hiring organizational membersc.motivating organizational membersd.determining who does what tasks59.A manager resolving conflict among organizational members is performing what function?a.controlling/doc/b815723333.html,mandingc.directingd.leading60.The process of monitoring, comparing, and correcting is called _____________.a.controllingb.coordinatingc.leading/doc/b815723333.html,anizingMANAGEMENT ROLES61.__________ developed a categorization scheme for defining what managers do, consisting of 10different but highly interrelated roles.a.Henri Fayolb.Henry Fordc.Henry Mintzbergd.Henry Morris62.According to Mintzberg’s management roles, the _____________ roles are those that involve peopleand other duties that are ceremonial and symbolic in nature./doc/b815723333.html,rmationalb.interpersonalc.technicald.decisional63.The roles of disseminator, figurehead, negotiator, liaison, and spokesperson are more important atthe __________ levels of the organization.a.lowerb.middlec.higherd.supervisory64.Which of the following is not an example of a decisional role according to Mintzberg?a.spokespersonb.entrepreneurc.disturbance handlerd.resource allocator65.A human resource manager attending a local Society for Human Resource Management meetingwould be functioning in which role?/doc/b815723333.html,rmationalb.leaderc.liaisond.disseminator66.A finance manager who reads the Wall Street Journal ona regular basis would be performing whichrole?a.figureheadb.monitorc.disseminatord.interpersonal67.The _____________ role is more important for lower-level managers than it is for either middle- ortop-level managers.a.leaderb.entrepreneurc.spokespersond.disseminator68.The emphasis that managers give to various roles seems to be based on their _____________./doc/b815723333.html,anizational levelb.tenure with the organizationc.experience in their fieldd.personality69.Which of the following is not an example of an interpersonal role according to Mintzberg?a.figureheadb.leaderc.liaisond.spokesperson70.According to Mintzberg’s management roles, the ______________ roles involve receiving,collecting, and disseminating information.a.interpersonal/doc/b815723333.html,rmationalc.technicald.decisional71.All of the following are examples of informational roles according to Mintzberg except____________.a.liaisonb.monitorc.disseminatord.spokesperson72.Which of the following is not an example of a decisional role according to Mintzberg?a.spokespersonb.entrepreneurc.disturbance handlerd.resource allocator73.All of the following are managerial roles that are more important at the higher levels of theorganization except ________________.a.leaderb.disseminatorc.figureheadd.negotiator74.Which of the fol lowing represents the most useful way of describing the manager’s job?a.rolesb.functionsc.skills/doc/b815723333.html,anizational level75.Many of Mintzberg’s roles align with the basic functions of management. For example, the_____________ role is a part of planning.a.figureheadb.leaderc.liaisond.resource allocation76.All three o f Mintzberg’s interpersonal roles are part of the _____________ function./doc/b815723333.html,anizingb.planningc.leadingd.controllingMANAGEMENT SKILLS77.Which of the following identified the three essential managerial skills?a.Katzb.Lewisbergc.Rainesd.Chambers78.The three essential managerial skills include _____________.a.technical, human, and empiricalb.human, empirical, and conceptualc.technical, interpersonal, and controllingd.technical, human, and conceptual79.Understanding building codes would be considered a _____________ skill for a building contractor.a.humanb.technicalc.conceptuald.empirical80.Which of the following is true concerning technical and managerial skills?a.Human skills and technical skills remain equally important as managers move to higher levels.b.Technical-skill needs remain necessary and human skills decrease as managers move to higherlevels.c.Human skills remain necessary and technical-skill needs decrease as managers move to higherlevels.d.Both human-skill and technical-skill needs decrease as managers move to higher levels.81.Managers with good __________ are able to get the best out of their people.a.human skillsb.conceptual skillsc.technical skillsd.visual skills82.Technical skills include _______________.a.leadership and efficiency in a certain specialized fieldb.knowledge of and proficiency in a certain specialized fieldc.familiarity with and interest in a general field of endeavord.skill and interest in a general field of endeavor83.The ability to work well with other people, both individually and in a group, requires________________.a.technical skillsb.assessment skillsc.planning skillsd.human skills84.Which of the following types of skills are described with terms such as abstract situations andvisualization?a.interpersonalb.humanc.technicald.conceptual85.Which one of the following phrases is best associated with managerial conceptual skills?a.decision making/doc/b815723333.html,municating with customers/doc/b815723333.html,ing information to solve business problemsd.product knowledge86.Which of the following skills are more important at lower levels of management, as these managersare dealing directly with employees doing the organization’s work?a.humanb.technicalc.conceptuald.empirical87.Budgeting is associated with the management functions of planning and _____________.a.directing/doc/b815723333.html,anizingc.leadingd.controlling88.Mentoring is primarily associated with the management function of _____________.a.planning/doc/b815723333.html,anizingc.leadingd.controllingWHAT IS AN ORGANIZATION?89.An organization is ______________.a.the physical location where people workb. a collection of individuals working for the same companyc. a deliberate arrangement of people to accomplish some specific purposed. a group of individuals focused on profit making for their shareholders90.One of the common characteristics of all organizations is ____________, which is typicallyexpressed in terms of the organization’s goals.a.its peopleb.its goalsc.its systematic structured.its purpose91.One of the common characteristics of all organizations is _____________, which clarifies members’work relationships.a.its peopleb.its goalsc.its deliberate structured.its purpose92.A deliberate arrangement of people to accomplish some specific purpose is _____________.a. a structure.b. a process.c.an organization.d.an assembly operation93.A difference between traditional organizations and new organizations is that the new organizationstend to be more _____________.a.stable/doc/b815723333.html,mand orientedc.rule orientedd.dynamicWHY STUDY MANAGEMENT?94.Which of the following best describes the concept that management is needed in all types and sizesof organizations, no matter the country in which they’re located?a.the partiality of managementb.the segmentation of managementc.the universality of managementd.the cultures of management95.Universality of management means that _____________a.all managers in all organizations perform the four management functionsb.all managers in all organizations can perform their job thesame wayc.all organizations can hire any manager to perform the management jobsd.any manager can work in any organization and perform any management job96.As members of the general public, we have a vested interest in improving the way organizations aremanaged because _________________.a.we stand to benefit personally from an individual organization’s profitsb.we interact with organizations every single day of our livesc.if organizations don’t improve, we won’t have a place to work in the future/doc/b815723333.html,anizations supply inputs to other organizations/doc/b815723333.html,anizations that are well managed ____________.a.choose the best suppliers for their products/doc/b815723333.html,pete on an international basis because they have the best productsc.always have the lowest-cost productsd.develop a loyal customer base, grow, and prosper98.According to management expert Peter Drucker, management is about ______________.a.profitsb.peoplec.planningd.participation99.Which of the following types of managerial positions is most likely to involve clerical duties?a.shift supervisorb.regional department headc.project managerd.chief executive officer100. A manager’s success is typically _______________.a.dependent on how hard the manager worksb.how closely the manager supervises the employeesc.based on how skilled the manager is at the technical elements of the jobd.dependent on others’ work performance101. A primary responsibility of managers is creating a work environment that _______________.a.is safe and well litb.is clean and organizedc.allows employees to do their work to the best of their abilityd.provides excellent customer service102.Managers often ______________.a.are prevented from making business decisionsb.change their career paths during their work livesc.have opportunities to think creatively and use their imaginationsd.must depend on their employees for guidance in dealing with superiors103.Which of the following represents a challenge of management?a.enjoy relatively easy workb.work with a variety of peoplec.have little influence on organizational outcomesd.have to deal with a variety of personalities104.Each of the following represents a challenge of management except _______________.a.must operate with limited resourcesb.are highly valued by organizationsc.must motivate workers in uncertain situationsd.success depends on others’ performanceSCENARIOS AND QUESTIONSFor each of the following choose the answer that most completely answers the question.WHO ARE MANAGERS?Managerial Basic Training (Scenario)Imagine that your marketing company has just merged with a manufacturing organization. You have been asked to help provide some “basic” managerial training to the engineers in the research and development unit of the new sister company. To make sure you are covering the necessary issues, your boss has asked to see an overview of materials that you will be providing the engineers.105.Now that both companies are merged and are a systematic arrangement of people set to accomplish a specific purpose, they could be described as a(n) _____________.a.business unitb.multinational company/doc/b815723333.html,anizationd.holding company106.One of the first things the engineers need to learn is that _____________ are the people who direct the activities of others in an organization.a.directorsb.managersc.subordinatesd.line workers107.Another fact that engineers need to learn is that supervisors may frequently be referred to as _____________.a.middle managersb.top managersc.project leadersd.first-line managers108.Many of the engineers in the group are unclear about what managers actually do. Your training materials explain that a manager’s job focuses on _____________.a.the performance of clerical dutiesb.personal achievementc.helping others accomplish their work goalsd.supervising groups rather than individual employeesThe Customer Meeting (Scenario)Kelly, a production supervisor, is responsible for 10 employees who assemble components into a finished product that is sold to distributors. Kelly reports to Ben, a production manager, who in turn reports to Dan, a general manager, who reports to McKenna, a vice president of operations. Recently, McKenna asked Dan to have a meeting with Kelly and Ben regarding some customer concerns in the production area. The focus of the meeting was to judge the validity of the customer concerns, and to develop a specific plan to address these concerns.109.What is the commonality among Kelly, Ben, Dan, and McKenna?a.They all produce the same product.b.They all have the same job content.c.They all are managers.d.They all have the same vision.110.Kelly is considered to be what level of management?a.top managerb.superintendent of assemblyc.middle managerd.first-line manager111.Ben and Dan are considered to be what level of management?a.top managersb.middle managersc.superintendents of assemblyd.first-line managers112.McKenna is considered to be what level of management?a.top managerb.superintendent of assemblyc.middle managerd.first-line manager113.The structure of the managerial relationships among McKenna, Dan, Ben, and Kelly can best be described as a ____________.a.flexible work groupb.traditional pyramid structurec.innovative nuclear structure/doc/b815723333.html,munication hubWHAT IS MANAGEMENT?The Perfect Manager (Scenario)Brenda Kraft has proven herself to be an able manager. Her section has a high project completion rate with the highest-quality product and the lowest defects in her division. In addition,she accomplishes this with fewer full-time people than other managers. Some say that the secret of her success is in her ability to delegate responsibility and her understanding of the basic “management functions.”114.Brenda’s ability to complete activities efficiently and effectively with and through other people is known as _____________.a.managementb.leadershipc.coerciond.delegation115.Brenda’s ability to produce the same amount of product with fewer personnel is a reflection of her ___________.a.effectivenessb.process skillsc.leadershipd.efficiency116.The fact that Brenda completes her projects is an indication of her _____________ as a manager.a.leadershipb.effectivenessc.efficiencyd.attention to detail117.If Brenda accomplished her projects on time with high-quality results, but she took more time than other managers in the process, you could say that as a manager she was ____________.a.efficient, but not effectiveb. a leader, but not a top managerc.project oriented, but not effectived.effective, but not efficient118.The “management functions” exemplified by Brenda include all but which of the following?a.planningb.controlling/doc/b815723333.html,anizingd.calibratingWHAT DO MANAGERS DO?Joe the Manager (Scenario)As a production supervisor, Joe decides on Friday afternoon how many units of output his employees will be able to produce and on which days certain products will be run in his department. He also decides which of his employees are going to be responsible for operating which machines within the department next week, as his employees are multi-skilled assemblers. On Monday, he informs his employees of their assignments to specific machines by handing out assignment sheets. He tells the employees that the schedule is going to be difficult this week due to the increased number of units. He goes on to tell them that he is sure they can fulfill the schedule because they are such good and skilled employees. Each day during the week, Joe checks the amount of output that the employees have completed and the number of units that have been rejected.119.When Joe decides how many units of output his employees will be able to produce and on which days certain products will be run, he is performing which of the management functions?a.controllingb.leadingc.planning/doc/b815723333.html,anizing120.When Joe checks the amount of output that the employees have completed and the number of units that have been rejected, he is performing which of the management functions?a.controllingb.leadingc.planning/doc/b815723333.html,anizing121.When Joe tells the employees that he is sure they can fulfill the schedule because they are such good and skilled employees, he is performing which of the management functions?a.controllingb.leadingc.planning/doc/b815723333.html,anizingThe Busy Day (Scenario)Don Eskew, plant manager at Control Systems, Inc., sighed as he sipped his first cup of coffee at 5 A.M. and read his agenda for the day. He is giving two company tours in the morning: the first to a newspaper reporter who is writing a story on the new plant expansion, and the second to a group of Control Systems managers from the east coast. Don then has a meeting with the unit manager, Phil Johnson, to discuss Phil’s recent drop in performanc e (a task Don always hates). Next, Don is spending a couple of hours reviewing the trade journals he receives from his high-tech association and writing up a brief synopsis for his presentation next week to the division president. Finally, in the late afternoon, he will be reviewing the new equipment malfunction and deciding whether to bring in extra people to get the equipment running as soon as possible. Whew! Just anotherday in the glamorous life of a manager. 122.Together, all of the functions that Don performs during his busy day correspond to the management roles discovered in the late 1960s by which one of the following management researchers?a.Herzbergb.Skinnerc.Mintzbergd.Fayol123.When Don conducts the tour for the east coast managers, he will be operating in which of the management roles?a.leaderb.liaisonc.monitord.figurehead124.When Don meets with Phil to discuss Phil’s performance issues, Don will be operating in which management role?a.leaderb.figureheadc.monitord.disturbance handler125.What role will Don be performing when he gives the plant tour to the newspaper reporter?a.monitorb.figureheadc.disseminatord.spokesperson126.When Don reviews the new equipment malfunction, what management role will he play when deciding whether to bring in extra people?a.monitorb.disseminatorc.resource allocatord.disturbance handlerThe General Manager (Scenario)Michael is the general manager of a production facility. In a routine day, Michael might meet with city officials or civic leaders about environmental issues due to the plant’s presen ce in the community. After these meetings, he will then meet with the plant’s functional managers to discuss the concerns expressed by the city representatives. Other times, Michael might meet with the production manager, Betty, and the human resource manager, Joyce, to discuss a complaint filed by one of the employees in a production department. Michael might also spend time on the Internet looking for new technologies that can be used in the production processes of his plant.127.When Michael gains information from city officials or civic l eaders to learn how the plant’s operations may be affecting the environment, he is performing which management role?a.leaderb.resource allocatorc.entrepreneurd.monitor128.When Michael meets with Betty and Joyce to discuss a complaint filed by one of the employees in a production department, he is performing which management role?a.resource allocatorb.disturbance handlerc.liaison。

Essentials of Management●What is the term used to describe acceptance of solutions that are ' good enough ' ? ✓Decision-making behaviour that is rational BUT is limited by the ability to process information✓Cannot analyse all possible information✓Result is ' satisficing ' - accepting solutions that are ' good enough '✓Need to bear in mind ' escalation of commitment ' - increased support for a previous decision despite evidence it is wrong●Two characteristics of an analytic style of decision making✓High tolerance for ambiguity✓Rational way of thinking✓Want lots of information✓Ability to cope with unique situations●What aspect of planning can be described as ' Desired outcomes for individuals,groups or entire organisations ' ?●The first step in the Strategic Management ProcessStep1- Identifying the Current Mission, Objectives and Stratehies✓Identify the mission - the purpose and objectives of the organization✓Identify the goals in place✓Identify the strategies currently being pursuedMission statement should clarify the reason for being in business●Definition of core competenciesThe organization's major value - creating capabilities that determine its competitive weapons.●Three values that a manager needs to know in order to establish a breakeven point ✓Technique for identifying the point at which total revenue is just sufficient to cover total costs✓Highlights the link between revenues, costs and profits✓Costs are in two parts - fixed and variable●Two main approaches to classify personality traits-Myers Bring Type Indicator (MBIT)-The Big Five Model●Two examples of the different types of formal groups✓Command Groups✓Task Groups✓Cross-function Teams✓Self-managed Teams●Name of the researcher who established the Motivation-Hygiene TheoryHerzberg●What leadership style should be used to describe a manager who ' centralisesauthority, dictates work methods, makes unilateral decisions and limits employee participation '?Five leadership styles:✓Decide✓Consult individually✓Consult group✓Facilitate✓Delegate●First step in the Control ProcessStep1- Measuring Actual Performances●Two theorists for the general administrative approach✓Henri Fayol - 14 principles of management✓Max W eber - bureaicracy●Differences betw een functional conflict and dysfunctional conflict✓Functional conflict - conflicts that support a group's goals and improve its performance ✓Dysfunctional conflict - conflicts that prevent a group from achieving its goals●Two advantages and two disadvantage of group decision making✓Generate more complete information and knowledge✓Generate more diverse alternative✓Increase acceptance of a solution✓Increase legitimacy●Definition of social loafingThe tendency for individuals to expend less effort when working collectively than when working individually●Three of the dimensions of emotional intelligence✓Self-awareness : ability to be aware of what you're feeling✓Self-management : the ability to manage your emotions and impulse✓Self-motivation : ability to persist in the face of setbacks and failures✓Empathy : ability to sense how others are feeling✓Social skills : ability to handle the emotions of others●Four reasons why attitude surveys are undertaken●Definition of benchmarking✓Search for best practice among competitors or non-competitors that lead to their superior performance✓Analyse performance and copy methods✓Gather information from contacts, trade associations, insusty experts and websites●Four main steps in the benchmarking process✓Form a benchmarking planning team✓Gather internal and external data✓Analyse date to identify performance gaps✓Prepare implement action plan✓Best practices●Three main obj ectives of project management✓ A project is a one-time only set of activities that has a definite beginning and end✓Project management is the task of getting a project's activities done on time, within budget, and according to specifications●Key characteristics of Stars and Dogs in the BCG matrix✓Star - Heavy investment in stars will help take advantages of the market's growth and help maintain high market share. The stars will eventually develop into cash cows as their market mature and sales growth slows.✓Dogs - The dogs should be sold off or liquidated as they have low market share in markets with low growth potential.●What actions might an organization take if it was adopting a cost leadershipstrategy✓The company aims to be the lowest cost producer in its industy✓Commonly Required Skills and Resources:-Sustained capital investment-Process engineering skills-Intense supervision of labour✓Common Organizational Requirements:-Tight cost control-Frequent, detailed cost reports-Incentives based on meeting strict targets●Four main purposes of planning✓Provide direction to both managers and staff✓Reduce uncertain by forcing managers to look ahead and anticipate change✓Reduce overlapping and wasteful activities✓Establish goals or standards that are used for control purpose●How is Management By Objectives (MBO) used as a means for establishing goalswithin an organization?✓Overall objectives and strategies are formulated✓Major objectives allocated among departments✓Unit managers set specific objectives for their units✓Action plans agreed by managers and employees, defining how objectives are to be achieved✓Action plans are implemented✓Periodic reviews to check progress, and feedback✓Successful achievement of objectives is rewarded●Three different types of programmed decision for a structured problem✓Producers - a series of sequential steps used to respond to a well-structured problem✓Rules - an explicit statement that tells managers what can or cannot be done✓Policies - a guidance for making decision●Definition of standing planOngoing plans that provide guidance for activities performed repeatedly●Draw a diagram that clearly illustrates the Simplified Expectancy Model which wasdeveloped by V ictor V room. The diagram should include the three variables that are included in the model, and all components should be clearly labelled●Five suggestions for motivating employee effectively✓Recognize individual differences✓Match people to jobs✓Use goals✓Ensure goals are perceived as attainable✓Individualise rewards✓Link rewards to performance✓Check the system for equity✓Use recognition✓Don't ignore monet●Four leadership behaviours that are identified by Robert House as part of thePath-Goal Model✓Leader Behaviour - Directive, Supportive, Participative, Achievement Oriented✓Environmental and Contingency Factors - Task structure, Formal authority system, Work group✓Outcomes - Performances, Satisfaction✓Subordinate and Contingency Factors - Locus of control, Experience, Perceived Ability●Which two universities in the USA were leaders in behaviour studiesUniversity of Lowa, University of Manchigan●Definition of high-high leaderA leader high in both initating structure and consideration behaviours●Three of the main activities undertaken by managers in the Organizing Function✓Determining tasks to be done✓Identifying who is to do them✓Establishing who reports to whom and where decisions are made●What role would a spokesperson be undertakingTransmits information to outsiders●Definition of conceptual skillsAbility to think about and conceptualise complex situations●Difference betw een a closed system and an open system✓Closed system - systems that are not influenced by their environment✓Open system - systems that dynamically interact with their environment●Four key characteristics of the Contingency Approach✓Organizations are different - size, goals, work etc.✓They face different situations✓Therefore require different approaches to management✓No universally applicable management rules that work in all situations●The third step in the Control Process is Taking Managerial Action. List threepossible course of action that a manager can take in this stepRevise the standard●Definition of organization performancePerformance - the end result of an activity✓Organizational performance - the accumulated end results of all the organization's work process and activities✓Managers need to ensure their units or groups achieve high levels of performance●Three benefits of using written reposts for measuring performance✓Organization productivity - overall output of goods or services produced divided by inputs needed to generate that output✓Organizational effectiveness - measure of appropriateness of goals and how well they are being achieved✓Industry ranking - different types of industry and company rankings, based on financial results, customer satisfaction, etc.。

Understanding Conflict and Conflict Management/teamsDefinitionA team is a small group of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.1 Although student teams may not satisfy all the requirements of the definition, the degree to which they do often determines their effectiveness.Rationale"Students do not come to school with all the social skills they need to collaborate effectively with others. Therefore, teachers need to teach the appropriate communication, leadership, trust, decision making, and conflict management skills to students and provide the motivation to use these skills in order for groups to function effectively."2 Faculty must take responsibility to help students develop their skills to participate on and lead teams.IntroductionStudents bring different ideas, goals, values, beliefs and needs to their teams and these differences are a primary strength of teams. These same differences inevitably lead to conflict, even if the level of conflict is low. Since conflict is inevitable, one of the ways in which faculty members can help students improve their abilities to function on multidisciplinary teams is to work with them to develop their understanding of conflict and their capabilities to manage and resolve conflict. To this end, this document addresses the following questions: • What is conflict and conflict management? • Why learn more about conflict and conflict management? • How do people respond to conflict? • What modes do people use to address conflict? • What factors can affect our conflict modes? • How might you select your conflict management style? • How might you apply this information?Why learn more management?aboutconflictandconflictListening, oral communication, interpersonal communication, and teamwork rank near the top of skills that employers seek in their new hires.3 When you learn to effectively manage and resolve conflicts with others, then more opportunities for successful team memberships are available to you. If we can learn to manage this highly probable event called conflict (we average five conflicts per day),4 then we are less apt to practice destructive behaviors that will negatively impact our team. Although conflict may be misunderstood and unappreciated, research shows that unresolved conflict can lead to aggression. Most of us use conflict skills that we observed growing up, unless we have made a conscious effort to change our conflict management style. Some of us observed good conflict management, while others observed faulty conflict management. Most of us have several reasons to improve our conflict-management skills. Faculty members should help students develop their conflict management skills. Most people do not resolve conflicts because they either have a faulty skill set and/or because they do not know the organization’s policy on conflict management. All team members need to know their conflict styles, conflict intervention methods, and strategies for conflict skill improvement.What is conflict and conflict management?Conflict may be defined as a struggle or contest between people with opposing needs, ideas, beliefs, values, or goals. Conflict on teams is inevitable; however, the results of conflict are not predetermined. Conflict might escalate and lead to nonproductive results, or conflict can be beneficially resolved and lead to quality final products. Therefore, learning to manage conflict is integral to a high-performance team. Although very few people go looking for conflict, more often than not, conflict results because of miscommunication between people with regard to their needs, ideas, beliefs, goals, or values. Conflict management is the principle that all conflicts cannot necessarily be resolved, but learning how to manage conflicts can decrease the odds of nonproductive escalation. Conflict management involves acquiring skills related to conflict resolution, self-awareness about conflict modes, conflict communication skills, and establishing a structure for management of conflict in your environment.How do people respond to conflict? Fight or flight?Physiologically we respond to conflict in one of two ways—we want to “get away from the conflict” or we are ready to “take on anyone who comes our way.” Think for a moment about when you are in conflict. Do you want to leave or do you want to fight when a conflict presents itself? Neither physiological response is good or bad—it’s personal response. What is important to learn, regardless of our initial physiological response to conflict, is that we should intentionally choose our response to conflict. Whether we feel like we want to fight or flee when a conflict arises, we can deliberately choose a conflict mode. By consciously choosing a conflict mode instead of to conflict, we are more likely to productively contribute to solving the problem at hand. Below are five conflict response modes that can be used in conflict.What modes do people use to address conflict?All people can benefit, both personally and professionally, from learning conflict management skills. Typically we respond to conflict by using one of five modes: 5 • Competing • Compromising • Avoiding • Collaborating • AccommodatingCOMPROMISINGThe compromising mode is moderate assertiveness and moderate cooperation. Some people define compromise as “giving up more than you want,” while others see compromise as both parties winning. Times when the compromising mode is appropriate are when you are dealing with issues of moderate importance, when you have equal power status, or when you have a strong commitment for resolution. Compromising mode can also be used as a temporary solution when there are time constraints. Compromising Skills • Negotiating • Finding a middle ground • Assessing value • Making concessionsEach of these modes can be characterized by two scales: assertiveness and cooperation. None of these modes is wrong to use, but there are right and wrong times to use each. The following sections describe the five modes. The information may help each team member to characterize her/his model for conflict management. How to discern your conflict mode The Thomas-Kilmann Conflict Mode Instrument (TKI)5 is a widely used assessment for determining conflict modes. The assessment takes less than fifteen minutes to complete and yields conflict scores in the areas of avoiding, competing, compromising, accommodating, and collaborating.COMPETINGThe competing conflict mode is high assertiveness and low cooperation. Times when the competing mode is appropriate are when quick action needs to be taken, when unpopular decisions need to be made, when vital issues must be handled, or when one is protecting self-interests. • Arguing or debating • Standing your ground Competing Skills • Using rank or influence • Stating your position clearly • Asserting your opinions and feelingsAVOIDINGThe avoiding mode is low assertiveness and low cooperation. Many times people will avoid conflicts out of fear of engaging in a conflict or because they do not have confidence in their conflict management skills. Times when the avoiding mode is appropriate are when you have issues of low importance, to reduce tensions, to buy some time, or when you are in a position of lower power. Avoiding Skills • Ability to withdraw • Ability to sidestep issues • Ability to leave things unresolved • Sense of timingCOLLABORATINGThe collaborating mode is high assertiveness and high cooperation. Collaboration has been described as “putting an idea on top of an idea on top of an idea…in order to achieve the best solution to a conflict.” The best solution is defined as a creative solution to the conflict that would not have been generated by a single individual. With such a positive outcome for collaboration, some people will profess that the collaboration mode is always the best conflict mode to use. However, collaborating takes a great deal of time and energy. Therefore, the collaborating mode should be used when the conflict warrants the time and energy. For example, if your team is establishing initial parameters for how to work effectively together, then using the collaborating mode could be quite useful. On the other hand, if your team is in conflict about where to go to lunch today, the time and energy necessary to collaboratively resolve the conflict is probably not beneficial. Times when the collaborative mode is appropriate are when the conflict is important to the people who are constructing an integrative solution, when the issues are too important to compromise, when merging perspectives, when gaining commitment, when improving relationships, or when learning. Collaboration Skills • Active listening • Nonthreatening confrontation • Identifying concerns • Analyzing inputACCOMMODATINGThe accommodating mode is low assertiveness and high cooperation. Times when the accommodating mode is appropriate are to show reasonableness, develop performance, create good will, or keep peace. Some people use the accommodating mode when the issue or outcome is of low importance to them. The accommodating mode can be problematic when one uses the mode to “keep a tally” or to be a martyr. For example, if you keep a list of the number of times you have accommodated someone and then you expect that person to realize, without your communicating to the person, that she/he should now accommodate you. Accommodating Skills • Forgetting your desires • Selflessness • Ability to yield • Obeying ordersWhat factors can affect our conflict modes?Some factors that can impact how we respond to conflict are listed below with explanations of how these factors might affect us. • Gender Some of us were socialized to use particular conflict modes because of our gender. For example, some males, because they are male, were taught “always stand up to someone, and, if you have to fight, then fight.” If one was socialized this way he will be more likely to use assertive conflict modes versus using cooperative modes. • Self-concept How we think and feel about ourselves affect how we approach conflict. Do we think our thoughts, feelings, and opinions are worth being heard by the person with whom we are in conflict? • Expectations Do we believe the other person or our team wants to resolve the conflict? • Situation Where is the conflict occurring, do we know the person we are in conflict with, and is the conflict personal or professional? • Position (Power) What is our power status relationship, (that is, equal, more, or less) with the person with whom we are in conflict? • Practice Practice involves being able to use all five conflict modes effectively, being able to determine what conflict mode would be most effective to resolve the conflict, and the ability to change modes as necessary while engaged in conflict. • Determining the best mode Through knowledge about conflict and through practice we develop a “conflict management understanding” and can, with ease and limited energy, determine what conflict mode to use with the particular person with whom we are in conflict. • Communication skills The essence of conflict resolution and conflict management is the ability to communicate effectively. People who have and use effective communication will resolve their conflicts with greater ease and success. • Life experiences As mentioned earlier, we often practice the conflict modes we saw our primary caretaker(s) use unless we have made a conscious choice as adults to change or adapt our conflict styles. Some of us had great role models teach us to manage our conflicts and others of us had less-than-great role models. Our life experiences, both personal and professional, have taught us to frame conflict as either something positive that can be worked through or something negative to be avoided and ignored at all costs. Discerning how we manage our conflict, why we manage conflict the way we do, and thinking about the value of engaging in conflict with others are important. With better understanding we can make informed choices about how we engage in conflict and when we will engage in conflict. The next section provides points for us to consider when determining if we will enter into a conflict situation or not.How might you select your conflict management style?There are times when we have a choice to engage in or avoid a conflict. The following six variables should be considered when you decide whether to engage in a conflict. 1. How invested in the relationship are you? The importance of the working/personal relationship often dictates whether you will engage in a conflict. If you value the person and/or the relationship, going through the process of conflict resolution is important. 2. How important is the issue to you? Even if the relationship is not of great value to you, one must often engage in conflict if the issue is important to you. For example, if the issue is a belief, value, or regulation that you believe in or are hired to enforce, then engaging in the conflict is necessary. If the relationship and the issue are both important to you, there is an even more compelling reason to engage in the conflict. 3. Do you have the energy for the conflict? Many of us say, “There is not time to do all that I want to do in a day.” Often the issue is not how much time is available but how much energy we have for what we need to do. Even in a track meet, runners are given recovery time before they have to run another race. Energy, not time, is being managed in these situations. 4. Are you aware of the potential consequences Prior to engaging in a conflict, thinking about anticipated consequences from engaging in the conflict is wise. For example, there may be a risk for your safety, a risk for job loss, or an opportunity for a better working relationship. Many times people will engage in conflict and then be shocked by the outcome or consequence of engaging in the conflict. Thoughtful reflection about the consequences, both positive and negative, is useful before engaging in or avoiding a conflict. 5. Are you ready for the consequences? After analyzing potential consequences, determine whether you are prepared for the consequences of engaging in the conflict. For example, one employee anticipated a job loss if she continued to engage in the conflict she was having with her boss over a particular issue. After careful consideration, the employee thought and believed strongly enough about the issue that she did engage in the conflict with her boss. Her annual contract was not renewed for the upcoming year. Because this individual had thought through the consequences of engaging in the conflict, she was prepared to be without a job for a while and able to financially and emotionally plan for this outcome. Most consequences of engaging in conflict are not this severe, but this example illustrates the value of thinking through consequences. 6. What are the consequences if you do not engage in the conflict? To avoid losing a sense of self, there are times when you must engage in conflict. Most people have core values, ideas, beliefs, or morals. If a person is going to sacrifice one of their core beliefs by avoiding a conflict, personal loss of respect must be considered. In such cases, even if a person is not excited about confronting the conflict, one must carefully consider the consequences of evading the conflict. When the personal consequences of turning away from the conflict outweigh all other factors, then a person usually must take part in the conflict.How might individual students apply this information to improve their conflict management skills?Applying the preceding information about the five different modes of conflict management, factors affecting models of conflict management, and processes for selecting one or more approaches to conflict involves both self-awareness and an awareness of the others involved in the conflict. In terms of self-awareness, reflecting on the following questions would provide useful information in selecting how to approach a conflict situation. 1. Am I in conflict? 2. With whom am I in conflict? 3. Why am I motivated to resolve the conflict? 4. What conflict mode am I going to use to manage this conflict? Since conflict involves at least two people, improving awareness of the other party involved in a conflict might also be useful in choosing how to approach a conflict situation. Reflecting on the following questions might improve awareness of the other party involved in a confliction. 1. What is the nature of the conflict, that is, what is the conflict about? 2. What might motivate the other person(s) involved to resolve the conflict? 3. What conflict modes is the other person using? 4. How might I Intervene to resolve/manage the conflict? Learning more about conflict allows greater intentionality in selecting a conflict response. Most people have set reactions to conflicts. By learning more about principles of conflict, conflict modes, and reflection on the above questions, we can be more intentional in deciding on a conflict response. Greater intentionality will likely lead to more effective conflict management. The following examples provide additional suggestions that individuals might use to improve their conflict management skills. Individual Reflection Exercise In addition to reflecting on the preceding questions, Karl Smith6 suggests that the following exercise might provide individuals with valuable information about their perspectives on conflict. Exercise: Write the word conflict in the center of a blank piece of paper and draw a circle around it. Quickly jot down all the words and phrases you associate with the word conflict by arranging them around your circle. Review your list of associations and categorize them as positive, negative, or neutral. Count the total number of positive, negative, and neutral associations, and calculate the percentages that are positive, negative, and neutral. Did you have more than 90% positive? Did you have more than 90% negative? What do your associations with the word conflict indicate about your views about conflict and your approach to conflict? Learning About Your Conflict Modes Review brief descriptions of the five modes and choose your primary conflict mode. Supplementing individual reflection on conflict modes, you might find out more about your modes of conflict using instruments that are available. Karl Smith in his book6 provides a copy of a questionnaire based on the Blake and Mouton conflict model7. Completing the questionnaire, scoring your responses, and reflecting on your answers might provide valuable information about your approaches to conflict. The TKI is a more recent instrument that is based on the Blake and Mouton conflict model and provides information about your conflict modes in terms of the modes. Taking the TKI assessment would provide information about your primary conflict modes. Equipped with this information, additional individual reflection would help you to determine your current level of comfort with your conflict resolution styles. Then, you might decide whether you want to make changes. Creating an Individual Conflict Management Plan Create a conflict management plan. A conflict management plan is a thought and behavior process one can follow when in conflict. A person creates a list of steps she/he can follow when a conflict comes up so that the person can productively manage/solve the conflict. These steps have to be thoughts or behaviors that can be realistically done. The literature shows that, if we can identify we are in conflict and can then implement a conflict management plan, our opportunity for resolution of the conflict increases significantly. We identify we are in conflict by identifying our physiological responses when in conflict and by identifying thoughts and feelings we are having that trigger us to realize that we are experiencing a conflict. There are three steps to making a conflict plan. First, write down what physiological responses you have when you know you are in conflict (e.g., my palms are sweaty, my heart is racing). Second, write down what thoughts you typically have when in a conflict (e.g., “I want to hurt him”; “I want to just get away from her”). Finally, list 4–8 steps you can follow to help you manage your thoughts and emotions in a productive way to manage/solve your conflict (e.g., 1. I will take a deep breath; 2. I will think about how I want to respond, etc.). Refer to Algert and Watson8 to learn more about creating a conflict management plan. Listening Improving listening skills is one approach to improving conflict management skills. Eugene Raudsepp states that “Studies show, however, that only about 10% of us listen properly.”9 Read the article by Raudsepp9, take the listening quiz, and develop an action plan for improving your listening skills. Suggestions for Further Activities The book 50 Activities for Conflict Resolution10 contains 25 activities for self-development on conflict. Activities include “The Role of Values in Conflict Resolution,” “Resolving Conflict through Planning,” “Evaluating Your Conflict Resolution Skills,” and “Uncovering the Hidden Agenda.”How might a student team apply this information to improve its approaches to conflict and/or skills in managing conflict within the team?Applying the preceding information about the five different modes of conflict management, factors affecting models of conflict management, and processes for selecting one or more approaches to conflict within the context of a student team involves increasing the awareness of the each of the team members about the way the other team members view conflict and how the other team members approach conflict. There are two basic types of team activities. • In the first type of team activity, individual team members learn more about their perspectives and approaches to conflict through either individual reflection or appropriate instruments. Then, the individuals share with their team members what they have learned. • In the second type, the team engages in an activity that simulates a hopefully low level of conflict. Then, the team reflects about its actions, learns from its experiences, and develops ways to address conflict more constructively in the future. The following examples provide suggestions for possible team activities. Collaborating with Different Individual Conflict Modes Ask each member to complete the exercise on the preceding page in which she/he identifies their primary mode of conflict management. Then, ask each individual team member to share her/his own primary mode of conflict management and to provide examples that illustrate that mode. Next, ask the team to identify potential strengths for the combination of different styles and potential problems that might arise with the combination of conflict management modes. Finally, ask the team to develop strategies to minimize potential problems and build on their strengths. Developing a Positive Team Perspective about Conflict Start with the individual reflection exercise on the preceding page in which each member writes the word conflict and associates different words or phrases with conflict. Then, ask each member to share the insights she/he learned through the individual reflection. Next, ask the team to take all of the positive associations with conflict and combine them together to construct positive ways in which the team might view conflict. Finally, ask the team to take all of the negative associations with conflict and devise ways in which the negative associates might be eliminated or minimized. Developing a Consensus Decision In this book on Teamwork and Project Management,6 Karl Smith asks teams to rank fifteen causes of death in the United States in terms of their frequency of occurrence. Similar exercises on ranking items most required in desert or space survival exercises are available at /~asufc/teaminginfo/teams.html or in Joining Together11 by Johnson and Johnson (Exercise 8.3 Stranded in the Desert, Exercise 8.4 Who should get the penicillin?, Exercise 8.5 Fallout Shelter). These types of exercises can stimulate team development in several ways. One of the ways is to provoke a low level of conflict within the team and to learn from its experience. After completing the exercise, the team can debrief its performance. The team might address several questions. What were the positive aspects in the way we handled conflict? How did our various modes of conflict management help our performance? How did our various modes of conflict management hinder our performance? How might we improve the ways in which we managed conflict within our team? Intrateam Communication Improving intrateam communication can reduce the likelihood of conflict and increase the chances for faster, more effective management of conflict when it occurs. The Foundation Coalition has prepared a summary on Effective Interpersonal/Intrateam Communication that may provide helpful information and activities. Suggestions for Further Activities The book 50 Activities for Conflict Resolution10 contains 25 activities for team-development on conflict. Several of the activities are role-play, conflict scenarios that provide opportunities for teams to determine the ‘best’ intervention style for the conflict at hand.How might a faculty member apply this information in her/his course?Your learning objects and activities will depend on the maturity of your students, their prior experience and knowledge of conflict management skills, and the amount of class time you choose to invest in conflict management. The following paragraphs provide three examples of possible learning objectives and classroom activities. Example No. 1 If you are teaching a class in which you will be using student teams and have about twenty minutes for conflict management, you might set the following learning objective and use the following class activity. Learning Objective: Students should be able to describe their initial responses to conflict and explain benefits of engaging in conflict. Classroom Activity: Discuss the first page of this document. Ask your students to work in teams and discuss what they think about conflict. Have they had positive or negative outcomes when they have engaged in conflict at work or school? Next, have the students identify their physiological response to conflict: fight or flight. Has the initial conflict response, fight or flight, had positive or negative outcomes? Let the students know, regardless of their physiological response, they can intentionally pick a conflict mode they want to use when in conflict. They do not have to just fight or flee when a conflict arises. Finally, ask students to identify positive outcomes that can occur from engaging in conflict (peace, relief, improved relationship, stronger team, understanding, better communication, greater productivity, etc.). Through identifying how we engage in conflict and recognizing that engaging in conflict can be positive, we are more likely to engage in conflict when necessary.Example No. 2 If you are teaching a class in which you will be using student teams and have an entire class period to help your students develop their conflict management skills, then you might select the following learning objectives and use the following classroom activities. Learning Objectives: Students should be able to • Describe the skills necessary to effectively engage in conflict • Describe their approach to conflict in terms of the five conflict management modes • Describe how their comfort level with engaging in conflict has changed (and, hopefully, increased) Classroom Activities: Ask students to read the first two pages of the document in class. Then, in teams, ask students to share with each other how they think they approach conflict. Ask each team member if he/she is comfortable with his/her conflict management style (most people will report “No”; they wish they were either more assertive or more cooperative). Ask team members to discuss with one another why it is important to understand one another’s conflict styles. Ask each team to develop ideas on how they will take advantage of the conflict management modes of each its members. Also, team members should discuss where they may have conflict with one another based upon their different conflict styles (more assertive members may dominate, while more cooperative members may become frustrated with competitors, etc.). Call on selected teams for reports on this activity. Example No. 3 If you are teaching a class in which you will be using student teams and choose to invest a homework assignment and an entire class period in helping your students develop their conflict management skills, then you might select the following learning objectives and use the following classroom activities. Learning Objectives: Students should be able to • Identify their conflict management styles • Describe the skills necessary to effectively engage in conflict • Describe their approaches to conflict in terms of the five conflict management modes • Describe how their comfort level with engaging in conflict has changed (and, hopefully, increased) • Demonstrate improvements in their conflict management skill set • Create a conflict management plan Classroom Activities: Ask students to read the entire document before class and ask them to write down how their approach to conflict management may be described in terms of the five modes of conflict management. If possible, allow the students to take the TKI on line.5 Have students review the document and describe skills necessary to effectively engage in conflict. Students should consider what variables should be considered when engaging in conflict with another person. Team members should dialogue about conflict modes to use when another person is using a particular conflict mode. Furthermore, team members should discuss what modes they are comfortable using and what modes they will have to practice using effectively. Team members should identify times to use each of these modes effectively. Instruct the students: discernment and practice is the primary way to grow comfortable with using each of these five modes. Practice using the different conflict modes (as appropriate) when your team is in conflict or when you have a conflict at home. Next, challenge the students to write a conflict management plan.8 Through being able to identify that we are in conflict and by implementing a predesigned conflict management plan, we can most effectively solve our conflicts. Finally, with the remaining time, ask the students to complete three activities on conflict management. Select students to share their answers in class. Ask the students to share what they have learned about conflict management, how they will apply this information, and to evaluate if they believe they can more successfully manage their team conflicts as they arise. Below are suggested activities from 50 Activities for Conflict Resolution10 and Joining Together.11Lambert and Myers, 50 Activities for Conflict Resolution10• Activity Identifying Helpful Communication Styles, p. 13 • Benefits and Barriers: Exploring Third-party Intervention, p. 35 • Assumptions: Who Needs Them?, p. 47 • Brainstorming: The Case of the Stolen Account, p. 61 • Exploring Sources of Conflict, p. 91Johnson and Johnson, Joining Together: Group Theory and Group Skills11• Exercise 8.1 Controversy (Teams of four create a paper in which they reach consensus on a controversial issue) • Exercise 8.2 Your Behavior in Controversies (Become more aware of your actions in a controversy) • Exercise 8.6 The Johnson School (Defining a problem from diverse information)。

dbforge studio 2020 for mysql backup error DBForge Studio 2020 is a powerful tool that offers a wide range of features for managing and administrating MySQL databases. One of its key functions is the ability to create backups of databases, allowing users to safeguard their data and restore it in case of any issues. However, like any complex software, DBForge Studio 2020 may encounter errors while performing backups. In this article, we will explore the common backup errors encountered in DBForge Studio 2020 for MySQL and provide step-by-step troubleshooting solutions to overcome them.1. Insufficient Privileges:One possible cause for backup errors is insufficient privileges. Ensure that the account you are using to connect to the MySQL server has the necessary permissions to create backups. Verify that the account has the "SELECT" privilege for all the tables in the database you are trying to back up. To do this, follow the steps below:a. Log in to the MySQL server as a privileged user.b. Run the following SQL command to grant the required privileges for the account:GRANT SELECT ON database_name.* TO 'username''localhost';Replace "database_name" with the name of your database and "username" with the account you are using in DBForge Studio.c. After granting the required privileges, try creating the backup again.2. Insufficient Disk Space:Another common cause for backup errors is insufficient disk space on the storage location where backups are being saved. To resolve this issue, check the available disk space on the destination location and ensure it has enough capacity to store the backup file.a. Open Windows File Explorer and locate the destination folder where backups are being saved.b. Right-click on the folder and select "Properties."c. In the "General" tab, check the available disk space. If the available space is low, consider freeing up space or choosing a different destination location with sufficient space.d. Once you have ensured sufficient disk space, attempt the backup operation again.3. Connection Issues:DBForge Studio connects to the MySQL server to perform backup operations. Any connection issues between DBForge Studio and the MySQL server can cause backup errors. To troubleshoot connection issues, follow these steps:a. Ensure that the MySQL server is running and accessible from the machine where DBForge Studio is installed.b. Check the connection settings in DBForge Studio. Open the "Database" menu and select "Manage Connections." Verify that the connection details, such as the server name, port, username, and password, are correctly configured.c. Test the connection by clicking the "Test Connection" button. If the test fails, double-check the connection details and ensure that the MySQL server is accessible from the machine.d. If the connection is successful, attempt the backup operation again.4. Database Corruption:In some cases, backup errors may occur due to database corruption. If the database contains corrupt structures, the backup process may encounter errors. To overcome this issue, you can try repairing the database using the DBForge Studio built-in repair functionalities. Follow these steps:a. In DBForge Studio, right-click on the database you want to repair in the Object Explorer pane.b. Select "Check Database" from the context menu. DBForge Studio will scan the database for any errors or corruption.c. If any issues are detected, right-click on the database again andselect "Repair Database." DBForge Studio will attempt to repair the database structures.d. After the repair operation completes, try creating the backup again.5. Software Compatibility:Incompatibility between DBForge Studio and the MySQL server version can also lead to backup errors. Ensure that you are using a compatible version of DBForge Studio with the MySQL server. Check the compatibility matrix provided by the software vendor to verify whether your DBForge Studio version is compatible with your MySQL server version.If the backup errors persist even after following these troubleshooting steps, it is advisable to reach out to the software vendor's support team for further assistance. They will be able to provide specific guidance tailored to your situation.In conclusion, backup errors encountered in DBForge Studio 2020 for MySQL can be resolved through careful troubleshooting. Byaddressing issues related to privileges, disk space, connections, database corruption, and software compatibility, users can ensure a smooth backup process and safeguard their data effectively.。

RELEASE NOTESLabWindows /CVI Version 2015These release notes introduce LabWindows ™/CVI ™ 2015. Refer to this document for system requirements, installation and activation instructions, and information about new features in LabWindows/CVI.ContentsLabWindows/CVI System Requirements (1)Installing LabWindows/CVI (2)Before Installation (2)Running the Installation (2)Activating LabWindows/CVI (4)What’s New in LabWindows/CVI? (4)Upgraded Version of Clang (4)Improved Source Code Browsing (4)Include Runtime Installers in Distributions (5)Include Driver and Component Files in Patch Distributions (5)Updated Windows SDK (5)Improved Installer Messages and Errors (6)Bug Fixes (6)LabWindows/CVI Resources...................................................................................................6LabWindows/CVI System Requirements To run LabWindows/CVI, you must have the following:•Personal computer using a Pentium 4/M or equivalent processor •Microsoft operating systems:–Windows 8.1 (32-bit and 64-bit)–Windows 8.0 (32-bit and 64-bit)–Windows 7 (32-bit and 64-bit), including Starter Edition –Windows Server 2012 R2 (64-bit)–Windows Server 2008 R2 Service Pack 2 (64-bit)Note LabWindows/CVI supports only R2 editions of Windows Server.•1024 × 768 resolution (or higher) video adapter •Minimum of 512 MB of RAM, 2 GB recommended™™•7 GB free hard disk space for full installation, which includes the Windows SDK 8.1 and the Microsoft .NET Framework 4.5.2; additional space needed for National Instruments Device Drivers•Microsoft-compatible mouseInstalling LabWindows/CVIThe LabWindows/CVI Platform DVD includes LabWindows/CVI and the following modules and toolkits:Modules•Real-Time Module•Vision Development ModuleToolkits•Real-Time Execution Trace Toolkit•SQL Toolkit•Signal Processing Toolkit•PID Toolkit•Execution Profiler Toolkit•ECU Measurement and Calibration Toolkit•Automotive Diagnostic Command SetIf you purchased any of these modules or toolkits, you can install them using the LabWindows/CVI Platform DVD. If you want to evaluate any of these modules or toolkits before purchasing them, you can install these add-ons from the LabWindows/CVIPlatform DVD.Before InstallationKeep the following points in mind before you install LabWindows/CVI:•If you already have a different version of LabWindows/CVI installed on your computer, be sure to install version 2015 in a different directory. If you want to install to an existing directory, uninstall the other version before installing LabWindows/CVI 2015.•You must have administrator privileges to install LabWindows/CVI.•If your software is part of a V olume License Agreement (VLA), contact your VLA administrator for installation instructions.Running the InstallationComplete the following steps to install LabWindows/CVI:LabWindows/CVI Runtime with the LabWindows/CVI 2015 Runtime. To restore theprevious runtime, uninstall LabWindows/CVI 2015, the LabWindows/CVI 20152||LabWindows/CVI Release NotesLabWindows/CVI Release Notes |© National Instruments |3Runtime, and any previous versions of LabWindows/CVI and LabWindows/CVIRuntimes on the computer. Then reinstall the LabWindows/CVI version you want to use, along with any additional National Instruments software you might haveinstalled.1.Insert the LabWindows/CVI media into the disk drive. If the media does not runautomatically, open Windows Explorer, right-click the disk drive icon, and selectAutoPlay .2.On installation startup, the National Instruments LabWindows/CVI 2015 screen appears. Click Install LabWindows/CVI, Modules, and Toolkits .3.Continue to follow the instructions on the screen.Note If you have a serial number for the product you want to install, enter thenumber during installation when you are prompted. You also can activate the product after installation. For more information about finding serial numbers, refer to/info and enter SerialNumbers_en as the Info Code.Each product on the LabWindows/CVI Platform DVD has a different serial number, with the possible exception of the LabWindows/CVI Execution Profiler Toolkit.The Execution Profiler Toolkit does not require a separate license if youhave a LabWindows/CVI Full Development System license. If you have theLabWindows/CVI Base Package, you can install the Execution Profiler Toolkit for evaluation.4.If you select Device Drivers in the Features panel, the LabWindows/CVI installer promptsyou to insert the National Instruments Device Drivers media, which is available on . The NI Device Drivers media is required only if you want to upgrade existing driver software to the latest version. Otherwise, you can ignore this prompt.5.If you have an active Internet connection, the installer prompts you to select Windows SDK components to install. The components you select are downloaded and installed from the Microsoft website. For more information about the components, refer to /info and enter the Info Code CVI2015_WindowsSDK .If you do not have an active Internet connection, LabWindows/CVI installs all Windows SDK components, which might not be the latest components available on the Microsoft website.Note If you cancel the Windows SDK installation, LabWindows/CVI will notfunction properly. You can download the Windows SDK from one of the following places:•The Microsoft website•—Visit /info and enter the Info CodeDownloadMSDTWindowsSDK4| |LabWindows/CVI Release Notes6.Install hardware. Refer to your device documentation, such as printed manuals or PDFs, for information about installing your NI hardware.7.To activate a National Instruments product, refer to the What’s New in LabWindows/CVI? section of this document.Activating LabWindows/CVIIf you did not enter a serial number during installation, click Activate Products in the License Status dialog box to launch the NI Activation Wizard.Once you choose your activation method and launch the NI Activation Wizard, follow the instructions on the screen to activate LabWindows/CVI. For more information about activation, refer to the Activating Your Software topic in the LabWindows/CVI Help .Note If you are unable to activate LabWindows/CVI, refer to the web page at/activate .What’s New in LabWindows/CVI?This section includes information about changes and enhancements in LabWindows/CVI 2015.Upgraded Version of ClangLabWindows/CVI has updated the Clang 2.9 compiler to Clang 3.3. This upgrade provides the following features:•New warning flags and warnings messages •Improved detection of unintialized local variables •Improved stability when building large files •Up to 21% faster execution speed for 64-bit binariesNote The compiler backend is particularly suited for optimizing resources used in mathematical calculations, so you will see the highest performance gains if youperform complex computation, mathematics, or analysis.Improved Source Code BrowsingIn addition to the updated compiler, source code browsing also has been improved. These improvements include the following features:•Improved array support for the function prototype tooltip, Select Variable dialog box, and documentation generation from source code •Improved preprocessor support with macros •Improved stability due to various fixesLabWindows/CVI Release Notes |© National Instruments |5Include Runtime Installers in DistributionsSelect the Only display runtime installers option in the Drivers & Components tab of the Edit Installer dialog box to show which runtime installers are available for deployment. This option makes it easy to distinguish between full installers and runtime installers. Runtime installers are typically smaller in size, allowing you more control over the size of your distribution.Include Driver and Component Files in Patch DistributionsYou now can include NI components and driver files in your patch distributions. You also can choose to include in your patch all products with upgrades or patches by selecting the Include driver updates option in the Drivers & Components tab of the Edit Installer dialog box.Updated Windows SDKThis version of LabWindows/CVI installs the Windows SDK 8.1. Refer to MSDN for a complete list of enhancements. Some of the features provided by the Windows SDK include the following items:•Handle processes and threads—You can use functions such asSetProcessInformation to lower the priority of processes that perform background operations, GetProcessInformation to get the memory priority of a process, SetThreadInformation to lower the priority of a thread that does not need to run immediately, and GetThreadInformation to get the priority of a thread.•Get the firmware type—Call GetFirmwareType to find the firmware type of your users’ computers.•Speed up operations that access the same file data repeatedly—Call OperationStart and OperationEnd .•Take advantage of better virtual memory handling—Call functions such asPrefetchVirtualMemory , OfferVirtualMemory , ReclaimVirtualMemory , and DiscardVirtualMemory .•Take advantage of better physical memory handling—Call functions such as GetMemoryErrorHandlingCapabilities ,RegisterBadMemoryNotification , andUnregisterBadMemoryNotification .•Call helpers for National Language Support functions—For example, you can call IsValidNLSVersion to determine whether a version is valid for a National Language Support function.To use the Windows SDK 8.1, include the following in the Compiler Defines dialog box: _WIN32_WINNT=_WIN32_WINNT_WIN8 or WINVER=_WIN32_WINNT_WIN8.NoteThe Windows SDK 8.1 requires Windows 7 (minimum).Improved Installer Messages and ErrorsErrors and warning messages you receive when you create installers provide more useful information.Bug FixesFor a list of bugs fixed in LabWindows/CVI 2015, refer to the NI web page at /info and enter the Info Code exmvwx.LabWindows/CVI ResourcesHow do I get started?Read the Getting Started with LabWindows/CVI manual, which provides a tutorial for learning basic LabWindows/CVI program development techniques.Are there known issues or late-breaking information?Refer to the LabWindows/CVI Readme, which you can access from Start»All Programs»National Instruments»LabWindows CVI 2015»LabWindows CVI 2015 Documentation. The readme file contains information about known issues.Where can I find reference information?The LabWindows/CVI Help contains complete reference information. Use the Search tab in the LabWindows/CVI Help to quickly locate specific information.Where can I find examples?Find examples with the NI Example Finder, which you can access by selecting Help»Find Examples.LabWindows/CVI example programs are located in the following location:C:\Users\Public\Documents\National Instruments\CVI2015\samples.Is there a list of LabWindows/CVI documentation?The Guide to LabWindows/CVI Documentation topic describes documentation available for new users and upgrade users. In addition, this topic provides links to LabWindows/CVI documentation, including manuals and web resources. You can access the Guide to LabWindows/CVI Documentation topic through the LabWindows/CVI Help.Where else can I go for LabWindows/CVI information?Visit the LabWindows/CVI w ebsite at for the most up-to-date information about LabWindows/CVI.6||LabWindows/CVI Release NotesRefer to the NI Trademarks and Logo Guidelines at /trademarks for more information on National Instruments trademarks. Other product and company names mentioned herein are trademarks or trade names of their respective companies. For patents covering National Instruments products/technology, refer to the appropriate location: Help»Patents in your software, the patents.txt file on your media, or the National Instruments Patents Notice at /patents. You can find information about end-user license agreements (EULAs) and third-party legal notices in the readme file for your NI product. Refer to the Export Compliance Information at /legal/export-compliance for the National Instruments global trade compliance policy and how to obtain relevant HTS codes, ECCNs, and other import/export data. NI MAKES NO EXPRESS OR IMPLIED WARRANTIES AS TO THE ACCURACY OF THE INFORMATION CONTAINED HEREIN AND SHALL NOT BE LIABLE FOR ANY ERRORS. U.S. Government Customers: The data contained in this manual was developed at private expense and is subject to the applicable limited rights and restricted data rights as set forth in FAR 52.227-14, DFAR 252.227-7014, and DFAR 252.227-7015.© 2003–2015 National Instruments. All rights reserved.373607N-01Aug15。

IBM错误代码解释以及解决方法IBM的ThinkPad系列笔记本电脑的错误代码解释以及解决方法，希望能对拥有此款“本本”的朋友们有所帮助。

101：中断失败102：时钟失败103：时间中断失败104：保护模式失败105：最后的 8042命令未接受107：NMI 检测失败108：时钟总线检测失败109：Low meg芯片选择检测以上出错部件及解决措施：请检查主板设置是否正确，严重时需要更换主板。

110：平面奇偶出错部件及解决措施：这种情况一般是内存发生问题，请将内存换一个插槽试试。

不过，如果有连接到电脑的扩展部件，请先移除。

111：I/O奇偶出错部件及解决措施：仍然是首先检查内存条是否损坏，然后请检查扩展部件或端口复制器是否损坏。

0175：CRC1错，EEPROM校验错出错部件及解决措施：系统主板，停止POST任务。

1101： A类设备检测失败出错部件及解决措施：重点检查串口设备、通讯接线等部件。

1201： B类设备检测失败出错部件及解决措施：请检查主板上的红外接口是否损坏。

158：设置了SuperVisor密码但没有设置硬盘密码出错部件及解决措施：请重新设置硬盘密码159：硬盘密码与SuperVisor密码不相同出错部件及解决措施：请将硬盘的密码设置为与SuperVisor密码相同。

161：电池失效。

出错部件及解决措施：这当然是电池的问题，请重新更换电池或检查主板上的现用电池是否有漏电现象。

163：时间和日期未设置出错部件及解决措施：重新设置时间和日期。

173：设备数据丢失出错部件及解决措施：在屏幕上选择OK，然后设置时间和日期，必要时需要更换备用电池。

174：设置错误。

出错部件及解决措施：先去检查一下硬件设备是否配置正确，或者检查硬盘的跳线是否设置正确。

0177： SuperVisor密码检验错出错部件及解决措施：系统主板。

1701：硬盘控制器失败1780, 1790：硬盘0出错1781, 1791：硬盘1出错173 192 163出错,出错部件及解决措施：硬盘错误，当然也不排除主板存在错误。

道德规范与职业行为准则(二)(总分40,考试时间90分钟)单项选择题1. Fern Baldwin, CFA, as a representative for Fernholz Investment Management, is compensated by a base salary plus a percentage of fees generated. In addition, she receives a quarterly performance bonus on a particular client's fee if the client's account increases in value by more than 2 points over a benchmark index. Baldwin had a meeting with a prospect in which she described the firm's investment approach but did not disclose her base salary, percentage fee, or bonus. Baldwin has :A. violated the Standards by not disclosing her salary, fee percentage, and performance bonus. B. violated the Standards by not disclosing her performance bonus. C. not violated the Standards because **pensation arrangements are confidential and should not be disclosed to clients.2. A client calls his money manager and asks the manager to liquidate a large portion of his assets under management for an emergency. The manager warns the client of the risk of selling many assets quickly but says that he will try to get the client the best possible price. This is a violation of:A. Standard Ⅲ(C) , Suitability. B. Standard ⅤB. , Communication with Clients and Prospective Clients. C. none of the Standards listed here.3. An analyst working at an investment firm has a client that rents limousines. The client tells the analyst that as long as he is the client's analyst, he can have free use of a limousine several times a year. The analyst needs to:A. inform his supervisor in writing of the offer if the analyst intends to accept the offer. B. explicitly refuse such an offer. C. do nothing since the offer is not linked to the performance of the client's portfolio.4. With respect to reporting investment results, Global Investment Performance Standards (GIPS) require a minimum of:A. three years of historical performance. B. ten years of historical performance. C. five years of historical performance.5. Which of the following was NOT a motivation for creating the Global Investment Performance Standards (GIPS) ?A. Increase the role of government agencies in the investment industry. B. Achieve greater uniformity **parability among presentations of performance. C. Improve the service offered to investment management clients.6. Jan Hirsh, CFA, is employed as manager of a college endowment fund. The college's board of directors has recently voted to consider divesting **panies located in a country that has a poorcivil rights record. Hirsh has personal investments in several firms in the country. Hirsh needs to :A. disclose her ownership in the stocks to her supervisor only. B. disclose her ownership in the stocks to the board of directors only. C. do nothing since the board has not made a decision yet.7. Which of the following does NOT violate Standard Ⅰ ( D), Misconduct? Roland Lawson, a CFA charterholder and a financial analyst:A. is arrested for participating in a nonviolent protest. B. committed perjury in connection with a lawsuit against his firm. C. drinks excessively during business meetings with clients and returns to work under the influence of alcohol.8. Which one of the following constitutes the illegal use of material nonpublic information?A. Trading based on your analytical review of the firm's future prospects. B. Trading immediately after attending the firm's annual shareholders' meeting. C. Trading on information your sister, the firm's attorney, told you over dinner.9. Tony Calaveccio, CFA, is the manager of the TrustCo Small Cap Venture Fund in Toronto. He places trades for the fund with Worldwide Brokerage. Worldwide is holding a conference in Amsterdam and has offered to pay for Calaveccio's airfare, meals, and accommodations associated with his attendance of the conference. The conference concerns European small cap securities and the EASDAQ. He decides that he will accept their offer and attend the conference. In order to comply with the Code and Standards, he may:A. attend, but he must disclose the arrangement to his employer as a gift. B. simply attend. Since the conference is directly related to his professional responsibilities, no further notification or permission is required. C. attend, but he must disclose the arrangement as **pensation to his employer in writing.10. In 1995, the CFA Institute sponsored and funded the Global Investment Performance Standards (GIPS) in response to :A. an increase in insider trading. B. new regulation passed by the SEC. C. a need to address issues, such as portability of investment results.11. Which of the following is a component of the Code of Ethics? CFA Institute members shall:A. use particular care in determining applicable fiduciary duty. B. not knowingly participate or assist in any violation of laws, rules, or regulations. C. use reasonable care and exercise independent professional judgment.12. A money manager, who is a member of CFA Institute, suggests during phone calls to his clients that, "I hope you will relay to your friends the great returns I earned for you this past year. " The manager had generated above average returns in the past year. Is this a violation of Standard Ⅲ(D) , Performance Presentation?A. Yes, because the Standard forbids members asking their clients to say anything about how well the member has done. B. No, because the request was made orally and not in writing. C. Yes, because the intended message fails the test of completeness as required under the standard.13. When GIPS and local laws conflict, in order to be in compliance with GIPS, the investmentfirm must :A. follow GIPS and need not reference the local law. B. follow local law, and no additional disclosure is required. C. follow local law but disclose the conflict with GIPS.14. Roger Halpert, CFA, prepares a company research report in which he recommends a strong "buy". He has been careful to ensure that his **plies with the CFA Institute Standard on research reports. According to CFA Institute Standards of Professional Conduct, which of the following statements about how Halpert **municate the report is most correct?A. Halpert can make his report in person, by telephone, or by computer on the Internet. B. Halpert can transmit his report by computer on the Internet. C. Halpert can make his report by telephone.15. An analyst likes to trade options in her own account. She does not deem any of her client accounts suitable for option trading. When she finds a favorable options position, in accordance to Standard Ⅵ (B) , Priority of Transactions, she should :A. first tell her clients about it before acting herself. B. act on it immediately on behalf of her clients then act on her behalf. C. act on it on her own behalf as she sees fit.16. Which of the following is NOT part of the CFA Institute Code of Ethics?A. Integrity. B. Independent judgment. C. Contractual provisions.17. While it would be customary to report both five - year and ten - year performance data, Seminole Equity Partners has been in existence for only eight years. Because of this, Kurt Dambach does not report ten - year data but reports for both five years and since the inception of the fund. This he notes in a footnote at the bottom of the information sheet. This action is:A. in accordance with the Code and Standards since he has indicated the basis in a footnote. B. a violation of the Standard concerning prohibition against misrepresentation. C. a violation of the Standard concerning performance presentation.18. Advisors, Inc. , is in the process of adopting the Global Investment Performance Standards (GIPS). The managers of the firm **bining the results of fee - paying discretionary portfolios **posites for reporting purposes. For purpose of comparison, each fee - paying discretionary portfolio must be included in at least:A. **posites. B. **posite. C. **posites.19. The El Rey Investment Company, located in Barcelona, Spain, is in the process of adopting the Global Investment Performance Standards (GIPS) for the current fiscal year. One of the GIPS standards is in direct conflict with Spanish investment reporting regulations. In order to be in **pliance with GIPS, El Rey must:A. comply with the GIPS standard and make full disclosure of the conflict. B. comply with the local regulation and make full disclosure of the conflict. C. comply with both the GIPS standard and the local regulation **parison purposes.20. John Hill, CFA, has been working for Advisors, Inc. , for eight years. Hill is about to start his own money management business and has given his two - week notice of his resignation from Advisors. A few days before his resignation takes effect, on his lunch hour, he takes out a loan from a bank on behalf of his new business and uses the money to buy some office equipment for his new business. Since he engaged in these transactions while still an employee of Advisors, Hillviolated Standard Ⅳ(A), Loyalty to Employer, by:A. engaging in a financial transaction, like taking out a loan, only. B. none of these actions. C. purchasing office equipment, only.21. Brian Bellow, a CFA Institute member, is a portfolio manager for Progressive Trust Company. Several friends asked Bellow to review their investment portfolios. On his own time, Bellow examined their portfolios and made several recommendations. He received no **pensation from his friends for his investment advice and provided no future investment counsel to them. According to CFA Institute Standards of Professional Conduct, did Bellow violate his duty to Progressive Trust?A. No, because Bellow provided no ongoing investment advice. B. No, because Bellow provided investment advice to his friends. C. Yes, because he undertook an independent practice that could result in compensation or other benefit to him.22. In order to comply with the CFA Institute Standards, an analyst should:A. use only his own research in making investment recommendations, because anything else would violate Standard Ⅰ(B), Independence and Objectivity. B. use only **pany's research when making investment recommendations and use outside research for reports and analysis on stocks. C. use outside research only after verifying its accuracy.23. The Global Investment Performance Standards (GIPS) were designed to be applied with the goal of full disclosure and fair representation of investment performance in all instances EXCEPT:A. when applicable local laws or regulations conflict with the GIPS, in which case, firms **ply with local laws and fully disclose the conflict. B. when a firm or composite has been in existence for less than five years, in which case, less stringent standards apply. C. in the case of private equity and real estate investments, which do not fall within the scope of the GIPS.24. Chris Babcock, CFA, a portfolio manager for a large Texas investment firm, has been **pensation in addition to what her firm pays her. The offer is from one of her clients and the **pensation will be based on her yearly performance in excess of the market index. Babcock should :A. turn down the offer because it represents a clear conflict between this client and Babcock's other clients. B. make written disclosure to all parties involved before she accepts this offer. C. make written disclosure to her other clients before she accepts this offer.25. In accordance with Standard Ⅲ(A) Loyalty, Prudence and Care, which of the following statements is least accurate? Members and Candidates should:A. submit to clients, at least quarterly, itemized statements detailing all of the period's transactions. B. make investment decisions in the context of the total portfolio. C. vote all proxies on behalf of clients in a responsible manner.26. Michael Malone, CFA, is an investment analyst for a large brokerage firm in New York who covers the airlines industry. Alter hours in his personal time, Malone maintains an online blog on which he expresses his personal opinions about various investment opportunities, including, but not limited to, the airlines industry. On his blog, he posts a very negative investment opinion about WestAir stock. Malone knows that WestAir's stock will be downgraded to a "sell" by his firm next week. Malone has:A. violated Standard Ⅵ(B) Priority of Transactions by releasing materialinformation to the public before releasing to the firm's clients. B. violated Standard Ⅱ(A) Material Nonpublic Information by releasing material that could negatively impact the price of the security. C. violated Standard Ⅳ(A) Loyalty by divulging confidential information that is the intellectual property of his employer.27. CFA Institute does not impose fines. All of the other choices are possible sanctions. CFA Institute may suspend a candidate from further participation in the CFA program. With respect to **plaints concerning the professional conduct of a CFA Institute member, which of the following is TRUE?A. Anyone can write the Standards and Policy Committee staff with a complaint concerning the conduct of any member. B. Anyone can write the Professional Conduct Program staff with a complaint concerning the conduct of any member. C. Only other members can write the Professional Conduct Program staff with a complaint concerning the conduct of another member.28. To comply with Standard Ⅳ(B) , Additional Compensation Arrangements, members should do all of the following EXCEPT:A. immediately make a written report to their employer specifying **pensation benefits they receive. B. immediately make a written report of any services they expect to receive. C. reject any **pensation immediately because it is not appropriate to accept **pensation in a business setting.29. Assume that on January 1,2005, a firm with no Global Investment Performance Standards (GIPS) compliant history since its inception four years ago wishes to **pliance with GIPS. Which of the following accurately reflects the appropriate action for the firm to take?A. Comply with GIPS for the year beginning January 1,2002, and report its performance prior to this date with a disclosure of why the earlier years are not **pliant. B. Comply with GIPS for the year beginning January 1,2002, and report only performance results since this date. C. Comply with GIPS for all four periods since the firm's inception.30. Which of the following is a CORRECT statement of a member's duty under the Code and Standards?A. A member is required to comply only with applicable local laws, rules, regulations, or customs even though the CFA Institute Code and Standards may impose a higher degree of responsibility or a higher duty on the member. B. A member who trades securities in a foreign securities market where no applicable local laws or stock exchange rules regulate the use of material nonpublic information may take investment action based on this information. C. In the absence of specific applicable law or other regulatory requirements, the Code and Standards govern the member's actions.31. When an analyst makes an investment recommendation, which of the following statements must be disclosed to clients?A. The firm is a market maker in the stock of the **pany. B. An employee of the firm holds a directorship with the **pany. C. All of these statements must be disclosed to clients.32. In order to comply with Standard Ⅲ (A), Loyalty, Prudence, and Care, an analyst needs to:A. comply with applicable fiduciary duty. B. perform all of the actions listed here. C. liquidate hisholdings of all stocks that his client owns.33. Standard Ⅵ (C) , Referral Fees, is applicable to :A. only cash consideration received for the recommendation of products or services. B. only cash consideration paid for the recommendation of products or services. C. all consideration received or paid for the recommendation of products or services.34. Kenneth, CFA, is a portfolio manager at A & B limited, if he suspects a colleague at **pany of engaging in ongoing illegal activities, as according to the CFA Institute Standards of Professional Conduct, he is required to take all of the following actions EXCEPT:A. determine whether the conduct is, in fact, illegal. B. disassociate himself from any illegal activity. C. report the illegal violations to the appropriate governmental or regulatory organizations.35. Michael Bellow, CFA, CAIA, is an investment banker who is involved with an initial public offering (IPO) of NewCo. Because this is Bellow's first involvement in an IPO, he reports to an experienced supervisor. While reviewing past financial statements provided by NewCo, Bellow suspects that NewCo deliberately overstated its earnings for the past several quarters. Bellow seeks the advice of his firm's **petent general counsel and follows the advice given without deviation. Based on the general counsel's advice, Bellow consults his immediate supervisor about the suspected overstatement of earnings. After reviewing the situation, Bellow's supervisor explains why NewCo's calculations of its earnings are correct. Bellow realizes that his inexperience and exuberance initially led him to an incorrect conclusion about NewCo's earnings. Which of the following statements about Bellow's actions involving Standard Ⅰ(A), Knowledge of the law, and Standard Ⅰ(C) , Misrepresentation, is TRUE? Bellow:A. violated both Standard Ⅰ(A) and Standard Ⅰ(C).B. violated Standard ⅠA. but did not violate Standard Ⅰ(C).C. did not violate either Standard Ⅰ (A) or Standard ⅠC..36. According to the Code of Ethics, a member reflects credit on the profession when a member:A. consults with other members on a regular basis. B. practices in a professional and ethical manner. C. places the clients first.37. Within the Global Investment Performance Standards (GIPS) are supplemental provisions which must be applied to which of the following asset classes?A. Emerging markets and private equity. B. Private equity and real estate. C. Hedge funds and derivatives.38. Which of the following is NOT a form of plagiarism?A. Citing quotations said to be attributable to "leading analysts" or "investment experts" without specific reference. B. Presenting statistical forecasts by others with the sources identified but without the qualifying statements that may have been used by the originator. C. Using factual information published by a recognized financial statistics reporting service without acknowledgment.39. In January 2003, the Medusco Investment firm has decided to present its performance history in compliance with the Global Investment Performance Standards (GILES). Medusco was formedon January 1, 1992, and has never before presented its performance results in compliance with the GIPS standards. Which of the following actions must Medusco take in order to claim **pliance?A. Present GIPS - compliant performance results for the 5 - year period from January 1, 1998, through December 31, 2002, and report five additional years of non - GIPS - compliant performance with a disclosure explaining why the performance in the earlier years is not GIPS - compliant. B. **ply with GIPS for periods after January 1 , 2000, and report non - GIPS - compliant performance results for the periods January 1, 1993, through December 31, 1999, with a disclosure explaining why these earlier years are not GIPS -compliant. C. Present GIPS- compliant performance results for the 5 -year period from January 1, 1998, through December 31, 2002.40. Which of the following is least accurate regarding reasons for imposing a summary suspension upon covered persons?A. Failure to return the annual professional conduct statement. B. Misdemeanor charge for the possession of illegal narcotic substances. C. Disbarment under securities laws.。

eapEAP: Empowering Employees for Personal and Professional GrowthIntroduction:In today's fast-paced and competitive world, organizations are constantly looking for ways to enhance their performance and achieve sustainable growth. One crucial aspect of achieving this objective is ensuring that employees are empowered to grow both personally and professionally. Employee Assistance Programs (EAPs) have emerged as effective tools for organizations to support their workforce by addressing various challenges and promoting overall well-being. This document aims to delve into the importance and benefits of EAPs for both employees and employers.1. Understanding Employee Assistance Programs (EAPs):1.1 Definition and Scope:Employee Assistance Programs, commonly known as EAPs, are employer-sponsored programs designed to support and assist employees in dealing with personal and work-relatedchallenges. EAPs typically provide services such as counseling, mental health support, professional development training, and resources for managing personal issues.1.2 Objectives of EAPs:The core objectives of EAPs include promoting employee well-being, enhancing productivity, fostering a healthy work environment, and reducing turnover rates. Additionally, EAPs aim to address and mitigate various personal and work-related issues that employees might face.2. Importance of EAPs for Employees:2.1 Emotional Support and Counseling:EAPs offer employees the opportunity to seek professional counseling and assistance for various personal and psychological issues. This support helps them cope with stress, anxiety, depression, and other mental health challenges, ensuring a healthy work-life balance.2.2 Work-Life Balance:EAPs often provide resources and guidance on managing personal issues that might affect an employee's work-life balance. Topics such as financial management, childcare,eldercare, and legal assistance help employees navigate these challenges, leading to improved well-being and performance.2.3 Professional Development:EAPs often offer workshops, training programs, and resources aimed at enhancing employees' professional skills and knowledge. This supports career growth and encourages employees to develop their expertise, which ultimately benefits both the individuals and the organization as a whole.2.4 Conflict Resolution:EAPs provide a platform for employees to seek guidance and assistance in resolving conflicts, whether they are work-related or interpersonal. This support helps maintain a harmonious work environment and prevents conflicts from escalating, improving overall employee satisfaction and productivity.3. Benefits of EAPs for Employers:3.1 Increased Employee Productivity:By addressing personal and work-related issues effectively, EAPs boost employee morale, reduce stress levels, and enhance overall well-being. This, in turn, leads to increasedproductivity, as employees are better equipped to focus on their work and perform at their best.3.2 Reduced Absenteeism and Turnover Rates:EAPs play a crucial role in reducing absenteeism and turnover rates. By providing resources and support to employees facing personal challenges, organizations can help mitigate issues that may lead to higher absenteeism and employee turnover. This leads to cost savings and ensures the continuity of operations.3.3 Enhanced Employee Engagement and Loyalty:Employees who feel supported by their organization are more likely to be engaged and loyal. By investing in EAPs, employers demonstrate their commitment to their employees' well-being and development, fostering a positive relationship between the organization and its workforce.3.4 Proactive Management of Workplace Issues:EAPs enable organizations to proactively address and manage workplace issues before they escalate. By offering counseling and conflict resolution services, EAPs tackle problems at an early stage, preventing them from impacting the overall work environment adversely.4. Implementation and Promotion of EAPs:4.1 Communication and Awareness:Effective implementation of EAPs requires transparent communication and promotion. Employers should inform employees about the availability, benefits, and confidentiality of these programs through various communication channels, including workshops, flyers, and online resources.4.2 Training and Development:Organizations must invest in training and development programs that educate managers and supervisors about the importance and benefits of EAPs. This will enable them to effectively support and refer employees to appropriate resources whenever needed.4.3 Evaluation and Improvement:Regular evaluation and feedback from employees are essential to ensure the effectiveness and relevance of EAPs. Organizations should gather feedback, measure the impact of these programs, and make necessary improvements to provide the best possible support to their employees.Conclusion:EAPs are powerful tools that empower employees and promote personal and professional growth. By offering support in various aspects of employees' lives, EAPs enhance well-being, productivity, and engagement, creating a positive work environment for all. Employers that prioritize the implementation and promotion of EAPs are likely to reap the rewards of a highly motivated and successful workforce.。

a._____I argue my case with peers, colleagues and coworkers to demonstrate the merits of theposition I take.b._____I try to reach compromises through negotiation.c._____I attempt to meet the expectations of others.d._____I seek to investigate issues with others in order to find solutions that are mutuallyacceptable.e._____I am firm in my resolve when it comes to defending my side of the issue.f._____I try to avoid being singled out, keeping conflict with others to myself.g._____I push for my solution to problems.h._____I’m w illing to compromise in order to reach solutions.i._____I trade important information with coworkers so problems can be resolved together.j._____I avoid discussing my differences with others.k._____I accommodate the wishes of peers and colleagues whenever possible.l._____I try to bring everyone’s concerns out into the open in order to resolve disputes in the best possible way.m._____I put forward middle positions in an effort to break gridlocks.n._____I accept recommendations from peers and colleagues.o._____I avoid hard feelings by keeping my disagreements with others to myself.Scoring: The 15 statements are listed below under five categories. Each category contains the letters of three statements. Record the number you placed next to each statement. Calculate the total under each category.My back-up style is: ___________________________ (second lowest score)。

Token allocation strategy for free-flight conflict solvingTrack:Emerging Applications,Technology and IssuesG´e raud Granger and Nicolas Durand and Jean-Marc AlliotCENA/LOG7,av Ed Belin31055Toulouse Cedex Francetel:(33)562174054-fax:(33)562174143email:granger@recherche.enac.fr-durand@tls.cena.fr-alliot@dgac.frAbstractFor the last10years,airlines have widely supported researchon the development of airspaces where aircraft would be freeto decide their trajectory:these areas where called Free-flightairspaces.However,as soon as two aircraft are in the samearea,their separation must be guaranteed.FACES1is anautonomous and coordinated embarked(on board)conflictsolver for Free Flight airspace.It solves conflict by comput-ing simple manoeuvres that guarantees conflict free trajecto-ries for the next minutes(min).Coordination is ensured bygiving sequential manoeuvres to aircraft with a token alloca-tion strategy.FACES can be implemented with the currentpositioning,broadcasting andflight management technology.Moreover,it is robust to communication or system failure fortime up to one or two minutes.FACES was tested with atraffic simulator on busy traffic days over France.Airspaceoverflight level2320was considered as Free Flight.IntroductionWe have all experienced at least once a long wait in an over-crowded air terminal.Reading magazines distributed by air-lines during these long hours,we often found that they con-sider air traffic control as one of the major cause for delays.And it is true that the air traffic control system is becom-ing saturated.But,if delays due to overloaded airports areeasy to understand,it is much harder to comprehend delaysdue to the En Route control system.In fact,if we ask amathematician to analyze the system in cold blood,it can beproved that the collision probability overflight level320isvery low for aircraftflying direct routes,especially if someelementary precautions are taken regarding face to face orovertaking conflicts.So,En Route control could be consid-ered as expensive(En route charges),inefficient(delays in-duced)and statistically of very little use.However,if theFree Route and Free Flight concepts are attractive,espe-cially to airlines,we still must consider safety as thefirstpriority,and design new algorithms and systems for thesenew airspaces(airspace aboveflight level320).3These parameters can be modified.Thisfirst study does notdiscuss the opportunity of increasing or decreasing these values.Manoeuvres suggested have to be simple to understand and to execute.No manoeuvre can be given during thefirst minute(called the quiescent period)in order to give enough time to the solver to compute a solution and inform the pi-lot(or directly program the FMS).Moreover,only one ma-noeuvre can be given to one aircraft during a minutes time window,and no manoeuvre can start as long as the previous one is notfinished.The algorithm enforces a global resolution order between conflicting aircraft.The general principle is as follows:the aircraft which isfirst chooses its trajectory without consid-ering other aircraft.Then,the next aircraft in the priority queue takes this trajectory into account,and computes its own,and so on(see section).Airspace overflight level1is considered as a Free Flight airspace.This area is not a so low density area,es-pecially in France.So it is an excellent test zone for a Free Flight solver.All aircraft entering this airspace are supposed to be separated for5minutes when entering the Free Flight zone,and are sent back separated for the next5minutes when leaving it.All aircraft entering this airspace have to be Free Flight compliant,i.e:they all have synchronous clock;they are able to receive all broadcast information from other aircraft which are within a nmi zone around them (see part);they are all equipped with the FACES solver.they are able each minute at the same time to compute, and store their current position,their Free Flight airspace exit point and their predicted trajectory for the next5min-utes.they are able to reliably broadcast the latter information as soon as it has been computed.This information consists of203D-points,one every15 seconds(in fact,only16are needed,those beginning at min).Extra information is added to the predicted position that indicates its accuracy(the uncertainty model is detailed in part).Of course,the more accurate the informa-tion,the more efficient detection and resolution.This pre-diction has to be contractual,i.e.as soon as an aircraft has broadcast these informations,it has to keep to this trajectory for the next5minutes as long as the solver does not give a manoeuvre.It must be noticed that on exceptional occa-sions,one aircraft can modify this trajectory,or aircraft not equipped for Free Flight can be accepted in the Free Flight zone.This can also take into account exceptional events such as the failure of one aircraft conflict solver.Theses air-craft will be given the highest priority number(see part)and all other aircraft will build their trajectory in order to avoid them.This should be a last resort as the algorithm might fail if two such aircraft are present at the same time in the same zone.Manoeuvre modellingAs stated above,time is discretized into seconds4time steps.As manoeuvres must remain simple to understand and execute,the turning point modelling is chosen in the horizontal plane(seefigure1).In this article,no manoeuvre is given in the vertical plane5.As shown onfigure1,a ma-αt01tFigure1:Turning point modelling.noeuvre is a heading change of,and degrees right or left,it starts at time,and ends at time.As stated above,(and)are always larger than1minute. Uncertainty modelling and1-to-1conflict detection A very simplefilter isfirst applied:only aircraft within a90 nmi zone are considered as being potential threats.This ra-dius is such that aircraft facing each other at kn cannot be in conflict6during the next minutes if they are not in the detection zone of the facing aircraft.We then assume that there is an error about the aircraft’s future location because of ground speed prediction uncer-tainties7.Uncertainties on climbing and descending rates are even more important8.Uncertainties on the future positions of aircraft are all the more important because the prediction is faraway.In the vertical plane,we use a cylindrical modelling(fig-ure2).Each aircraft has a maximal altitude and a minimal altitude.To check if two aircraft are in conflict,the minimal altitude of the higher aircraft is compared to the maximal altitude of the lower aircraft.In the horizontal plane,an aircraft is represented by a point at the initial time.The point becomes a line segment in the uncertainty direction(the speed direction here,seefigure 2).Thefirst point of the line“flies”at the maximum possi-ble speed,and the last point at the minimum possible speed. When changing direction(),the segment becomes a parallelogram that increases in the speed direction.When changing a second time direction(),the parallelogramVERTICAL PLANEFigure2:Modelling of speed uncertainties. becomes a hexagon that increases in the new speed direc-tion.To check the separation standard at time,we compute the distance between the two polygons modelling the aircraft positions and compare it to the separation standard at each time step of the simulation.It must be noticed that,as only one manoeuvre can be given in a minutes time window, and as no manoeuvre can start as long as the previous one is notfinished,the convex can only be a line,a parallelogram or an hexagon.A classical problem in1to1conflict detection is symme-try.If aircraft considers it is in conflict with aircraft, then must consider as a conflicting aircraft.In FACES, broadcasting of positions guarantees that two aircraft that can detect each other share exactly the same information re-garding their positions.As detection algorithms are identi-cal,1to1detection will always be symmetrical.Ordering strategyThe coordination problemCentralized automatic solvers as described by N.Du-rand(Durand1996)find a global solution to clusters involv-ing many aircraft.Manoeuvres are then given to aircraft simultaneously.An on board solver cannot be based on the same principle:aircraft do not share the same informa-tion,as they do not have the same detection zone(limited to90nmi).A coordination problem appears and must be solved.The Free-R(VU N.Duong1997)project uses extended flight rules to solve this problem.The TCAS system uses the transponder code to decide which aircraft has to manoeuvre; giving resolution priorities to aircraft is a way often adopted for solving the coordination problem.A resolution priority order9has to be total if we want each aircraft to solve all conflicts when there is more than air-craft.For example,the Visual Flight Rule that gives priority to the aircraft coming from the right does not define a globalStep246630A832020A6201A310A5Table 1:Token allocation at the different steps of resolution and .detects ,,,and .detects ,and .detects ,and .detects and .Conflicting aircraft are ,,,,,and .Aircraft thathas the highest priority is and the lowest priority order is().is in conflict with Figure 4:Cluster of aircraft in conflictTokens are allocated as presented on figure 4.Table 1gives the token allocation at the different steps of the resolution.During step ,and (token)choose their trajecto-ries without considering other aircraft in their detection area (which have at least token).Then,they broadcast their unmodified trajectories and all aircraft that have received a token from them cancel it.,and cancel the tokens sent by ,and cancel the tokens sent by .During step ,(token)has no token and modifies its trajectory to solve conflict with (token).,,,and cancel the tokens sent by .During step ,(token)modifies its trajectory to solve conflict with (token),(token)modifies its trajectory to solve conflict with (token);the new trajectory must not interfere with (token).cancels one token sent by and cancelstwo tokens sent by and .During step ,(token)modifies its trajectory to solve conflict with (token),the new trajectory must not interfere with (token).and cancel one token sent by .During step ,(token)modifies its trajectory to solve conflict with (to-ken)and (token);the new trajectory must not interfere with (token),(token),(token)and (token).cancels the token sent by .1.During step ,(token)modifies its trajectory to solve conflict with (token);the new trajectory must not interfere with (token)and (token).ProvabilityThe allocation-resolution method described above cannot lead to situations where all aircraft would have at least one token or situations where two aircraft detecting each other without any token would have to solve simultaneously.This is guaranteed by the use of a total priority order on aircraft.At each step,an aircraft with no token cannot have any other conflicting aircraft (that has not already solved)with no to-ken in its detection area.In such a case,one of these two aircraft would have given a token to the other.At each step,among the conflicting aircraft that have not already solved,there is one that has the highest priority.This aircraft cannot have any token.It can solve and get back its tokens.The algorithm can be mathematically proved.ThealgorithmAs soon as the resolution order is chosen,the problem is tosolve a to conflict problem:we have to find the minimum length trajectory for an aircraft avoiding already fixed air-craft trajectories,that can be considered as obstacles.This is a classical robotics problem,therefore a classical al-gorithm (see (Pearl 1984))is used.In the present application,the initial state is the state of the solving aircraft at minute.The terminal states are the possible states of the solving aircraft after minutes of flight or when they have reached their destination.Each branch of the tree represents a possible trajectory of the solving aircraft.Fortunately,the heuristic function is used to only develop a small part of the tree.The cost of a path is the trajectory length described by this path.Before starting a manoeuvre,an aircraft is in state.At each time step,each state generates states cor-responding to the possible deviations of the trajectory (,,degrees right or left),and state (the aircraft is not manoeuvred).At each time step,each state generates one state (the manoeuvre is extended)and one state (the aircraft is sent back to its Free Flight zone exit point).Every state generates a terminal state after minutes or if the aircraft has reached its destination.The cost functionmeasures the distance between the position of the aircraft at node (time step ,state )and the position of the aircraft at node (time step ,state ).If a conflict occurs between node and node ,the value is widely increased so that the corresponding branch is no longer developed.The heuristic function is here the direct distance be-tween node and the Free Flight exit point (destination)ofthe solving aircraft.This heuristic is clearly an underesti-mating one,which guarantees that the optimal solution will always be found.Generally,many different paths are developed and the depth of the tree is(minutes).In this applications,the solution is given in less than seconds on a Pentium II300, even for the biggest1-to-35conflict.Experimental results and improvements The CATS simulatorThe algorithm described in part and was tested on theCATS(Alliot et al.1997)simulator.The core of the CATS system is an En-route traffic simulation engine.It is based on a discrete,fixed time slice execution model:the position and speed of aircraft are computed atfixed time steps,usu-ally every5,10or15seconds.Aircraft performances are in tabulated form describing ground speed,vertical speed,and fuel burn as a function of altitude,aircraft type andflight segment(cruise,climb or descent.)In the further applications,aircraft use direct routes to their destination.The separation standard used is nauti-cal miles in the horizontal plane and ft vertically10. Conflicts were not solved underflight level,and a delay was added when necessary for aircraft entering the Free Flight zone in order to separate them on entry points.Un-certainties on speed(either vertical or horizontal)were set to minimal values.ResultsResults presented in this part are obtained with theflight plans of the of June with no regulation.The Free Flight zone defined is the airspace aboveflight level .The allocation-resolution strategy described in part is repeated every minute and the trajectory prediction is done on the next minutes.It was found that aircraft enter the Free Flight zone.conflicts are detected in this zone during the day.As described in section,the algorithm requires the defi-nition of a total order among aircraft.The following order is used:an aircraft that is manoeuvre free has a lower priority order than an aircraft that has al-ready started a manoeuvre.The CAUTRA number is used to compare two manoeuvre free aircraft or two manoeuvred aircraft.A maneuver efficiency criteria is also added to the cost criteria in order to prevent aircraft from postponing a crossing maneuver when necessary.Therefore,when two aircraft must cross,the manoeuvre that enforces crossing must have a lower cost than the manoeuvre that postpones the crossing.This new criteria is included in the algo-rithm.With this new priority order,the algorithm is called times.At the end of the simulation,conflicts remainMean Maxper delayed acftwhile enteringinside(man)Waitingaircraft1357Table3:Number of waiting aircraft.So,regarding delays,the performance of the algorithm is very good.Unsolved conflicts and priority orderThere are aircraft in each remaining unsolved conflicts. These conflicts appear because the order between aircraft is not well chosen.Moreover,it looks extremely difficult to devise an algo-rithm that wouldfind the best possible order without seri-ously increasing the complexity of the global algorithm and the necessary capacity of the communication medium.On-board conflict solvers which have only a partial information on the global situation will almost certainly remain subop-timal,while centralized conflict solvers are able tofind the global optimal solutions.However,this may not be a too serious concern in the upper airspace:the simulation above shows that this algorithm is almost always able to solve con-flicts,even with situations as complex as the one presented on onfigure5where aircraft are involved,while delays remain small.4956 160329= 4501347 131330= 470Figure5:aircraft in the detection zone.ConclusionWe have demonstrated in this article that an efficient on board algorithm for Free Flight conflict resolution can be designed and implemented.This algorithm has the follow-ing advantages:Compared to a centralized automated system,the devel-opment of such a system could be relatively low cost. Most hypothesis are quite weak:synchronous clocks are already available with GPS,FMS are now elaborate enough to provide the information needed for trajectory prediction in the next5minutes,provides sufficient ca-pacity for communications;the1to resolution algo-rithm is simple to implement and has already been widely used for similar problems in robotics;computing power neededfits in a standard PC computer.Compared to rule based system,the algorithm is mathe-matically provable,and the simulation above shows that it would be efficient in upper airspace,even when density is quite highCompared to purely reactive systems(Zeghal1998b), which usually requires permanent changes in headings, the manoeuvre model is classical and easy to implement. Further,and this is the main point to stress,as trajecto-ries are guaranteed conflict free for at least5minutes,a transient failure of communications would not have a dis-astrous effect:the system could still restart later on;reso-lutions would be less optimal,more vertical manoeuvres could be necessary to solve all conflicts,as anticipation would be shorter,but the risk of collision would remain insignificant.The system could be progressively put into service byfirst defining Free Flight airspace over oceanic areas,and grad-ually extending them.This would help solving the clas-sical transition problem from the current system to a par-tially automated one.We are aware that the whole system depends on thefi-ability and availability of transmissions.Requirements on the bandwidth are low enough to enable multiple emissions of messages.But error correlations would have to be con-sidered.We miss informations and results on these issues. However,we believe that an airborne implementation of this algorithm can be seriously considered.ReferencesAlliot,J.;Durand,N.;Bosc,J.;and Maugis,L.1997.Cats: a complete air traffic simulator.16th AIAA/IEEE Digital Avionics Systems Conference,IRVINE.Bosc,J.-F.1997.Techniques d’´e vitement r´e actif et simu-lation du trafic a´e rien.Ph.D.Dissertation,Ecole Nationale de L’aviation civile.Durand,N.1996.Optimisation de Trajectoires pour la R´e solution de Conflits en Route.Ph.D.Dissertation,EN-SEEIHT,Institut National Polytechnique de Toulouse. Granger,G.;Durand,N.;and Alliot,J.1998.FACES: a Freeflight Autonomous and Coordinated Embarked Solver.In2ST U.S.A/EUROPE ATM R&D Seminar. Pearl,J.1984.Heuristics.Addison-Wesley.VU N.Duong,Eric Hoffman,J.-P.N.1997.Autonomous aircraft.1st U.S.A./EUROPE Air Traffic Management R&D Seminar,SACLAY.Zeghal,K.1998a.A comparison of different approaches based on forcefields for coordination among multiple mo-biles.In IEEE International Conference on Intelligent Robotic System(IROS).Zeghal,K.1998b.A review of different approaches based on forcefields for airborne conflict resolution.AIAA Guid-ance,Navigation and Control Conference.。