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The majority of successful senior managers do not closely follow the
classical rational model of first clarifying goals, assessing the problem,
formulating options, estimating likelihoods of success, making a decision, and
only then taking action to implement the decision. Rather, in their day-by-day
tactical maneuvers, these senior executives rely on what is vaguely termed
intuition to manage a network of interrelated problems that require them to deal
with ambiguity, inconsistency, novelty, and surprise ; and to integrate action
into the process of thinking. Generations of writers on management have
recognized that some practicing managers rely heavily on intuition. In general,
however, such writers display a poor grasp of what intuition is. Some see it as
the opposite of rationality; others view it as an excuse for capriciousness.
Isenberg's recent research on the cognitive processes of senior managers reveals
that managers' intuition is neither of these. Rather, senior managers use
intuition in at least five distinct ways. First, they intuitively sense when a
problem exists. Second, managers rely on intuition to perform well-learned
behavior patterns rapidly. This intuition is not arbitrary or irrational, but is
based on years of painstaking practice and hands-on experience that build
skills. A third function of intuition is to synthesize isolated bitsm of data
and practice into an integrated picture, often in an Aha! experience. Fourth,
some managers use intuition as a check on the results of more rational analysis.
Most senior executives are familiar with the formal decision analysis models and
tools, and those who use such systematic methods for reaching decisions are
occasionally leery of solutions suggested by these methods which run counter to
their sense of the correct course of action. Finally, managers can use intuition
to bypass in-depth analysis and move rapidly to engender a plausible solution.
Used in this way, intuition is an almost instantaneous cognitive process in
which a manager recognizes familiar patterns.One of the implications of the
intuitive style of executive management is that thinking is inseparable from
acting. Since managers often know what is right before they can analyze and
explain it, they frequently act first and explain later.Analysis is inextricably
tiedto actionin thinking/actingcycles,in which managers develop thoughtsabout
theircompanies and organizations not by analyzing aproblematic situation and
then acting, butby acting and analyzing in close concert.Given the great
uncertainty of many of the management issues that they face, seniormanagers
often instigatea course of action simply to learn more about an issue. They
thenuse the results of the action to develop a more complete understanding of
the issue. Oneimplicationof thinking/actingcycles is that action is often part
of definingthe problem,not just of implementing the solution.
1. According to the text, senior managers use intuition in all of the
following ways EXCEPT to
[A] Speed up of the creation of a solution to a problem.
[B] Identify a problem.
[C] Bring together disparate facts.
[D] Stipulate clear goals.
2. The text suggests which of the following about the writers on management
mentionedin line 1, paragraph 2
[A] They have criticized managers for not following the classical rational
model ofdecision analysis.
[B] They have not based their analyses on a sufficientlylarge sample of
actual managers.
[C] They have relied in drawing their conclusions on what managers say rather
than onwhat managers do.
[D] They have misunderstood how managers use intuition in making business
decisions.
3. It can be inferred from the text that which of the following would most
probablybe one major differencein behavior between Manager X, who uses
intuitionto reach decisions,and Manager Y, who uses only formal decision
analysis
[A] Manager X analyzes first and then acts; Manager Y does not.
[B] Manager X checks possiblesolutions toa problem by systematicanalysis ;
ManagerY does not.
[C] Manager X takes action in order to arrive at the solution to a problem;
ManagerY does not.
[D] Manager Y draws on years of hands-on experience in creatinga solutionto a
problem ;Manager X does not.
4. The text provides support for which of the following statements
[A] Managers who rely on intuition are more successful than those who rely on
formaldecision analysis.
[B] Managers cannot justify their intuitive decisions.
[C] Managers'' intuition works contrary to their rational and analytical
skills.
[D] Intuitionenables managers to employ theirpracticalexperience more
efficiently.
5. Which of the following best describes the organization of the first
paragraph of the text
[A] An assertion is made and a specific supporting example is given.
[B] A conventional model is dismissed and an alternative introduced.
[C] The results of recent research are introduced and summarized.
[D] Two opposing points of view are presented and evaluated.
Part III Cloze
Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.
What makes a child speak a language has long been a puzzle to linguists. 61 speaking, there are two schools of linguists, both of whom try to explain 62 a child picks up a language so easily. The fact that a child picks a language 63 is 64 : At one year old, a child is able to say “bye-bye”; at two, he is able to
use fifty; by there he begins to 65 tenses. The famous American linguist Noam Chomsky 66 that human being have a sort of built-in system for language use, and that the 67 is 68 . Children are not taught language 69 they are taught arithmetic. Other linguists, 70 , hold the view that a child learns 71 of his
language from the hints in the environment. 72 , theorists of both schools 73 that there is a biological basis for language use. The 74 is which is more important, the inner ability or the environment. This is certainly a field 75 to be explored. Researchers from both schools are busy finding evidence to 76 their own theory, but 77 side is persuading the other.
It seems that in order to 78 why a child learns a language so easily, we have to 79 the joint efforts of both schools. Some linguist, like De Villiers, has recognized the value of cooperation, and 80 linguists of both sides to work together.
61. A. Surprisingly B. Personally C. Properly D. Roughly
62. A. that B. when C. why D. how
63. A. independently B. naturally C. without help D. with ease
64. A. confusing B. surprising C. questioned D. suspected
65. A. master B. study C. have D. get
66. A. doubts B. believes C. realizes D. criticizes
67. A. help B. teacher C. environment D. hint
68. A. quite essential B. very important C. not necessary D. only
secondary
69. A. as B. for C. when D. though
70. A. in particular B. as a result C. however D. therefore
71. A. a little B. some C. nothing D. most
72. A. Before B. From now on C. Just now D. By now
73. A. suspect B. disagree C. agree D. realize
74. A. case B. argument C. problem D. question
75. A. waiting B. planning C. never D. unlikely
76. A. provide B. create C. supply D. support
77. A. not a B. one C. neither D. either
78. A. find out B. rule out C. search for D. look for
79. A. get rid of B. trust in C. rely on D. persist in
80. A. ordered B. criticized C. challenged D. urged
