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

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"T-group" stands for "training 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 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