Final Review sheet BUSN 1210
In addition to review sheets 1 and 2, please know the following:
Chapter 12: Human Resources
Know what human resources involves, Planning, Recruitment, selection, orientation Training,
Performance appraisal, Compensation and benefits, health and safety and labour relations. Know this
well and be able to give examples.
Know and apply, Validity and Reliability
Human Resource Management Process:
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

Planning -> Recruitment/Decruitment -> Selection
Orientation -> Training
Performance Management -> Compensation and Benefits -> Career Development
External Factors:
1. Economy
2. Labour unions – organization that represents employees and seeks to protect their interest
through collective bargaining; many HRM decisions are regulated by the terms of collective
agreements
3. Government laws and regulations – ie. minimum wage, minimum age, overtime pay, holiday
pay, parental leave
4. Demographic trends
Human Resource Planning:
-
-
Process by which managers ensure that they have the right number and kinds of people in the
right places and at the right times
Organizations can avoid sudden talent shortages and surpluses
Steps:
o Assessing current human resources: inventorying current employees; job analysis –
assessment that defines jobs and behaviours necessary to perform them; job
description – written statement of what a jobholder does, how it is done, and why it is
done; job specification – minimum qualifications that a person must possess to perform
a given job successfully
o Assessing future HR needs: future HR needs; determined by the organization’s mission,
goals, and strategies
Works together with general management planning to make sure that the goals of the
organization can be met
Recruitment / Decruitment:
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Recruitment: process of locating, identifying, and attracting capable applicants; employee
referrals generally produce the best candidates
Decruitment: reduce the organization’s workforce; people can be fired, but other choices may
be more beneficial to the organization
Selection:
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Selection process: screening job applicants to ensure that the most appropriate candidates are
hired
Validity: proven relationship between the selection device and some relevant job criterion
Reliability: device measures the same thing consistently; selection devices must possess an
acceptable level of consistency
Quality of fill: looks at the contributions of good hires vs those of hires who have failes to live up
to their potential
o Employee retention
o Performance evaluations
o Number of 1st year hires who make it into high-potential training programs
o Number of employees who are promoted
o What surveys of new hires indicate
Selection devices: reduce accept and reject errors; Application forms, Written tests,
Performance-simulation tests, Interview, Background investigations, Physical examinations
Realistic job preview: includes both positive and negative information about the job and
company; increase employee job satisfaction and reduce turnover
Orientation and Training
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Training model:
o Needs assessment: what needs to be learned vs what is currently known  GAP
o Planning: best way to train  transference
o Implementation: JUST DO IT
o Evaluation: what was learned?
Performance Management -> EVALUATION
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Are they doing a good job  WHAT IS THE JOB in the first place?
How to improve performance in the job?
Compensation and Benefits
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What are you paying for?
Non-monetary = BENEFITS -> why offer benefits? TO ATTRACT AND KEEP EMPLOYEES
Health and Safety
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Safe, healthy, harassment-free workplace
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Healthy = long-term
Chapter 13: Leadership
Know leadership theories:
Trait leaders exhibit certain traits that make them leaders
Behavioural leaders behave a certain way that makes them leaders
a.
b.
c.
d.
Democratic vs autocratic vs laissez-fiare
Consideration vs initiating – measures low vs high
Employee- vs production-oriented
Concern for people vs production – measures using managerial grid (9x9 matrix); 1 (low) to
9 (high) -> 81 potential categories
Fiedler effective group performance depended on properly matching the leader’s style and the amount
of control and influence in the situation; person’s leadership style is fixed; relationship vs task oriented
a. Leader-member relations – degree of confidence, trust, and respect employees had for
their leader
b. Task structure – degree to which job assignments were formalized and structured
c. Position power – degree of influence a leader had over activities such as hiring, firing,
discipline, promotions, and salary increases
Situational Leadership (Hersy & Blanchard) focuses on followers and their readiness (extent to which
people have the ability and willingness to accomplish a specific task); task vs relationship behaviours
a. Telling – high task-low relationship; leader defines roles
b. Selling – high task-high relationship; leader provides both directive and supportive
behaviour
c. Participating – low task-high relationship; leader and followers share in decision making
d. Delegating – low task-low relationship; leader provides little direction or support
a. R1 – unable and unwilling; followers aren’t competent or confident  TELLING
b. R2 – unable but willing; followers are motivated but lack skills  SELLING
c. R3 – able but unwilling; followers are competent but don’t want to do something 
PARTICIPATING
d. R4 – able and willing; people do what is asked of them  DELEGATING
Path-Goal Theory leader’s job is to assist followers in attaining their goals and to provide direction or
support needed to ensure that their goals are compatible with those of the group or organization;
leaders are flexible and can display any and all leadership styles depending on situation
a. Directive leader – leader lets subordinates know what’s expected of them
b. Supportive leader – leader shows concern for the needs of followers
c. Participative leader – leader consults with group members and uses their suggestions
d. Achievement-oriented leader – leader sets challenging goals and expects followers to
perform at their highest level
Leader Member exchange theory leaders create in- and out-groups; those in the in-group will have
higher performance ratings, less turnover, and greater job satisfaction; leaders differentiate among
followers
Know also Transformational and transactional leadership, what is the difference? Charisma-what is it?
a. Transactional leader – lead primarily by using social exchanges (transactions); guide or motivate
followers to work toward established goals by exchanging rewards for their productivity
b. Transformational leader – stimulates and inspires (transforms) followers to achieve
extraordinary outcomes; pay attention to the concerns and developmental needs of individual
followers; change followers’ awareness of issues by helping those followers look at old problems
in new ways; able to excite, arouse, and inspire followers to exert extra effort to achieve group
goals
c. Charismatic leader – enthusiastic, self-confident leader whose personality and actions influence
people to behave in certain ways
d. Visionary leader – ability to create and articulate a realistic, credible and attractive vision of the
future that improves on the present situation
Chapter 14: Motivation
Know theories of motivation including:
Maslow Hierarchy of Needs – Psychological, Safety, Social, Esteem, Self-Actualization  Alderfer’s ERG
Theory: Existence, Relatedness, Growth
Herzberg’s 2 factor theory – Hygiene Factors: reduce dissatisfaction; Satisfiers / Motivators: increase
satisfaction; the opposite of satisfaction and dissatisfaction is the absence of
either
McLelland’s 3 needs theory – Power: influence; affiliation: work with and interact with people;
achievement: achieving goals
Goalsetting – motivation is the achievement of the goal; SMART
Reinforcement – positive: reward; punishment: bad response, opposite of positive; extinction: no
response; negative: take away penalty -> behavior increases
Equity – value of reward is not relevant, ratio is; compare with a comparative other; not necessarily
about enough or fairness; I/O = I/O (input/outcome, relative to somebody else)
Expectancy theory – driven by outcome; effort -> performance -> outcome; outcome has to be known,
relationships between steps have to be stable
How do these theories work and how are they different?
Chapter 16: Control
What is control? Monitoring activities -> accomplished as planned, correcting significant deviations,
modifying the plan
The control Process 3-step process: measure actual performance -> compare actual performance
against standard -> correct deviations or inadequate standards
a. What we measure – more critical than how we measure; wrong criteria can result in
dysfunctional consequences; VALIDITY and RELIABILITY
b. Comparing – significance of variation; range of variation; continuous improvement ->
acceptable error rate is zero
c. Managerial action – doing nothing / correcting actual performance / revising standard
What are feedforward, concurrent and feedback controls-give examples
a. feedforward – before the activity, anticipate problem
b. concurrent – during the activity, correct as they happen
c. feedback – after the activity, correct after occurence