UNIVERSITY OF SOUTHERN INDIANA
College of Business
Management 601
Human Resource Management
D.M. Partridge
Fall 2009
STUDY GUIDE FOR EXAM II
The exam will consist of eight (with a choice out of ten) vocabulary terms [40%], and six (with a choice out
of eight) short answer questions [60%].
Keep in mind that you are responsible for material covered in the text, class lecture and discussion, and any
assigned supplemental readings. A good written answer is one that demonstrates command of the basics;
an excellent answer is one that goes beyond the basics to integrate text, class lecture and discussion, and/or
other things such as examples from supplemental readings or one’s work experiences. Conversely, a
deficient answer is one that fails to demonstrate a command of the basics. The instructor takes into
consideration exam time limits when establishing grading expectations.
Course Vocabulary. Students will be asked to explain the meaning (the definition) and significance (the
“so what”) of the term.
Chapter Five
Forecasting
Transitional matrix
Downsizing
Outsourcing
Offshoring
Workforce utilization review
Recruitment
Employment-at-will-policies
Due process policies
Chapter Six
Reliability
Validity
Criterion-related validity
Predictive validation
Concurrent validation
Content validation
Generalizability
Utility
Situational interview
Assessment center
Chapter Seven
Person analysis
Motivation to learn
Self-efficacy
Transfer of training
Knowledge management
On-the-job training (OJT)
Self-directed learning
Apprenticeship
Simulation
Virtual reality
Adventure learning
Cross-training
Six sigma training
Expatriate
Cross-cultural preparation
Repatriation
Organizational socialization
Chapter Eight
Performance management
Performance appraisal
Strategic congruence
Validity
Reliability
Acceptability
Specificity
360-degree appraisals
Chapter Nine
Psychological contract
Myers-Briggs Type Indicator (MBTI)
Job enlargement
Job rotation
Externship
Sabbatical
Mentor
Glass ceiling
Succession planning
Chapter Ten
Involuntary turnover
Voluntary turnover
Employment-at-will doctrine
Procedural justice
Alternative dispute resolution (ADR)
Employee assistance programs (EAP)
Outplacement counseling
Whistle-blowing
Organizational commitment
Job satisfaction
Frame of reference
Negative affectivity
Short Answer Questions. These questions will be based on the chapter learning objectives.
After reviewing Chapter 5, students should be able to:
2.
3.
4.
5.
6.
Discuss how to determine the labor demand of workers in various job categories.
Discuss the advantages and disadvantages of various ways of eliminating a labor surplus or avoiding a
labor shortage.
Discuss the various recruitment policies organizations adopt to make job vacancies more attractive.
Discuss the various sources from which job applicants can be drawn, their relative advantages and
disadvantages, and the methods for evaluating them.
Explain the recruiter’s role in the recruitment process, the limits the recruiter faces, and the
opportunities available.
After reviewing Chapter 6, students should be able to:
1.
3.
5.
Discuss the basic scientific properties of selection methods, including reliability, validity, and
generalizability.
Discuss the government's role in personnel selection decisions, particularly in the areas of federal laws
and executive orders.
Discuss the degree to which each of the common methods used in selecting human resources meets the
demands of reliability, validity, generalizability, utility, and legality.
After reviewing Chapter 7, students should be able to:
1.
3.
4.
5.
6.
7.
8.
9.
Discuss how training can contribute to companies’ business strategy.
Discuss the training needs assessment process.
Discuss the evaluation of employees' readiness for training.
Discuss the strengths and weaknesses of presentation, hands-on, and group training methods.
Discuss the potential advantages of e-learning for training.
Discuss how to design a training session to maximize learning.
Discuss training evaluation design.
Discuss the design of a cross-cultural preparation program.
After reviewing Chapter 8, students should be able to:
2.
3.
4.
Discuss the three general purposes of performance management.
Discuss the criteria for effective performance-management systems (e.g., strategic congruence).
Discuss the approaches to performance management (e.g., the comparative approach), and the way
these approaches compare with the criteria for effective performance-management systems.
6. Discuss the advantages and disadvantages of the different sources of performance information.
8. Discuss the types of rating errors and explain how to minimize each in a performance evaluation.
9. Discuss the elements of an effective performance feedback session.
10. Discuss how to identify the cause of a performance problem.
After reviewing Chapter 9, students should be able to:
2.
3.
4.
5.
9.
Discuss the current trends in using formal education for development.
Discuss how assessment of personality type, work behaviors, and job performance can be used for
employee development.
Discuss how job experience can be used for skill development.
Discuss the development of successful mentoring programs.
Discuss what companies are doing for management development issues including succession planning,
melting the glass ceiling, and helping dysfunctional managers.
After reviewing Chapter 10, students should be able to:
1.
2.
3.
Discuss the distinction between involuntary and voluntary turnover, and how each of these forms of
turnover can be leveraged for competitive advantage.
Discuss the major elements that contribute to perception of justice and how to apply these in
organizational contexts involving discipline and dismissal.
Discuss the relationship between job satisfaction and various forms of job withdrawal, and the major
sources of job (dis)satisfaction in work contexts (e.g., unsafe working conditions).