HR专业英语10套(师)

上海市职业资格鉴定

《企业人力资源管理人员》（人力资源管理师）

专业英语试卷1

一、英汉互译（每题2分，共30分） 1. Behavior modeling 2. Employee leasing

3. Factor comparison system 4. Graphic rating-scale method 5. Panel interview 6. Replacement charts 7. Selection 8. Vesting

9. Team leader training 10. Profit sharing 11. 心理支持 12. 技能工资 13. 网上培训 14. 关键工作 15. 工作扩大化 Answer:

1. 行为模拟 2. 员工租借3. 因素比较法 4. 图式评估法 5. 小组面试 6. 替换表 7. 甄选 8. 既得利益 9. 团队领导培训 10. 利润分享 11. Psychological support 12. Skill-based pay 13. Web-based training 14. Key jobs 15. Job enlargement 二、单项选择（每题2分，共20分）

1. Executives or managers who coach, advise, and encourage employees of lesser rank are called . A. protégés B. teachers C. mentors D. role models

D. the HR manager’s preferences

2. As an appraiser, you should try to do all of the following except . A. minimize criticism

B. change the person, not the behavior C. focus on solving problems D. be supportive

3. Individuals working internationally need to know as much as possible about all of the following host-country characteristics except . A. social and business etiquette B. cultural values and priorities

C. political structure and current players D. cultural trends

4. Questions contained in structured job interviews should be based on . A. job analysis

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B. job design

C. job specialization D. job utilization

5. Outplacement services are .

A.useful methods of attracting individuals into a career B.designed to help terminated employees find a job elsewhere C.rarely given to executive employees

D.vital parts of any career management system

6. Which of the following is not a core skill that is critical for success abroad? .

A. physical fitness and mental maturity B. effective delegatory skills C. prudent decision-making skills D. cultural adaptability

7. If your primary objective for a performance appraisal is to give employees developmental feedback, which of the following appraisal methods should you use? . A. trait method B. results method C. behavior method D. attitudinal method

8. Compensation programs that compensate employees for the knowledge they possess are known as . A. skill-based pay plans

B. performance-based pay plans C. merit-based pay plans D. seniority-based pay plans 9. To implement a successful program in basic and remedial training, managers should do all of the following except .

A.explain to employees why training will help them in their jobs B.use a classroom-oriented approach so employees learn by lectures C.provide feedback on employees’ progress D.relate the training to the employees’ goals

10. Which of the following is not true of self-ratings of performance? . A. They are beneficial when managers seek to increase the employee’s involvement in the review process

B. Critics argue that self-ratings are more lenient

C. Research has shown that self-ratings are as valid as, if not more valid than, test scores

D. They are free of most biases that other rating sources may have Answer:

1.C 2.B 3.D 4.A 5.B 6.B 7.C 8.A 9.B 10.D 三、阅读理解（每题3分，共30分）

（一）

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The promotion and development of performance management processes by HR can make an important contribution to knowledge management, by providing for behavioral expectations which are related to knowledge-sharing to be defined, and ensuring that actual behaviors are reviewed and, where appropriate, rewarded by financial or non-financial means. Performance management reviews can identify weaknesses and development needs in this aspect, and initiate personal development plans which are designed to meet these needs.

One starting point for the process could be the cascading of corporate core values for knowledge-sharing to individuals, so that they understand what they are expected to do to support those core values. Knowledge-sharing can be included as an element of a competency framework, and the desired behavior would be spelt out and reviewed. For example, positive indicators such as those listed below could be used as a basis for agreeing competency requirements and assessing the extent to which they are met. The following are examples of positive behavior in meeting competency expectations for knowledge-sharing:

. Is eager to share knowledge with colleagues;

. Takes positive steps to set up group meetings to exchange relevant information and knowledge;

. Builds networks which provide for knowledge sharing;

. Ensures as appropriate that knowledge is captured, codified, recorded and disseminated through the intranet and/or other means of communication.

Hansen et al (1999) mention that at Ernst & Young, consultants are evaluated at performance reviews along five dimensions, one of which is their ‘contribution to and utilization of the knowledge asset of the firm’. At Bain, partners are evaluated each year on a variety of dimensions, including how much direct help they have given colleagues.

1.The best title for this article is . A. Knowledge-sharing

B. Performance management reviews C. Performance management processes

D. Performance management for knowledge workers

2. The following are examples of positive behavior in meeting competency expectations for knowledge-sharing except . A. Is reluctant to share knowledge with colleagues

B.Takes positive steps to exchange relevant information and knowledge C. Builds networks which provide for knowledge sharing

D. Ensures as appropriate that knowledge is captured, codified, recorded and disseminated through some means of communication

3.Which of the following is not mentioned by Hansen et al? .

A. At Bain, direct help that partners have given colleagues will be evaluated. B. At Ernst & Young, consultants’ contribution to the knowledge asset of the firm will be evaluated.

C. At Bain, partners are eager to share knowledge with colleagues.

D. At Ernst & Young, consultants are evaluated at performance reviews along five

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dimensions.

4. The author of this passage would most likely agree that .

A. Performance management processes by HR can make little contribution to knowledge management. B. The cascading of corporate core values for knowledge-sharing to individuals could be one starting point for the performance management process.

C. Knowledge-sharing can’t be included as an element of a competency framework. D. Taking positive steps to exchange relevant information and knowledge isn’t an example of positive behavior in meeting competency expectations for knowledge-sharing.

5. According to the passage, performance management processes by HR can make an important contribution to knowledge management through the following measures except .

A. by providing for behavioral expectations which are related to knowledge-sharing to be defined

B. by ensuring that actual behaviors are reviewed C. by ensuring that actual behaviors are rewarded by financial or non-financial means D. by building networks which provide for knowledge sharing Answer:

1.D 2.A 3.C 4.B 5.D

（二）

\stands for \group,\which is not a very helpful description. It is also referred to as sensitivity training, group dynamics, and group relations training. T-group has three aims:

1. To increase sensitivity-the ability to perceive accurately how others

are reacting to one's behavior.

2. To increase diagnostic ability-the ability to perceive accurately

the state of relationships between others.

3. To increase action skill-the ability to carry out the skillful

behavior required by the situation.

In a T-group, the trainer will explain the aims of the program and may encourage discussion and contribute his or her own reactions. But he or she does not take a strong lead and the group is largely left to its own devices to develop a structure that takes account of the goals of both the members of the group and the trainer provides a climate where the group members are

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sufficiently trusting of one another to discuss their own behavior. They do this by giving “feedback” or expressing their reaction to one another. Member may not always accept comments about themselves, but as the T-group develops they will increasingly understand how some aspects of their behavior are hidden to them and will, therefore, be well on the way to an increase in sensitivity, diagnostic ability, and action skill.

Follow-up studies have noted three principle areas of change following the attendance of trainees at an external T-group laboratory:

1. Increased openness, receptivity, and tolerance of differences. 2. Increased operational skill in interpersonal relations, with overtones of increased capacity for collaboration.

3. Improved understanding and diagnostic awareness of self, others, and interactive processes in groups. T-groups have been attacked because of the possibility of negative or detrimental effects. But none of the follow-up studies has detected any significant problems. A more valid basis for doubt is that it has been difficult to prove that they have been cost effective for organizations who have used them on company or have strongly supported external programs.

This criticism could be leveled at any other form of group training or, indeed, most off-the-job training. The degree to which it can be invalidated will depend on the effectiveness of the training design and of the trainer.

T-group laboratories in their purest form are unlikely ever to become a major part of company training programs, but the group dynamics approach has valid uses in the modified forms.

1. This article might most likely be extracted from the paper about . A.human resource planning

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