Passage 13
¡¡¡¡The majority of successful senior managers do notclosely follow the classical rational model of first clari-fying goals£¬ assessing the problem£¬ formulating options£¬estimating likelihoods of success£¬ making a decision£¬£¨5£© and only then taking action to implement the decision.Rather£¬ in their day-by-day tactical maneuvers£¬ thesesenior executives rely on what is vaguely termed ¡°intu-ition¡± to mangage a network of interrelated problemsthat require them to deal with ambiguity£¬ inconsistency£¬£¨10£© novelty£¬ and surprise£» and to integrate action into the£ £ process to thinking.
¡¡¡¡Generations of writers on management have recog-nized that some practicing managers rely heavily onintuition. In general£¬ however£¬ such writers display a£¨15£©£ poor grasp of what intuition is. Some see it as the oppo-site of rationality£º others view it as an excuse for ca-priciousness.
¡¡¡¡Isenberg¡®s recent research on the cognitive processesof senior managers reveals that managers¡¯ intuition is£¨20£© neither of these. Rather£¬ senior managers use intuitionin at least five distinct ways. First£¬ they intuitively sensewhen a problem exists. Second£¬ managers rely on intu-ition to perform well-learned behavior patterns rapidly.This intuition is not arbitrary or irrational£¬ but is based£¨25£©£ on years of painstaking practice and hands-on experi-ence that build skills. A third function of intuition is tosynthesize isolated bits of data and practice into an inte-grated picture£¬ often in an ¡°Aha£¡¡± experience. Fourth£¬
¡¡¡¡Given the great uncertainty of many of the manage-£¨50£© ment issues that they face£¬ senior managers often insti-gate a course of action simply to learn more about anissue. They then use the results of the action to developa more complete understanding of the issue. One impli-cation of thinking/acting cycles is that action is often£¨55£© part of defining the problem£¬ not just of implementingthe solution.
¡¡¡¡1. According to the passage£¬ 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
¡¡¡¡£ £¨E£© evaluate possible solutions to a problem

¡¡¡¡2. The passage suggests which of the following about the ¡°writers on management¡± mentioned in line 12£¿
¡¡¡¡£ £¨A£© They have criticized managers for not following the classical rational model of decision analysis.
¡¡¡¡£ £¨B£© They have not based their analyses on a sufficiently large sample of actual managers.
¡¡¡¡£ £¨C£© They have relied in drawing their conclusions on what managers say rather than on what managers do.
¡¡¡¡£ £¨D£© They have misunderstood how managers use intuition in making business decisions.
¡¡¡¡£ £¨E£© They have not acknowledged the role of intuition in managerial practice.

¡¡¡¡3. Which of the following best exemplifies ¡°an ¡®Aha£¡¡¯ experience¡± £¨line 28£© as it is presented in the passage£¿
¡¡¡¡£ £¨A£© A manager risks taking an action whose outcome is unpredictable to discover whether the action changes the problem at hand.
¡¡¡¡£ £¨B£© A manager performs well-learned and familiar behavior patterns in creative and uncharacteristic ways to solve a problem.
¡¡¡¡£ £¨C£© A manager suddenly connects seemingly unrelated£ facts and experiences to create a pattern relevant to the problem at hand.
¡¡¡¡£ £¨D£© A manager rapidly identifies the methodology used to compile data yielded by systematic analysis.
¡¡¡¡£ £¨E£© A manager swiftly decides which of several sets of tactics to implement in order to deal with the conti -ngencies suggested by a problem.

¡¡¡¡4. According to the passage£¬ the classical model of£ decision analysis includes all of the following EXCEPT
¡¡¡¡£ £¨A£© evaluation of a problem
¡¡¡¡£ £¨B£© creation of possible solutions to a problem
¡¡¡¡£ £¨C£© establishment of clear goals to be reached by the decision
¡¡¡¡£ £¨D£© action undertaken in order to discover more information about a problem
¡¡¡¡£ £¨E£© comparison of the probable effects of different solutions to a problem

¡¡¡¡5. It can be inferred from the passage that which of the£ following would most probably be one major difference£ in behavior between Manager X£¬ who uses intuition to£ 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 possible solutions to a problem by systematic analysis£» Manager Y does not
¡¡¡¡£¨C£© Manager X takes action in order to arrive at the solution to a problem£» Manager Y does not.
¡¡¡¡£¨D£© Manager Y draws on years of hands-on experiencein creating a solution to a problem£» Manager Xdoes not.
¡¡¡¡£¨E£© Manger Y depends on day-to-day tactical maneuvering£» manager X does not.

¡¡¡¡6. It can be inferred from the passage that ¡°thinking/acting£ cycles¡± £¨line 45 £© in managerial practice would be£ likely to result in which of the following£¿
¡¡¡¡£ ¢ñ.A manager analyzes a network of problems and then acts on the basis of that analysis.
¡¡¡¡£ ¢ò. A manager gathers data by acting and observing the effects of action.
¡¡¡¡£ ¢ó. A manager takes action without being able to articulate reasons for that particular action.
¡¡¡¡£ £¨A£© ¢ñ only
¡¡¡¡£ £¨B£© ¢ò only
¡¡¡¡£ £¨C£© ¢ñ and ¢ò only
¡¡¡¡£ £¨D£© ¢ò and ¢ó only
¡¡¡¡£ £¨E£© ¢ñ£¬¢ò£¬ and ¢ó

¡¡¡¡7. The passage provides support for which of the following statements£¿
¡¡¡¡£ £¨A£© Managers who rely on intuition are more successful than those who rely on formal decision analysis.
¡¡¡¡£ £¨B£© Managers cannot justify their intuitive decisions.
¡¡¡¡£ £¨C£© Managers¡® intuition works contrary to their£ £  rational and analytical skills
¡¡¡¡£ £¨D£© Logical analysis of a problem increases the number of possible solutions.
¡¡¡¡£ £¨E£© Intuition enables managers to employ their practical experience more efficiently.

¡¡¡¡8. Which of the following best describes the organization of the first paragraph of the passage£¿
¡¡¡¡£ £¨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.
¡¡¡¡£ £¨E£© A widely accepted definition is presented and qualified.