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86
PART THREE TRAINING AND HR DEVELOPMENT
C H A P T E R S e v e n
Training and Developing
Employees 7
Lecture Outline
I. Orienting/Onboarding New Employees
A. The Purposes of Employee Orientation/Onboarding
B. The Orientation Process
II. Employee Engagement Guide for Managers:
Onboarding at Toyota
III. Overview of the Training Process
A. Aligning Strategy and Training
B. The ADDIE Five-Step Training Process
C. Conducting the Training Needs Analysis
D. Designing the Training Program
E. Developing the Program
IV. Implementing Training Programs
A. On-the-Job Training
B. Apprenticeship Training
C. Informal Learning
D. Job Instruction Training
E. Lectures
F. Programmed Learning
G. Behavior Modeling
H. Audiovisual-Based Training and Videoconferencing
I. Vestibule Training
J. Electronic Performance Support Systems (EPSS)
K. Computer-Based Training (CBT)
L. Simulated Learning and Gaming
M. Online/Internet-Based Training
N. Lifelong and Literacy Training Techniques
O. Diversity Training
P. Team Training
V. Implementing Management Development
Programs
A. Strategy’s Role in Management Development
B. Succession Planning
C. Improving Performance through HRIS
D. Managerial On-the-Job Training
E. Off-the-Job Management Training and Development
F. Leadership Development at GE
VI. Managing Organizational Change Programs
A. Using Organizational Development
VII. Evaluating the Training Effort
A. Designing the Study
B. Training Effects to Measure
In Brief: This chapter is devoted to
the issue of ongoing training and
development of employees. Needs
analysis, techniques, purposes, and
evaluation are all covered.
Additionally, the chapter points out
the importance of new employee
orientation and lists some of the
important things to cover during that
process.
Interesting Issues: Employers are
finding that a lack of ability to
handle basic reading, writing, and
arithmetic tasks means that there is a
very real need for basic skills and
literacy training within the
organization. Language training is
often required as well, and not just
for English. Many customers and
stakeholders speak a variety of
languages, resulting in the need for a
multilingual workforce.

87
ANNOTATED OUTLINE
I. Orienting/Onboarding New Employees
Employee orientation programs provide new employees with the basic
background information required to perform their jobs satisfactorily.
Orientation programs today are moving away from routine discussion of
company rules to emphasizing the company’s mission and the employee’s
role in that mission, onboarding them early as a key member of the team.
A. The Purpose of Employee Orientation/Onboarding — Provides new
employees with the basic background information they need to do their
jobs.
B. The Orientation Process — The length of orientation varies, but it usually
includes time with HR to review benefits, vacations, and other polices
and time with the supervisor to learn the organization of the department.
II. Employee Engagement Guide for Managers: Onboarding at Toyota
Onboarding at Toyota Motor Manufacturing USA illustrates that orientation
can go well beyond providing basic information about aspects of the job such
as hours of work. The initial program at Toyota takes about four days and its
main aim is to engage Toyota’s new employees in the firm’s ideology of
quality, teamwork, personal development, open communication, and mutual
respect.
III. Overview of the Training Process
Training begins after orientation. Having high potential employees does not
guarantee they will succeed. Organizations must train employees how to do
the job. The EEOC expects employers to train their employees to
understand their [sexual harassment] rights and responsibilities.
A. Aligning Strategy and Training — Training refers to the methods used to
give new or present employees the skills they need to perform their jobs.
The task is to identify the employee behaviors the firm will require to
execute its strategy and then from that deduce what skills and
knowledge employees will need and put in place training goals and
programs to instill these competencies.
B. The ADDIE Five-Step Training Process — ADDIE stands for analyze,
design, develop, implement, and evaluate.
C. Conducting the Training Needs Analysis — This should address the
employer’s strategic goals.
1. Strategic Training Needs Analysis — This focuses on identifying the
training the employer will need to fill new future jobs and is tied to
succession planning.
2. Current Training Needs Analysis — Most training is focused on
improving current performance. Analyzing current employee needs is
more complex than new employee needs. Two main ways to identify
training needs are task analysis (an analysis of the job’s

88
requirements) and performance analysis (an analysis to verify if
there is a performance deficiency).
3. Task Analysis: Analyzing New Employees’ Training Needs — A task
analysis can be used to determine the training needs of new
employees. A task analysis record form can also be used. It contains
the following information: task list; when and how often performed;
quantity and quality performance standards; conditions under which
the tasks are performed; skills or knowledge required; and where
best learned.
4. Using Competency Models — A competency model is a graphic
model that consolidates in one diagram a precise overview of the
competencies (the knowledge, skills, and behaviors) someone would
need to do a job well.
5. Performance Analysis: Assessing Current Employees’ Training
Needs — There are several methods that can be used to identify an
employee’s training needs, including supervisor, peer, self, and 360-
degree performance reviews; job-related performance data;
observation by supervisors or other specialists; interviews with the
employee or his/her supervisor; tests of things like job knowledge,
skills, and attendance; attitude surveys; individual employee daily
diaries; and assessment centers.
6. Can’t Do/Won’t Do — The biggest issue is to figure out what is
causing the lower performance. If the problem is employee
motivation, then training is unlikely to fix this.
D. Designing the Training Program — Designing means planning the overall
training program including objectives, delivery methods, and program
evaluation.
1. Setting Learning Objectives — Should specify in measurable terms
what the trainee will be able to accomplish when the training is
completed.
2. Creating a Motivational Learning Environment — The learning
environment should take into account both the trainees’ ability and
motivation.
E. Developing the Program — Involves actually creating and preparing
training materials and the content of the course.
IV. Implementing Training Programs
A. On-the-Job Training (OJT) — Having a person learn a job by actually
doing the job. It involves preparing the learner, presenting the operation,
doing a tryout, and conducting follow-up.
1. Types of On-the-Job Training — The most familiar is the coaching or
understudy method. Job rotation involves the employee moving from
job to job at planned intervals. Many firms also use peer training.

89
B. Apprenticeship Training — A structured process by which people
become skilled workers through a combination of classroom instruction
and on-the-job training.
C. Informal Learning — Learning through day-to-day unplanned interactions
between the new worker and his/her colleagues.
D. Job Instruction Training — Teaching a new employee the logical
sequence of steps in a job.
E. Lectures — Quick and simple ways to provide knowledge to large
groups.
F. Programmed Learning — A step-by-step self-learning method that
involves three parts: 1) presenting questions, facts, or problems to the
learner; 2) allowing the person to respond; and 3) providing feedback on
the accuracy of the answers.
G. Behavior Modeling — A training technique in which trainees are first
shown good management techniques in a film, are asked to play roles in
a simulated situation, and are then given feedback and praise by their
supervisor.
H. Audiovisual-Based Training and Videoconferencing — Tools include
films, PowerPoint presentations, audiotapes, and DVDs.
Videoconferencing involves delivering programs using computer
technology allowing geographically separated employees to train
together or to work with a trainer offsite.
I. Vestibule Training — A method in which trainees learn on the actual or
simulated equipment they will use on the job while being trained off the
job.
J. Electronic Performance Support Systems (EPSS) — Sets of
computerized tools and displays that effectively automate and integrate
training, documentation, and phone support, thus enabling individuals to
provide support that’s faster, cheaper, and more effective than the
traditional methods.
K. Computer-Based Training (CBT) — The trainee uses computer-based
and/or DVD systems to increase his/her knowledge or skills. Computer-
based training is increasingly realistic.
L. Simulated Learning and Gaming — A variety of different activities
including but not limited to virtual reality-type games, step-by-step
animated guides, role playing, and software training.
M. Online/Internet-Based Learning — Distance learning methods include
traditional paper-and-pencil correspondence courses, as well as
teletraining, videoconferencing, and Internet-based classes.
1. Learning Portals — A section of the employer’s website that offers
employees online access to training courses.

90
2. The Virtual Classroom — Special collaboration software enables
multiple remote learners to use their PCs or laptops to participate in live
discussions.
3. Mobile Learning and Microlearning — Learning content is delivered
on demand via mobile devices whenever and wherever the learner
desires. Web 2.0 learning is learning that utilizes online
technologies such as social networks, virtual worlds, and systems
that blend synchronous and asynchronous delivery with blogs, chat
rooms, bookmark sharing, and tools such as 3-D simulations.
N. Lifelong and Literacy Training Techniques — Companies are responding
to functional illiteracy by testing job candidates’ basic skills and setting
up basic skills and literacy programs.
1. Literacy Training — Employers are increasingly providing training to
help employees learn to read, write, and understand numbers.
O. Diversity Training — Aims to improve cross-cultural sensitivity, with the
goal of fostering more harmonious working relationships among a firm’s
employees.
P. Team Training — Teaches individuals how to listen and cooperate with
each other. Training can include technical, interpersonal, and team
management skills as well as cross training.
V. Implementing Management Development Programs
A. Strategy’s Role in Management Development — Management
development is any attempt to improve managerial performance by
imparting knowledge, changing attitudes, or increasing skills.
Management development programs should reflect the firm’s strategic
plans.
B. Succession Planning — The ongoing process of systematically
identifying, assessing, and developing organizational leadership to
enhance performance.
C. Improving Performance through HRIS
1. Succession Systems — Organizations can use Web-based systems
to track succession data.
2. Candidate Assessment and the Nine-Box Grid — Used to assess
management candidates based on performance and potential.
D. Managerial On-The-Job Training methods include job rotation, coaching/
understudy approach, and action learning.
1. Job rotation — Involves moving management trainees from
department to department to broaden their understanding of all parts
of the business.
2. The coaching/understudy approach occurs when a trainee works
directly with a senior manager or with the person he/she is to
replace, and the latter is responsible for coaching the trainee.

91
3. Action learning programs give managers and others released time to
work full-time on projects to analyze and solve problems in
departments other than their own.
4. Stretch Assignments — Places employees in different and more
demanding assignments to understand the person’s capabilities.
E. Off-the-Job Management Training and Development Techniques
1. The case study method presents a trainee with a written description
of an organizational problem.
2. Management games — Computerized management games allow for
the trainees to learn by making realistic decisions in simulated
situations.
3. Outside seminars are offered by many companies and universities.
4. University-related programs provide executive education and
continuing education programs in leadership, supervision, and the
like.
5. Role playing is aimed at creating a realistic situation and then having
the trainees assume the parts (roles) of specific persons in that
situation.
6. Corporate universities are in-house development centers that have
been established by many companies to expose prospective
managers to realistic exercises that develop improved management
skills.
7. Executive coaches are being used by firms to improve their top
managers’ effectiveness. An executive coach is an outside
consultant who questions the executive’s boss, peers, subordinates,
and sometimes, family, in order to identify strengths and
weaknesses. The coach then counsels the executive so he or she
can capitalize on those strengths and overcome the weaknesses.
8. The Society for Human Resource Management (SHRM) Learning
System encourages HR professionals to get certified by taking one
of three exams: professional, senior professional, and global HR.
F. Leadership Development at GE includes a leadership program, an
intensive performance appraisal process, a training campus, annual
meetings to network and share ideas, a focus on central themes and
ideas, and monthly dinners.
VI. Managing Organizational Change Programs
A. Using Organizational Development — Organizational Development is a
special approach to organizational change in which the employees
themselves formulate the change required and implement it, often with
the assistance of a trained consultant. OD has several distinguishing
characteristics, including: action research; applied behavioral science

92
knowledge to improve the organization’s effectiveness; the ability to
change attitudes, values, and beliefs of employees; helping employees
implement the technical, procedural, or structural changes needed; and
the ability to change the organization in a particular direction.
VII. Evaluating the Training Effort
A. Designing the Study — The evaluation process of choice is controlled
experimentation, which uses both a training (experimental) group and a
control group (one that receives no training). Such an arrangement
allows the researcher to assess pre-test and post-test performance.
Such action allows the researcher to determine the extent to which
performance in the training group resulted from the training itself rather
than some other change. In practice, few firms use this method,
preferring to simply measure trainees’ reactions, knowledge, or trainee
job performance.
B. Training Effects to Measure — Four basic categories of training
outcomes can be measured: 1) reaction; 2) learning; 3) behavior, and 4)
results.
KEY TERMS
Employee orientation A procedure for providing new employees with basic
background information about the firm.
Training The process of teaching new or current employees the
basic skills they need to perform their jobs.
Task analysis A detailed study of a job to identify the skills required.
Competency model A graphic model that consolidates in one diagram a precise
overview of the competencies (the knowledge, skills, and
behaviors) someone would need to do a job well.
Performance analysis Verifying that there is a performance deficiency and
determining whether that deficiency should be corrected
through training or through some other means (such as
transferring the employee).
On-the-job training (OJT) Training a person to learn a job while working at it.
Apprenticeship training A structured process by which people become skilled
workers through a combination of classroom instruction
and on-the-job training.
Job instruction training (JIT) Listing each job's basic tasks, along with key points in
order to provide step-by-step training for employees.
Programmed learning A systematic method for teaching job skills, involving
presenting questions or facts, allowing the person to
respond, and giving the learner immediate feedback on the
accuracy of his or her answers.

93
Behavior modeling A training technique in which trainees are first shown good
management techniques in a film, are then asked to play
roles in a simulated situation, and are then given feedback
and praise by their supervisor.
Electronic performance
support systems (EPSS)
Sets of computerized tools and displays that automate
training, documentation, and phone support; integrate this
automation into applications; and provide support that’s
faster, cheaper, and more effective than traditional
methods.
Job aid A set of instructions, diagrams, or similar methods
available at the job site to guide the worker.
Virtual classroom Teaching method that uses special collaboration software
to enable multiple remote learners, using their PCs or
laptops, to participate in live audio and visual discussions,
communicate via written text, and learn via content such as
PowerPoint slides.
Web 2.0 learning Learning that utilizes online technologies such as social
networks, virtual worlds (such as Second Life), and
systems that blend synchronous and asynchronous
delivery with blogs, chat rooms, bookmark sharing, and
tools such as 3-D simulations.
Lifelong learning Provides employees with continuing learning experiences
over their tenure with the firm, with the aims of ensuring
they have the opportunity to learn the skills they need to do
their jobs.
Cross training Training employees to do different tasks or jobs on their
own; doing so facilitates flexibility and job rotation.
Management development Any attempt to improve current or future management
performance by imparting knowledge, changing attitudes,
or increasing skills.
Succession planning The ongoing process of systematically identifying,
assessing, and developing organizational leadership to
enhance performance.
Job rotation A management training technique that involves moving a
trainee from department to department to broaden his or
her experience and identify strong and weak points.
Action learning A training technique by which management trainees are
allowed to work full-time analyzing and solving problems in
other departments.
Case study method A development method in which the manager is presented
with a written description of an organizational problem to
diagnose and solve.
Management game A development technique in which teams of managers
compete by making computerized decisions regarding
realistic but simulated companies.

94
Role playing A training technique in which trainees act out parts of
people in a realistic management situation.
In-house development center A company-based method for exposing prospective
managers to realistic exercises to develop improved
management skills.
Executive coach An outside consultant who questions the executive’s
associates to identify the executive’s strengths and
weaknesses, and who then counsels the executive so he
or she can capitalize on those strengths and overcome the
weaknesses.
Organizational development A special approach to organizational change in which
employees themselves formulate and implement the
change that is required.
Controlled experimentation Formal methods for testing the effectiveness of a training
program, preferably with before-and-after tests and a
control group.
DISCUSSION QUESTIONS
7-1. "A well-thought-out orientation program is essential for all new employees,
whether they have experience or not." Explain why you agree or disagree with
this statement. (LO 7.1: Summarize the purpose and process of employee
orientation.) This item can be assigned as a Discussion Question in MyLab
Management. Student responses will vary.
7-2. John Santos is an undergraduate business student majoring in accounting. He
has just failed the first accounting course, Accounting 101, and is
understandably upset. Explain how you would use performance analysis to
identify what, if any, are John's training needs. (LO 7.3: List and briefly explain
each of the five steps in the training process.) The first thing that needs to be
determined is if this is a "can't do" or a "won't do" situation. It is possible that as a
first-year student, John has spent more time socializing and not enough time
studying. This would indicate a need for training on studying skills and prioritization. It
is also possible that John really does not have the necessary basic skills that he
needs in order to be successful in this course. This could be determined through
some testing to see if he has the prerequisite knowledge and skills. If it is a problem,
remedial training or courses would be appropriate. A third possibility is that John
simply does not really have the interest or natural inclinations that would make him
successful in the accounting area. This could be determined through some testing
and career interest surveys. If this is the case, training is not appropriate, but rather
John should be counseled to change majors.
7-3. What are some typical on-the-job training (OJT) techniques? What do you think
are some of the main drawbacks of relying on informal on-the-job training for
breaking new employees into their jobs? (LO 7.4: Explain how to use the five
training techniques.) The most common is the understudy or coaching technique.
Others include apprenticeship training and job rotation. There are several possible
drawbacks to OJT: (1) not every employee will get the same basic information; in
fact, some may not get basic, fundamental information; (2) the quality of the training
is highly dependent on the training skills of the employee who supervises the OJT

95
and that person's skills and training are usually not in the area of training; and (3) the
new employee may get false information or detrimental enculturation depending on
the employees that conduct their OJT.
7-4. One reason for implementing global training programs is the need to avoid
business losses "due to cultural insensitivity." What sort of cultural
insensitivity do you think is referred to, and how might that translate into lost
business? What sort of training program would you recommend to avoid such
cultural insensitivity? (LO 7.4: Explain how to use the five training techniques.) The
cultural insensitivities would include cross-cultural values, assumptions concerning
communication, identity issues, etiquette, lifestyles, style of dress, etc. Any of these
can result in unintentional insults or offenses that easily can make those people
reluctant to do business with you. There are a wide variety of programs and
consultants that specialize in these areas. It is important to have someone who is
knowledgeable in these areas conduct the training to assure that the correct
information and guidance is given.
7-5. Describe the pros and cons of five management development methods. (LO
7.5: List and briefly discuss four management development methods.)
This item can be assigned as a Discussion Question in MyManagementLab. Student
responses will vary.
7-6. Do you think job rotation is a good method to use for developing management
trainees? Why or why not? (LO 7.5: List and briefly discuss four management
development methods.) Yes, it is a good method as it allows trainees to broaden their
understanding of the business and to test their abilities by moving from department to
department. It can help avoid stagnation through introducing new points of view, and
can also help identify the trainee’s strong and weak points.
7-7. What is organizational development and how does it differ from traditional
approaches to organizational change? (LO 7.6: Answer the question, “What is
organizational development, and how does it differ from traditional approaches to
organizational change?”) Often, the trickiest part of organizational change is
overcoming employees’ resistance to it. With that in mind, steps in an effective
organizational change program include establishing a sense of urgency, mobilizing
commitment, creating a guiding coalition, developing and communicating a shared
vision, helping employees make the change, consolidating gains, reinforcing new
ways of doing things, and monitoring and assessing progress. Organizational
development (OD) is a special approach to the change process through which
employees formulate the change that’s required and implement it, often with the
assistance of trained consultants. OD uses various change approaches such as
action research, which means collecting data about a group and feeding the
information back to the employees themselves so they can analyze it and develop
hypotheses about what the problems might be. It applies behavioral science
knowledge and changes the organization in a particular positive direction.
Fundamentally, the intent of OD and so-called traditional approaches to change is
the same: unfreeze the current situation, make the changes, then refreeze in an
improved state.
7-8. List and briefly explain each of the five steps in the training process. (LO 7.3:
List and briefly explain each of the five steps in the training process.) There is a four-
step training process that includes needs analysis, instructional design,
implementation, and evaluation. A more comprehensive and common approach is
referred to by the acronym ADDIE. The ADDIE process means analyze, develop,
design, implement, and evaluate. Before training employees, it’s necessary to
analyze their training needs, develop a specific training program to address

96
objectives, design the training program, implement (deliver) the training program and
evaluate results. In training new employees, employers use task analysis—basically,
a detailed study of the job—to determine what skills the job requires. For current
employees, performance analysis is required, specifically to verify that there is
performance efficiency and to determine if training is the solution. Distinguishing
between can’t do and won’t do problems (will versus skill) is the main issue here.
Once you understand the issues, you can design a training program, which means
identifying specific training objectives, clarifying a training budget, and then actually
designing the program in terms of the actual content.
INDIVIDUAL AND GROUP ACTIVITIES
7-9. You’re the supervisor of a group of employees whose task is to assemble disk
drives that go into computers. You find that quality is not what it should be and
that many of your group’s devices have to be brought back and reworked; your
boss says that “You’d better start doing a better job of training your workers.”
A) What are some of the “staffing factors” that could be contributing to this
problem? B) Explain how you would go about assessing whether it is in fact a
training problem. (LO 7.3: List and briefly explain each of the five steps in the
training process.) Have students brainstorm the potential factors other than training
that could be the root cause of this problem. Make the point that often people will
immediately point to training as the issue, when in fact there are other factors at play
that are impacting performance.
7-10. Choose a task with which you are familiar⎯mowing the lawn, making a salad,
or studying for a test⎯and develop a job instruction training sheet for it. (LO
7.4: Explain how to use the five training techniques.) Students should identify the
steps in the task and list them in the proper sequence. Then the student should
provide a “key point” beside each step. The sheet should show trainees what to do,
and the key points show it’s done and why.
7-11. Working individually or in groups, you are to develop a short programmed
learning program on the subject “Guidelines for Giving a More Effective
Lecture.” (LO 7.4: Explain how to use the five training techniques.) Students should
use the guidelines listed in the programmed learning section of the chapter, but
should not forget that this assignment is not just about listing guidelines. They are to
develop a programmed learning that 1) presents questions, facts, or problems to the
learner, 2) allows the person to respond, and 3) provides feedback to the learner on
the accuracy of his or her answers.
7-12. Find a provider of management development seminars. Obtain copies of their
recent listings of seminar offerings. At what levels of managers are the
offerings aimed? What seems to be the most popular types of development
programs? Why do you think that’s the case? (LO 7.5: List and briefly discuss
four management development methods.) Depending on the provider contacted, the
results of this exercise will vary. It would be a good idea to assign different groups or
individuals to different providers to assure that you get a variety of responses. It may
be useful to have a class discussion about the differences that they found.
7-13. Working individually or in groups, develop several specific examples to
illustrate how a professor teaching human resource management could use at
least four of the techniques described in this chapter in teaching his or her HR
course. (LO 7.4: Explain how to use the five training techniques.) Student results will

97
again vary. Look for examples to be well thought out and to represent the guidelines
given in the appropriate sections on traditional training techniques.
7-14. Working individually or in groups, develop an orientation program for high
school graduates entering your university as freshmen. (LO 7.1: Summarize the
purpose and process of employee orientation.) The students should refer to the
section in the chapter on why orientation is important. They should also create an
orientation checklist similar to Figure 7.1.
7-15. For this activity, you will need the documents titled (1) “HRCI PHR®
and SPHR®
Certification Body of Knowledge” and (2) “About the Society for Human
Resource Management (SHRM) Body of Competency and KnowledgeTM
Model
and Certification Exams.” Your instructor can obtain these documents from the
Pearson Instructor Resource Center and pass them on to you. These
documents list the knowledge someone studying for the HRCI or SHRM
certification exam needs to have in each area of human resource management
(such as in Strategic Management and Workforce Planning). In groups of
several students, do four things: (1) review the HRCI and/or SHRM documents;
(2) identify the material in this chapter that relates to the required knowledge
the appendix lists; (3) write four multiple-choice exam questions on this
material that you believe would be suitable for inclusion in the HRCI exam; and
(4) if time permits, have someone from your team post your team’s questions
in front of the class, so the students in other teams can take each other’s exam
questions. (Covers all learning objectives) The material in this chapter that relates to
the HRCI certification exam includes: orienting and onboarding new employees,
overview of the training process, implementing training programs, implementing
management development programs, and managing organizational change
programs evaluating the training effort. A sample question, answer, and explanation
is available from
http://www.certgear.com/products/preview/sphr_certification/index.html. Multiple-
choice questions should reflect material in this chapter and should have answer
choices which could appear plausible.
Students can find the following assisted-graded writing questions at
www.pearson.com/mylab/management:
7-16. Explain how you would apply our “motivation points” (pages 205–206) in
developing a lecture, say, on orientation and training. (LO 7.2: Give an example of
how to design onboarding to improve employee engagement.)
7-17. Your employee is only selling about half the items per week that he should be
selling. How would you go about determining what the problem is and whether
training is the solution? (LO 7.3: List and briefly explain each of the five steps in the
training process.)
HR in Action Case Incident 1: Reinventing the Wheel at Apex Door Company
7-18. What do you think of Apex’s training process? Could it help to explain why
employees “do things their way” and if so, how? (LO 7.1: Summarize the
purpose and process of employee orientation. LO 7.3: List and briefly explain each of
the five steps in the training process. LO 7.4: Explain how to use the five training
techniques.) There is a weak accountability system. The person assigned to perform
APPLICATION EXERCISES

98
training is likely to have very low motivation (a departing employee). With no formal
descriptions, the trainer will teach “their way” of accomplishing tasks. There is no
training documentation. No one receives training in how to be a successful trainer.
There are no outcome measures to determine if the training was successful.
7-19. What role do job descriptions play in training? (LO 7.3: List and briefly explain
each of the five steps in the training process.) Job descriptions set the boundaries of
jobs in terms of required knowledge and skills. By understanding the job description,
a trainer can define the learning requirements for a new or transitioning employee.
7-20. Explain in detail what you would do to improve the training process at Apex.
Make sure to provide specific suggestions, please. (LO 7.3: List and briefly
explain each of the five steps in the training process.) Every position would have a
formal (written) description. Training procedures would be documented for each
position. Supervisors would be formally accountable for training.
HR in Action Case Incident 2: Carter Cleaning Company: The New Training Program
7-21. Specifically, what should the Carters cover in their new employee orientation
program, and how should we convey this information? (LO 7.1: Summarize the
purpose and process of employee orientation.) The students should refer to the
orientation checklist in Figure 7.1 and the section on orienting employees in the
chapter.
7-22. In the HR management course Jennifer took, the book suggested using a job
instruction sheet to identify tasks performed by an employee. Should the
Carter Cleaning Centers use a form like this for the counter person’s job? If so,
what should the form look like, say, for the counter person? (LO 7.3: List and
briefly explain each of the five steps in the training process.) The students should
refer to the section on the training needs of new employees. This section discusses a
job instruction sheet. Students should use this to formulate their answers.
7-23. Which specific training techniques should Jennifer use to train her pressers,
her cleaner-spotters, her managers, and her counter people, and why? (LO 7.4:
Explain how to use the five training techniques.) The students should review the
training techniques discussed in the chapter and conduct research on the Internet to
review the various training resources offered for each of these positions.
Experiential Exercise: Flying the Friendlier Skies
Purpose: The purpose of this exercise is to give you practice in developing a training program for
the job of airline reservation clerk for a major airline.
Required Understanding: You should be fully acquainted with the material in this chapter and
should read the following description of an airline reservation clerk’s duties:
Customers contact our airline reservation clerks to obtain flight schedules, prices, and itineraries.
The reservation clerks look up the requested information on our airline’s online flight schedule
systems, which are updated continuously. The reservation clerk must deal courteously and
expeditiously with the customer, and be able to find quickly alternative flight arrangements in
order to provide the customer with the itinerary that fits his or her needs. Alternative flights and
prices must be found quickly, so that the customer is not kept waiting, and so that our
reservations operations group maintains its efficiency standards. It is often necessary to look
under various routings, since there may be a dozen or more alternative routes between the
customer’s starting point and destination.

99
You may assume that we just hired 30 new clerks, and that you must create a three-day training
program.
How to Set Up the Exercise/Instructions: Divide the class into teams of five or six students.
Airline reservation clerks obviously need numerous skills to perform their jobs. JetBlue Airlines
has asked you to develop quickly the outline of a training program for its new reservation clerks.
Please produce the requested outline, making sure to be very specific about what you want to
teach the new clerks, and what methods and aids you suggest using to train them.
Many students will have worked at part-time positions that require dealing effectively with
customers. Class discussion should include examples of what types of situations a desk clerk
may be exposed to, and what kinds of training would allow those situations to be handled more
smoothly. For example, desk clerks often must deal with multiple customers at one time—on the
phone and in person. Role play, or simulation, could help a clerk know how to effectively deal with
multiple demands.
1. Use sites such as www.factorytour.com/tours/toyota.cfm to illustrate how Toyota
appraises employees, and why that approach is important for the goals Toyota has for
its cars. It is obvious from the Web site that Toyota places great emphasis on their
performance management program. The program greatly resembles a critical incident
approach. The program is critical in helping Toyota meet its strategic goals.
2. Use sites such as www.hr-software.net/pages/209.htm to make a summary list of 10
appraisal software suppliers, including a summary of what each offers. Students should
review the list of suppliers on the Web site and elaborate on each of the sotware suppliers
indicated.
3. According to http://hrweb.berkeley.edu/performance-management/forms, how does
Berkeley appraise supervisors? What do you think of the form it uses? Berkeley utilizes
an approach very comparable to the three-step appraisal cycle that includes: (1) setting work
standards, (2) assessing the employee’s actual performance relative to those standards that
involves some rating form, and (3) providing feedback to the employee with the aim of
helping him or her to eliminate performance deficiencies or to continue to perform above par.
1. Design an orientation/on-boarding program for new students at your school. (LO 7.1:
Summarize the purpose and process of employee orientation.) Students should identify
several components for an orientation program that occurs over a period of time. Students
should go beyond the basics of a campus tour or a guide to registering for classes and
provide ideas and activities to help future students start to become emotionally attached and
engaged in the university. Most universities already have programs such as this that provide
good examples.
2. Share an example of an effective or ineffective training program or experience. (LO 7.3:
List and briefly explain each of the five steps in the training process. LO 7.4: Explain how to
use the five training techniques.) Many students will claim they have never had a training
experience. However, if they have held any job, they have at least had an on-the-job training
program. If a student has not held a job, they have likely been trained to do something, such
as housework at home. As students share experiences, both good and bad, identify and
WEB-e’S (WEB EXERCISES)
ADDITIONAL ASSIGNMENTS

100
discuss those training techniques that are effective. Discuss how ineffective practices could
be improved.

Discovering Diverse Content Through
Random Scribd Documents

Although the majority of the Cayuse had become concerned with the
events of that autumn, only a few extremists took part in planning an
attack on the mission. As November 1847 drew to a close both the
whites at the mission and the Cayuse leaders knew that a crisis was
at hand. This crisis grew out of a conflict between two groups holding
opposing ideas, each believing itself to be right. The Whitmans
believed they were fulfilling a destiny that God had determined for
them. The Cayuse believed they were doing what was necessary to
defend and preserve their land and their way of life.

67
The Massacre
When Monday, November 29, 1847, dawned cold and foggy in the
Walla Walla Valley, there were 74 people staying at the Waiilatpu
mission. Most of them were emigrants, stopping over on the way to
the Willamette Valley. The mission buildings were crowded almost
beyond capacity: 23 people were living in the mission house; 8 in the
blacksmith shop; 29 in the emigrant house; 12 in the cabin at the
sawmill, 20 miles up Mill Creek; and the 2 half-breeds, Lewis and
Finley, were living in lodges on the mission grounds.
The Whitmans, aware that a crisis was at hand, had discussed
what they should do. Both Marcus and Narcissa rejected the
idea of attempting flight. Dr. Whitman believed that if the Cayuse
went on the rampage only he would be involved and the others
would not suffer on his behalf. Courageously, the missionaries
decided to continue administering to the sick and to attempt to keep
peace with the Indians. On that Monday morning, Marcus treated the
ill and officiated at the funeral of an Indian child. Narcissa, ill and
temporarily despondent, remained in her room until nearly noon, not
touching the breakfast brought to her.

Tiloukaikt and Tomahas, Cayuse chiefs who led the
massacre. Paintings by Paul Kane.
ROYAL ONTARIO MUSEUM, CANADA

After lunch Whitman stayed in the living room, resting and reading.
Narcissa, feeling better, was in the room also, bathing one of the
Sager girls. Throughout the rest of the mission, the duties of the day
were being carried out. Several children were in the classroom where
L. W. Saunders had begun to teach that day after a forced vacation
caused by the measles epidemic. Isaac Gilliland, a tailor, was working
in the emigrant house on a suit of clothes for Dr. Whitman. At the
end of the east wing of the mission house, Peter Hall was busy laying
a floor in a new addition being built that autumn. Out in the yard,

68
Walter Marsh was running the gristmill, and four men were busy
dressing a beef. There were more Indians than usual gathered about
the grounds that day, but it was thought they had been
attracted by the butchering.
Into this scene walked two Cayuse chiefs, Tiloukaikt and Tomahas.
They entered the mission house kitchen and knocked on the bolted
door that led to the living room, claiming they wanted medicine. Dr.
Whitman refused them entry but got some medicine from the closet
under the stairway. Warning Mrs. Whitman to lock the door behind
him, he went out into the kitchen. There, Tiloukaikt deliberately
provoked the doctor into an argument. While the doctor’s attention
was thus diverted, Tomahas suddenly attacked him from behind with
a tomahawk. Whitman struggled to save himself but soon collapsed
from the blows.
Mary Ann Bridger, in the kitchen at this moment, dashed out the
north door, ran around the building to the west entrance of the living
room, and cried out in terror, “They have killed father!” John Sager,
the oldest of the seven orphans, was also in the kitchen when the
two Indians fell upon the doctor. John, recovering from the measles,
had been busy preparing twine for new brooms. When the doctor
was attacked, John attempted to reach for a pistol but was assaulted
by the Indians before he could get it. He fell to the floor mortally
wounded. At this time, a shot rang out that was apparently the signal
for an attack by the Indians in the yard.
At the sound of the shot, the Indians dropped their blankets, which
had concealed guns and tomahawks, and began their attack on the
men at the mission. Saunders, the school teacher, was killed while
trying to reach his wife in the emigrant house. Hoffman, one of the
butchers, was killed while furiously defending himself with an ax.
Gilliland, the tailor, was killed in the room where he had been sewing.
Marsh was killed working at the gristmill. Francis Sager, the second
oldest of the family, was in the schoolroom when the attack began.
With the other children, he hid in the rafters above the room. Before

69
long he was discovered by Joe Lewis, and soon he too was shot and
killed.
Two others—Kimball who also was working on the beef, and Andrew
Rodgers who was down by the river—were wounded; but both
were able to reach the mission house where Narcissa let them
into the living room. A few minutes later, Mrs. Whitman, looking
though the window in the east door, saw Joe Lewis in the yard. She
called out to him asking if all this was his doing. Lewis made no reply,
but an Indian standing on the schoolroom steps heard her voice and,
raising his rifle, fired. The bullet hit Mrs. Whitman in the left breast.
She fell to the floor screaming but quickly recovered her composure
and staggered to her feet.
Narcissa gathered those about her, including several children and the
two wounded men, and led them upstairs just as the Indians burst
into the living room. In the attic bedroom, a broken, discarded
musket was found, and the refugees used it to fend off the Indians.
Finally, Tamsucky, an old Indian whom the Whitmans had long
trusted, convinced Narcissa that the mission house was about to be
burned and that all must go to the emigrant house for safety.
Narcissa and Rodgers agreed to come downstairs, but for the time
being the children and the wounded Kimball were to stay. At the foot
of the stairs Narcissa caught a glimpse of her husband who now lay
dead, his face horribly mutilated. Shocked and weak from loss of
blood, she lay down upon a settee. Rodgers and Joe Lewis picked up
the settee and carried Mrs. Whitman outdoors. Just beyond the north
door of the kitchen, Lewis suddenly dropped his end of the settee,
and a number of Indians standing there began firing at Narcissa and
Rodgers. After her body had rolled off the couch into the mud, one
Indian grabbed her hair, lifted her head, and struck her face with his
riding whip. Mrs. Whitman probably died quickly, but Rodgers
lingered on into the night.
Kimball remained upstairs with the children through the long night. In
the early dawn of Tuesday, he slipped down to the river to get water

70
for them. But he was discovered by the Indians and killed. On that
same day, unaware of what had happened, James Young drove down
from the sawmill with a load of lumber. He was caught a mile or to
from the mission and slain on the spot. A few days later two more
victims were added when the Indians killed Crockett Bewley
and Amos Sales, two sick youths who dared to openly criticize
the Cayuse for the massacre. These two young men brought the
death total to 13.
Peter Hall, the carpenter working on the house, managed to escape
when the Indians attacked. He made his way to Fort Walla Walla
where he received help from the trader, William McBean. Departing
from there, he started across the Columbia River to make his way
down the north bank to Fort Vancouver. But he never arrived.
Perhaps he drowned in the Columbia, perhaps he was caught and
killed. Nothing further is known about him.
A few of the people at the mission made successful escapes. W. D.
Canfield, one of those dressing the beef, managed to hide in the
blacksmith shop until nightfall. Then he set out on foot for Lapwai,
110 miles away. Though he had only a general knowledge of the trail
and the direction, he reached Spalding’s mission on Saturday. But the
most desperate escape was that of the Osborn family. Josiah Osborn,
his wife, and their three children were living in the “Indian Room” of
the mission house. When the attack came, Osborn hid himself and
his family under some loose boards in the floor and escaped
detection throughout the afternoon and evening. Crouched under the
floor, they could hear the groans of the dying and the sounds of
looting above their heads.
After the coming of darkness when the rooms above them grew
quiet, the Osborns came out of hiding and made their way silently to
the river. They started walking to Fort Walla Walla, but after a short
distance, Mrs. Osborn, who had just recovered from measles and the
loss of a child at its birth, could not go on. Hiding his wife and two of
the children in the willows, Osborn continued on to the fort where he

71
eventually was able to get a horse and a friendly Indian to help him.
After some difficulty, he found his family where he had left them and
took his wife and children on to Fort Walla Walla. The Osborns did
not reach the security of the fort until Thursday—after 4 days in the
damp cold of an Oregon autumn. Sick and afraid, all five of the family
survived the ordeal and eventually reached the Willamette
Valley.
At Waiilatpu, the Cayuse were exultant. They had destroyed what
they believed had been the cause of all their troubles; once again
their lands would be free from the tracks of wagon wheels and the
unfathomable ideas of the whites.
Their victory was to be but a short respite. Before long, the Cayuse
were to suffer heavily for these deeds. They could not foresee that
Marcus and Narcissa Whitman would be regarded as martyrs by their
countrymen. They did not understand that Americans could and
would wreak a terrible vengeance.
The second great grave, where the Oregon Volunteers
buried the massacre victims in 1848.

The Harvest of Violence
Peter Skene Ogden.
With the exception of David Malin and the two Manson boys, whom
the Indians allowed to go to Fort Walla Walla, they held all 49

72
survivors captive at Waiilatpu. Although most of them suffered
greatly from shock and were fearful of the future, most of the
captives were not treated severely. Three of the older girls were
singled out by Indians who desired them for wives. Especially
maltreated was Lorinda Bewley who was subjected to the
unwanted attentions of Five Crows, a chief who had not participated
in the attack and who had long enjoyed many favors from the
Whitmans. During their captivity, two young girls died—Louise Sager
and Helen Mar Meek. Both these children had been critically ill with
measles before the massacre, and it is possible they would have died
even with Dr. Whitman present to care for them.
On Tuesday, the day following the attack, Joe Stanfield dug a shallow,
mass grave near the mission cemetery north of the mission house.
On the same day, Father Brouillet, one of the priests whose arrival in
the vicinity a few weeks earlier had so greatly disturbed Dr. Whitman,
reached Waiilatpu. Horrified by the scene of death and destruction,
Brouillet helped Stanfield prepare the dead. Rendering “to those
unfortunate victims the last service in my power to offer them,”
Brouillet officiated at the burial. A few days later wild animals
disturbed the shallow grave, and it had to be covered again. In March
1848 the remains, which again had been disturbed by wolves, were
placed in a new grave and covered with an upturned wagon bed by
the Oregon Volunteers. On the 50th anniversary of the massacre, the
bodies were disinterred and reburied in a more fitting tomb, where
they lie today.
News of the massacre reached Fort Vancouver early in December.
Moving quickly, Chief Factor James Douglas sent Peter Skene Ogden
up the Columbia with a supply of goods to bargain for the release of
the captives. On December 29, one month after the massacre, the
prisoners were exchanged for 62 blankets, 63 shirts, 12 guns, 600
loads of ammunition, 37 pounds of tobacco, and 12 flints.
None of the other American Board missions were attacked. On
January 1, 1848, the Nez Percé escorted the Spaldings to Fort Walla

73
Walla, where they joined the 49 Waiilatpu survivors for the journey to
Willamette. The Eellses and Walkers continued to live among the
Spokan until the following spring when they, too, left for
Oregon City. Thus the activities of the American Board came to
an end in the Pacific Northwest.
When Gov. George Abernethy, head of the provisional government in
Oregon Territory, heard of the massacre, a company of riflemen was
enrolled to punish the Cayuse. Soon the call was increased to 500
volunteers. At the end of February the volunteer soldiers reached the
Walla Walla Valley. The Cayuse fled to the mountains north of the
Snake River, but the disorganized and poorly disciplined troops did
not pursue them far. These volunteers stayed at Waiilatpu until early
summer. Then, leaving behind a guard of 50 men at the mission—by
now called Fort Waters—the rest returned home.
After 2 years of wandering and hardships, the Cayuse gave up five of
their men in an effort to make peace with the whites. These five were
arrested for murder and tried by jury in Oregon City. All five were
found guilty (although one of them probably took no part in the
massacre) and were hanged in 1850. There is bitter irony in the fact
that the hangman was Joe Meek, the father of Helen Mar. The
Indians’ problems were not solved by the hanging. In fact, the time
of troubles was just starting. For the next generation intermittent
Indian wars plagued the Pacific Northwest; but the Cayuse were
never again a source of real trouble.
At the time that he dispatched the Oregon Volunteers, Governor
Abernethy and the provisional legislature sent emissaries to
Washington (led by Joe Meek) to call attention to the state of affairs
in Oregon. News of the massacre moved Congress to act, and in
August 1848 a bill was passed creating the Territory of Oregon. Thus
did Marcus and Narcissa Whitman serve the Pacific Northwest and
their country after death.
Alive, they had striven to prepare the Cayuse for the civilization that
was sure to engulf them. When the emigrants did arrive, the

74
Whitman mission became a haven in the wilderness for these weary
wanderers. The Whitmans’ deaths had the immediate result of
creating the first formal American territorial government west of the
Rocky Mountains. Today, the story of the Whitmans serves to
inspire all people who would pursue the way of high principles
and ideals. Events at Waiilatpu were climaxed with disaster, but from
this tragedy there shines a rare courage, dedication, and strength
that men will ever need.

75
Preservation of the Past
For a brief time in 1848, the Oregon Volunteers occupied the mission
in their unsuccessful campaign to punish the Cayuse. Building an
adobe wall around the mission house, they named it Fort Waters. In
1859 the Reverend Cushing Eells, the former associate of Dr.
Whitman, established a claim on the former mission site and lived
there until 1872, when his house burned down. His great
achievement during these years was the founding of Whitman
Seminary (now Whitman College) in the new community of Walla
Walla, 6 miles east of the mission site.
For the next few generations the land that Dr. Whitman first tilled
continued to be farmed by a number of owners. In 1897, on the 50th
anniversary of the massacre, Mr. and Mrs. Marion Willard Swegle
donated about 8 acres, including the site of the Great Grave and the
Memorial Shaft Hill, to a group of citizens interested in perpetuating
that historic spot. As the 100th anniversary of the Whitmans’ arrival
at Waiilatpu approached, public-spirited citizens initiated efforts to
acquire and preserve the land on which the mission itself had been
located. In 1936 the Whitman Centennial Co. acquired 37½
additional acres of land, which included the building sites. These two
tracts were donated to the Nation, and on January 20, 1940,
Whitman National Monument was formally established.
In 1961 an additional 45 acres of land were purchased by the Federal
Government, pursuant to an Act of Congress, to permit the proper
development of the monument. In 1962 Congress changed the name
of this area to Whitman Mission National Historic Site.

78
TESTIMONY FROM THE EARTH: A FOLIO
Archeologists uncovered the ruins of the mission buildings
in the 1940’s. The rectangle of packed earth with the two
large pits is the base of the large hearth in the mission
house kitchen. Narcissa Whitman cooked on this hearth for
only a few years before it was replaced with a regular
cookstove.

A plan of the foundation ruins of the mission house, as
found by archeologists.

80
Among the thousands of artifacts discovered were these
two buckles that might have been used for harnesses or
belts.

81
A millstone emerges from mud at the site of Whitman’s
grist mill.

A useful everyday object was this fine-tooth comb, found in
the ruins. The missionaries had to be constantly on the
watch for lice, especially in their children’s hair. In a letter
home, Narcissa asked that some of these “louse traps” be
sent.

82
84
The site of the blacksmith shop was excavated in 1961-62.

86
Concrete blocks outline the site of Gray’s house, later
called the emigrant house.

88
AN ARTIST’S CONCEPTION OF WHITMAN MISSION
based on archeological and historical investigations

WHITMAN MISSION NATIONAL HISTORIC SITE

89
About Your Visit
Whitman Mission National Historic Site is 6 miles west of Walla Walla,
Wash., just off U.S. 410. Walla Walla is served by an airline, two
railroads, and bus-lines. Since there is no public transportation
between the town and the monument, you must arrange your own
transportation between these two points.
The grounds of the historic site are open from 8 a.m. until dark. A
self-guiding system of trails enables you to tour the mission grounds
and see the great grave and the memorial shaft. Markers, pictures,
wayside exhibits, and an audio system are located along the trails.
Special guide service is available to groups making advance
arrangements with the superintendent. In summer, free guided tours
are usually available on weekends without prior arrangement.
A visitor center housing a museum and a small auditorium is open
from 8 a.m. until 4:30 p.m. every day except Christmas. The museum
tells the story of the missionaries in the Pacific Northwest, especially
that of the Whitmans. Illustrated talks about the missionary era and
special programs are given in the auditorium. Uniformed personnel
are stationed at the visitor center, where free informational literature
and sales publications of special historical interest are available.
Administration
Whitman Mission National Historic Site is administered by the National
Park Service, U.S. Department of the Interior.
The National Park System, of which this Site is a unit, is dedicated to
conserving the scenic, scientific, and historic heritage of the United
States for the benefit and inspiration of the people.
Development of the site is part of MISSION 66, a dynamic conservation
program to unfold the full potential of the National Park System for

90
91
the use and enjoyment of present and future generations.
A superintendent, whose address is Whitman Mission National
Historic Site, Route 2, Walla Walla, Wash., 99362, and whose
offices are in the visitor center, is in immediate charge.
America’s Natural Resources
Created in 1849, the Department of the Interior—America’s
Department of Natural Resources—is concerned with the
management, conservation, and development of the Nation’s water,
wildlife, mineral, forest, and park and recreational resources. It also
has major responsibilities for Indian and territorial affairs.
As the Nation’s principal conservation agency, the Department works
to assure that nonrenewable resources are developed and used
wisely, that park and recreational resources are conserved, and that
renewable resources make their full contribution to the

92
progress, prosperity, and security of the United States—now and in
the future.
Related Areas
Included in the National Park System are these other areas
commemorating phases of early western history: Jefferson National
Expansion Memorial National Historic Site, Mo.; Homestead National
Monument of America, Nebr.; Chimney Rock National Historic Site,
Nebr.; Scotts Bluff National Monument, Nebr.; Fort Laramie National
Historic Site, Wyo.; Grand Teton National Park, Wyo.; Custer
Battlefield National Monument, Mont.; Big Hole National Battlefield,
Mont.; Fort Vancouver National Historic Site, Wash.; McLoughlin
House National Historic Site, Oreg; and Fort Clatsop National
Memorial, Oreg. The nearby city of Walla Walla has preserved the
military cemetery of the U.S. Army Post, Fort Walla Walla.

Suggested Readings
Bagley, Clarence B. ed., Early Catholic Missions in Old Oregon. 2 vols.
Lowman & Hanford Company, Seattle, 1932.
Bancroft, Hubert Howe, History of Oregon, 2 vols., (vol. 2, 1834-1848).
The History Publishers, San Francisco, 1886.
Bischoff, William N., S.J., The Jesuits in Old Oregon, 1840-1940.
Caxton Printers, Caldwell, Idaho, 1945.
Brosnan, Cornelius J., Jason Lee, Prophet of the New Oregon. The
MacMillan Company, New York, 1932.
Drury, Clifford M., Marcus Whitman, M.D.: Pioneer and Martyr.
Caxton Printers, Caldwell, Idaho, 1937.
Elliott, T. C., The Coming of the White Women. Oregon Historical
Society, Portland, 1937.
Garth, Thomas R., “The Archeological Excavation of Waiilatpu Mission.”
Oregon Historical Quarterly, XLIX, 117-36 (June 1948).
Haines, Francis, The Nez Percés: Tribesmen of the Columbia Plateau.
University of Oklahoma Press, Norman, 1955.
Hulbert, Archer B. and Dorothy P., eds., Marcus Whitman, Crusader. 3
vols. Stewart Commission of Colorado College and the Denver
Public Library, Denver, 1936, 1938, 1941.
Jones, Nard, The Great Command: The Story of Marcus and Narcissa
Whitman and the Oregon County Pioneers. Little, Brown, and
Company, Boston, 1959.

93
Lavender, David, Land of Giants: The Drive to the Pacific Northwest,
1750-1950. (Mainstream of American Series, Lewis Gannett, ed.)
Doubleday & Company, Garden City, N.Y., 1958.
★ U.S. GOVERNMENT PRINTING OFFICE: 1964 O-747-534
NATIONAL PARK SERVICE HISTORICAL HANDBOOK SERIES
Antietam
Aztec Ruins
Bandelier
Chalmette
Chickamauga and Chattanooga Battlefields
Custer Battlefield
Custis-Lee Mansion, the Robert E. Lee Memorial
Fort Laramie
Fort McHenry
Fort Necessity
Fort Pulaski
Fort Raleigh
Fort Sumter
Fort Union
George Washington Birthplace
Gettysburg
Guilford Courthouse
Hopewell Village
Independence
Jamestown, Virginia
Kings Mountain
The Lincoln Museum and the House Where Lincoln Died
Manassas (Bull Run)
Montezuma Castle
Morristown, a Military Capital of the Revolution
Ocmulgee
Petersburg Battlefields

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Access the entire Fundamentals of Human Resource Management 5th Edition Dessler Solutions Manual instantly with a one-click PDF download.

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Access the entire Fundamentals of Human Resource Management 5th Edition Dessler Solutions Manual instantly with a one-click PDF download.