PrepTest 59, Section 3, Question 9
Manager: There is no good reason to suppose that promoting creativity is a proper goal of an employee training program. Many jobs require little or no creativity and, in those positions, using creativity is more likely to be disruptive than innovative. Furthermore, even if creativity were in demand, there is no evidence that it can be taught.
Manager: There is no good reason to suppose that promoting creativity is a proper goal of an employee training program. Many jobs require little or no creativity and, in those positions, using creativity is more likely to be disruptive than innovative. Furthermore, even if creativity were in demand, there is no evidence that it can be taught.
Manager: There is no good reason to suppose that promoting creativity is a proper goal of an employee training program. Many jobs require little or no creativity and, in those positions, using creativity is more likely to be disruptive than innovative. Furthermore, even if creativity were in demand, there is no evidence that it can be taught.
Manager: There is no good reason to suppose that promoting creativity is a proper goal of an employee training program. Many jobs require little or no creativity and, in those positions, using creativity is more likely to be disruptive than innovative. Furthermore, even if creativity were in demand, there is no evidence that it can be taught.
Which one of the following most accurately expresses the main conclusion drawn in the manager's argument?
Using creativity in jobs that require little or no creativity can be disruptive.
Employee training programs are not able to teach employees creativity.
Many jobs require little or no creativity.
There is no good reason to suppose that employee training programs should promote creativity.
Creativity is in demand, but there is no evidence that it can be taught.
0 Comments