Organization Development Principles, Processes, Performance 1st Edition Gary N McLean - Solutions

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Using manual methods, perform the operations Ax B and AB on the 5-bit unsigned numbers A = 10101 and B = 00101.LO1
Show how the multiplication and division operations in Problem 6.13 would be per- formed by the hardware in Figures 6.7a and 6.21, respectively, by constructing charts similar to those in Figures 6.7b and 6.23.LO1
Write an ARM, 68000, or IA-32 program for the multiplication of two 32-bit unsigned numbers that is patterned after the technique used in Figure 6.7. Assume that the multiplier and multiplicand are in registers R2 and R3, respectively. The product is to be developed in registers R (high-order half)
Write an ARM, 68000, or IA-32 program for integer division based on the nonrestoring- division algorithm. Assume that both operands are positive, that is, the leftmost bit is zero for both the dividend and the divisor.LO1
Multiply each of the following pairs of signed 2's-complement numbers using the Booth algorithm. In each case, assume that A is the multiplicand and B is the multiplier.LO1 (a) A 010111 and B = 110110 (b) A 110011 and B = 101100 (c) A 110101 and B = 011011 (d) A 001111 and B = 001111
Repeat Problem 6.17 using bit-pairing of the multipliers.LO1
Indicate generally how to modify the circuit diagram in Figure 6.7a to implement multiplication of signed, 2's-complement, n-bit numbers using the Booth algorithm, by clearly specifying inputs and outputs for the Control sequencer and any other changes needed around the adder and A register.LO1
If the product of two, n-bit, signed numbers in the 2's-complement representation can be represented in n bits, the manual multiplication algorithm shown in Figure 6.6a can be used directly, treating the sign bits the same as the other bits. Try this on each of the following pairs of 4-bit signed
An integer arithmetic unit that can perform addition and multiplication of 16-bit un- signed numbers is to be used to multiply two 32-bit unsigned numbers. All operands, intermediate results, and final results are held in 16-bit registers labeled Ro through R15. The hardware multiplier multiplies
(a) Calculate the delay, in terms of logic gate delays, for the product bit p7 in each of the arrays in Figure 6.16. Assume that each output from a full adder is available two gate delays after the inputs are available. Include the AND gate delay to generate all miq; products at the beginning. (b)
Develop the derivation for the formula 1.7log2k - 1.7 for the number of carry-save addition steps needed to reduce k summands to two vectors. (This formula is stated without derivation in Section 6.5.2.)LO1
(a) How many CSA levels are needed to reduce 16 summands to 2 using a pattern similar to that shown in Figure 6.19? (b) Draw the pattern for reducing 32 summands to 2 to prove that the claim of 8 levels in Section 6.5.2 is correct. (c) Compare the exact answers in Parts (a) and (b) to the results
In Section 6.7, we used the practical-sized 32-bit IEEE standard format for floating- point numbers. Here, we use a shortened format that retains all the pertinent concepts but is manageable for working through numerical exercises. Consider that floating- point numbers are represented in a 12-bit
Consider a 16-bit, floating-point number in a format similar to that discussed in Prob- lem 6.25, with a 6-bit exponent and a 9-bit normalized fractional mantissa. The base of the scale factor is 2 and the exponent is represented in excess-31 format. (a) Add the numbers A and B, formatted as
How does the excess-x representation for exponents of the scale factor in the floating- point number representation of Figure 6.24a facilitate the comparison of the relative sizes of two floating-point numbers? (Hint: Assume that a combinational logic network that compares the relative sizes of
In Problem 6.25a, conversion of the simple decimal numbers into binary floating-point format is straightforward. However, if the decimal numbers are given in floating-point format, conversion is not straightforward because we cannot separately convert the mantissa and the exponent of the scale
Consider the representation of the decimal number 0.1 as a signed, 8-bit, binary fraction in the representation discussed at the beginning of Section 6.7. If the number does not convert exactly into this 8-bit format, approximate the number using all three of the truncation methods discussed in
Construct an example to show that three guard bits are needed to produce the correct answer when two positive numbers are subtracted.LO1
Which of the four 6-bit answers to Problem 6.2a are not exact? For each of these cases, give the three 6-bit values that correspond to the three types of truncation defined in Section 6.7.3.LO1
Derive logic equations that specify the Add/Sub and SR outputs of the combinational CONTROL network in Figure 6.26.LO1
If gate fan-in is limited to four, how can the SHIFTER in Figure 6.26 be implemented combinationally?LO1
(a) Sketch a logic-gate network that implements the multiplexer MUX in Figure 6.26. (b) Relate the structure of the SWAP network in Figure 6.26 to your solution to Part (a).
How can the leading zeros detector in Figure 6.26 be implemented combinationally?LO1
The mantissa adder-subtractor in Figure 6.26 operates on positive, unsigned binary fractions and must produce a sign-and-magnitude result. In the discussion accompa- nying Figure 6.26, we state that 1's-complement arithmetic is convenient because of the required format for input and output
List the steps needed to execute the machine instruction Add LOCA,RO in terms of transfers between the components shown in Figure 1.2 and some simple control commands. Assume that the instruction itself is stored in the memory at location INSTR and that this address is initially in register PC. The
Repeat Problem 1.1 for the machine instruction Add R1, R2, R3 which was discussed in Section 1.6.3.
(a) Give a short sequence of machine instructions for the task: "Add the contents of memory location A to those of location B, and place the answer in location C." Instructions and Load LOC,R Store R,LOC are the only instructions available to transfer data between the memory and general- purpose
(a) Section 1.5 discusses how the input and output steps of a collection of programs such as the one shown in Figure 1.4 could be overlapped to reduce the total time needed to execute them. Let each of the six OS routine execution intervals be 1 unit of time, with each disk operation requiring 3
(a) Program execution time, T, as defined in Section 1.6.2, is to be examined for a certain high-level language program. The program can be run on a RISC or a CISC computer. Both computers use pipelined instruction execution, but pipelining in the RISC machine is more effective than in the CISC
(a) A processor cache, as shown in Figure 1.5, is discussed in Section 1.6. Suppose that execution time for a program is directly proportional to instruction access time and that access to an instruction in the cache is 20 times faster than access to an instruction in the main memory. Assume that a
Represent the decimal values 5, -2, 14, -10, 26, -19, 51, and -43, as signed, 7-bit numbers in the following binary formats: (a) Sign-and-magnitude (b) l's-complement (c) 2's-complement (See Appendix E for decimal-to-binary integer conversion.)LO1
(a) Convert the following pairs of decimal numbers to 5-bit, signed, 2's-complement, binary numbers and add them. State whether or not overflow occurs in each case. (a) 5 and 10 (b) 7 and 13 (c) -14 and 11 (d) -5 and 7 (e) -3 and -8 (f)-10 and -13 (b) Repeat Part a for the subtract operation, where
Given a binary pattern in some memory location, is it possible to tell whether this pattern represents a machine instruction or a number?LO1
A memory byte location contains the pattern 00101100. What does this pattern represent when interpreted as a binary number? What does it represent as an ASCII code?LO1
Consider a computer that has a byte-addressable memory organized in 32-bit words according to the big-endian scheme. A program reads ASCII characters entered at a keyboard and stores them in successive byte locations, starting at location 1000. Show the contents of the two memory words at locations
Repeat Problem 2.5 for the little-endian scheme.LO1
A program reads ASCII characters representing the digits of a decimal number as they are entered at a keyboard and stores the characters in successive memory bytes. Examine the ASCII code in Appendix E and indicate what operation is needed to convert each character into an equivalent binary
Write a program that can evaluate the expression A * B + C XD in a single-accumulator processor. Assume that the processor has Load, Store, Multiply, and Add instructions, and that all values fit in the accumulator.LO1
The list of student marks shown in Figure 2.14 is changed to contain j test scores for each student. Assume that there are n students. Write an assembly language program for computing the sums of the scores on each test and store these sums in the memory word locations at addresses SUM, SUM + 4,
(a) Rewrite the dot product program in Figure 2.33 for an instruction set in which the arithmetic and logic operations can only be applied to operands in processor registers. The two instructions Load and Store are used to transfer operands between registers and the memory. (b) Calculate the values
Repeat Problem 2.10 for a computer with two-address instructions, which can perform operations such as A+[A]+[B] where A and B can be either memory locations or processor registers. Which computer requires fewer memory accesses? (Chapter 8 on pipelining gives a different perspective on the answer
"Having a large number of processor registers makes it possible to reduce the number of memory accesses needed to perform complex tasks." Devise a simple computational task to show the validity of this statement for a processor that has four registers compared to another that has only two
Registers R1 and R2 of a computer contain the decimal values 1200 and 4600. What is the effective address of the memory operand in each of the following instructions?LO1 (a) Load (b) Move 20(R1),R5 # 3000,R5 (c) Store R5,30(R1,R2) (d) Add .-(R2),R5 (e) Subtract (R1)+,R5
Assume that the list of student test scores shown in Figure 2.14 is stored in the memory as a linked list as shown in Figure 2.36. Write an assembly language program that accomplishes the same thing as the program in Figure 2.15. The head record is stored at memory location 1000.LO1
Consider an array of numbers A(i,j), where i = 0 through n - 1 is the row index, and j = 0 through m - 1 is the column index. The array is stored in the memory of a computer one row after another, with elements of each row occupying m successive word locations. Assume that the memory is
Both of the following statements cause the value 300 to be stored in location 1000, but at different times.LO1 and ORIGIN 1000 DATAWORD 300 Explain the difference. Move #300,1000
Register R5 is used in a program to point to the top of a stack. Write a sequence of instructions using the Index, Autoincrement, and Autodecrement addressing modes to perform each of the following tasks: (a) Pop the top two items off the stack, add them, and then push the result onto the stack.(b)
A FIFO queue of bytes is to be implemented in the memory, occupying a fixed region of k bytes. You need two pointers, an IN pointer and an OUT pointer. The IN pointer keeps track of the location where the next byte is to be appended to the queue, and the OUT pointer keeps track of the location
Consider the queue structure described in Problem 2.18. Write APPEND and REMOVE routines that transfer data between a processor register and the queue. Be careful to inspect and update the state of the queue and the pointers each time an operation is attempted and performed.LO1
Consider the following possibilities for saving the return address of a subroutine: (a) In a processor register (b) In a memory location associated with the call, so that a different location is used when the subroutine is called from different places (c) On a stack Which of these possibilities
The subroutine call instruction of a computer saves the return address in a processor register called the link register, RL. What would you do to allow subroutine nesting? Would your scheme allow the subroutine to call itself?LO1
Assume you want to organize subroutine calls on a computer as follows: When routine Main wishes to call subroutine SUB1, it calls an intermediate routine, CALLSUB, and passes to it the address of SUB1 as a parameter in register R1. CALLSUB saves the return address on a stack, making sure that the
The linked-list insertion subroutine in Figure 2.37 does not check if the ID of the new record matches that of a record already in the list. What happens in the execution of the subroutine if this is the case? Modify the subroutine to return the address of the matching record in register ERROR if
The linked-list deletion subroutine in Figure 2.38 assumes that a record with the ID contained in register RIDNUM is in the list. What happens in the execution of the subroutine if there is no record with this ID? Modify the subroutine to return a zero in RIDNUM if deletion is successful or leave
Who should be involved in the action planning process and why?
Select a task that fits the criteria for when a formal action plan should be used, and complete an action plan, using the processes described in this chapter.
Given the extensive list of interventions included in this chapter, and recognizing that they are simply a sample of the interventions available to OD professionals, what do you think might be necessary for you to become effective in the use of these interventions? How might you make your own
While included in one level of intervention or another, several of the interventions could actually fit more than one level.Which interventions do you think could have been included in a different level of intervention and why?
With which interventions are you most familiar? Which have you actually experienced? Which are the least familiar to you?
What preexisting bias do you have about any of the interventions mentioned, and how did you acquire this bias?
Which interventions do you think are most likely to have an impact on the whole organization? Why?
Which interventions do you think are least likely to have an impact on the whole organization? Why?
Which of the interventions do you believe would be the easiest for you to facilitate at this time? Why?
Which of the interventions do you believe would be the most difficult for you to facilitate at this time? Why? What steps might you take to change this?
Discuss why you believe each intervention is appropriate for an OD professional to facilitate rather than some other type of consultant.
Identify one intervention from among those presented in this chapter that you would like to know more about, and explore it more fully on the Web. Share your findings with a partner or with the class.
Pair up with another member of your class. Identify a topic that has the potential for developing an emotional response and that might lead to differences between the two of you. Conduct a dialogue discourse. Discuss your reactions to the process.
Have a class member conduct a sociogram for a brief period of classroom time. Discuss its implications.
Discuss the strengths and weaknesses of each of the team interventions presented in this chapter.
Identify a need that a team has of which you are a part. Select one of the interventions suggested in this chapter, and discuss how it might be implemented to address that specific team’s need.
State a problem that needs solution in your personal life. Brainstorm ways in which you might resolve that problem.
Discuss experiences you have had with teams (either in the workplace or in the classroom). How effective did you find the team’s processes? How might a team-based intervention have helped improve the experience?
Why do you think it is important for an organization to be concerned about continuous improvement in its processes?
There is no consensus in the value of determining best practices.Do you think best practices obtained in other organizations is of value or not? Why?
If you were going to benchmark your company or your school with another, what process might you consider using? What steps would you follow, and what would be required on your part?
What are the ethical questions that might need to be considered in conducting a benchmarking project?
All of the processes that have been discussed in this chapter have, at one time or another, been treated as a fad rather than a core business process. What constitutes a fad? Why do you think businesses treat these processes as fads rather than embedding them in their cultures?
A sociotechnical systems approach requires that the organization pay attention to both the people and the technology side of an organization. How well do you think the processes discussed in this chapter meet this criterion?
Make a list of everything you can see in the room in which you are reading this chapter. List where you think each product was manufactured. Most products have a label on them indicating where they were manufactured. Think about what you have eaten today (or yesterday). Where was the food grown?
Describe to someone else what your core values are and where they came from.
Describe to someone else the dominant culture of the country in which you live, as well as at least one subculture within that country.
How does being able to describe your own values and culture enable you to understand other cultures better?
Check one of the Web sites for Hofstede’s ideas, and determine the values for your country and one other country of interest to you. Do you agree with what these results show?
Appendix 9.3 of this chapter shares a self-assessment tool to help you explore your own stance on several of the variables reviewed. These items are set up as dichotomous variables on several factors related to the purpose of life, space, time, and values. When I use this tool in class, I use a
List several stereotypes for a variety of countries. How accurate do you think these stereotypes are? If you believe the stereotype, how would it affect how you would interact with someone from that country?
Complete the culture assimilator provided in Appendix 9.1, and then discuss your responses with a partner.
Identify four or five of your favorite nursery rhymes, fairy tales, or children’s stories. What do they say about your culture and what is considered important in that culture?
Identify four or five proverbs that you heard while growing up.What do they say about your culture and what is considered important in that culture?
Complete the instrument in Appendix 9.4. Determine your strengths and your weaknesses relative to being a successful OD professional working in a global context. Discuss the results.
Consider each of the structures suggested in this chapter. List the advantages and disadvantages for each structural model.
How can the OD professional help diminish the pain caused by downsizing, outsourcing, or the loss of jobs to a merger or acquisition?
What do you believe provides the strongest motivation for you to perform at your best as a student? As an employee? What is the relationship between intrinsic and extrinsic motivation factors for you?
Write a personal mission statement and a personal vision statement.Discuss their value.
Create a number of scenarios for your own future. Discuss one or two of these, suggesting how scenario planning might serve you better than a more static strategic plan.
Your class or a group of employees may wish to participate in an open systems technology meeting.
Why do you think that interest in using OD principles at the community and national levels has recently increased?
Considering the five models for using OD for national development policy planning, what do you see as the advantages and disadvantages of each?
Why do you think that the United States fits into the free market model? Do you think the United States would be better served with some other model?
How does country culture influence the model that prevails in a country?
What steps might be taken to reduce the barriers to the effective application of OD principles at the national level?

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Organization Development Principles, Processes, Performance 1st Edition Gary N McLean - Solutions

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