(08.07 MC) Let R be the region in the first quadrant enclose…
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(08.07 MC) Let R be the regiоn in the first quаdrаnt enclоsed by the grаphs оf y = x2, x = 1, and the x-axis. What is the volume of the solid generated when R is rotated about the y-axis?
Questiоn 41: BACKGROUND Brоkerаge Internаtiоnаl operates in 8 cities in Canada, including Vancouver, Calgary, Edmonton, Saskatoon, Winnipeg, Toronto, Montreal, and Halifax. As an investment and internet trading company, it is owned by Sergio Pentallas and is operated and managed by its 40 principals who work within the city branches in Canada. Each principal has 5 investment advisors working in their respective offices. Profits in the organization are shared between the owner and the principals, together with the 200 investment advisors. The investment advisors share profits based on both team and individual performance results. The investment advisors provide investment advice to their own specific clients. These advisors are “type A” personalities, driven by the desire to succeed and are competitive in nature. The principals of the company have noticed that there has been a lack of team performance within the company among the advisors. As a result, Brokerage’s competitors are increasing their control over the investment marketplace in Canada, meaning that Brokerage is losing its ability to compete. The concern is that, due to the competitive climate in the company, advisors do not communicate with one another and mentorship is nonexistent. The principals are wondering whether the culture is leading to the temptation to engage in advisor unethical behavior such as moving money around that doesn’t need to be moved (because it would lead to higher bonuses for the advisers involved) or being reluctant to engage in group problem solving to deal with issues as they come up in day-to-day trading. The principals, with the owner’s permission, have decided to set up a team building training seminar with the goal to promote individual performance, team performance, on-the-job training, and formal mentorship activities. BEFORE THE TRAINING After meeting with the principals in the 8 branches in Canada, the HR Director, Thomas Banks, decides that Brokerage needs to develop the team training seminar and he meets with Brokerage’s training analyst, Susan Maxim, to determine what the seminar should look like and when it could be set up and delivered. Susan is told by Thomas to “make this happen by the end of next month.” The training request from Thomas doesn’t give Susan much time to develop and conduct the orientation session of the team building seminar. She decides to orient three advisors out of each of the 8 branches, so that her trainees for the orientation session number 24, since she believes this is a manageable group to start with. These 24 advisors will be the most senior and, consequently, the most successful in the organization. She doesn’t have time to meet with anyone else in the organization to get this training designed, so she sketches out a two-hour session. She wants to cover Brokerage’s objectives and goals for the session and to share, with the advisors, success stories regarding team building. She creates handouts for trainees and schedules the training off-site for the 24 advisors in Toronto, Quebec City, in order to minimize distractions from their branch locations. Three days before the training, Susan has all her power point slides and notes prepared, handouts copied, and the training room ready. She e-mails the trainees about the mandatory training on Monday (the training begins a week later), gives them a brief agenda for the session and directions to the off-site training location. THE TRAINING As the advisors enter the training room, they seem confused about the notification of this training. As they talk among themselves, they wonder if one of the employees at Brokerage has been investigated for unethical behaviour or conflict of interest. Before the session and during the break, the topic of conversation was about traveling to the site for the training, what work was waiting at their branches, how much commissions they were losing, and what the real purpose of the training was. Susan has 30 slides to use in her presentation. Luckily, she had emailed the agenda to the advisors, so she starts right into the purpose of teams and the various benefits of teams in the workplace. She reviews the objectives of the training as set out by the principals and, after this 30-minute part of the session, she plays a 15-minute video which details the success of a European investment company’s team building history. The group then takes a 15-minute break. For the second half of the session, Susan sets up 4 groups of 6 advisors each and initiates a discussion activity. She gives the groups 30 minutes to complete the discussion. She asks each group to appoint a spokesperson who will later share the group’s discussion points to the trainees as a whole. She provides them with discussion questions, including: Are teams currently being used in your workplace? Would teams be beneficial in your workplace? Why or why not? How could you introduce teams in your workplace—what would be the first steps? What would be the “best practices” for using teams in your workplace? The groups meet back in full session and end the session by sharing their discussion points. The trainees leave quickly to get back to their branch locations; some have many hours to travel and much to handle when they return to their jobs. Susan is pleased that she has covered all the material she has prepared. She doesn’t get a chance to ask for questions at the end of the session but tells the trainees to e-mail her with any questions they have about the material and assures them of her willingness to ensure they understood the information. Susan feels good about her organization and preparedness of the training session and feels that the two-hour session was successful. AFTER THE TRAINING Susan happily reports back to Thomas with her perceptions of how the team orientation training went. She reiterates how she met the deadline she was given, recounts the process she used to develop the training, and shows them the training materials and handouts. Susan plans to e-mail the trainees in six weeks to remind them of key learning points and to see if they have any questions about the team building orientation topics reviewed. Once they consider their own workplace situations and get a chance to use the techniques they learned in the session about team building, they are encouraged to share their results with her and with the rest of the advisors through email and Microsoft Teams communication. She will also ask them to rate their satisfaction with the training via a short e-mail survey. Thomas, the HR director, is quiet during the meeting; he wonders whether this effort was well executed and is concerned about the ultimate effectiveness of the training. 41. Training Design: Rate from 1-10 (with 10 being the highest) the effectiveness of Susan’s training design. Explain why you have given her this rating, using at least 4 components of The Model of Training Effectiveness given below. Be sure to use case facts. (4 x 5 = 20 marks) The Model of Training Effectiveness includes the following that contribute to Learning and Retention: Trainee Characteristics (cognitive ability, training motivation, self-efficacy, goal orientation, personality characteristics, job attitudes) Training Design (training methods, active practice, conditions of practice, active learning)