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Module 3: Human Resource Development

17% PHR (38 questions)17% SPHR (38 questions)

Any student use of these slides is subject to the same License Agreement that governs the student’s use of the SHRM Learning System materials.

Copyright Act

• Protects literary, artistic, or creative expression.

• Protects the author’s right to reproduce, distribute, or perform copyrighted work.

• Introduces the concepts of public domain and fair use.

• Person who creates a work generally owns the copyright, except for work-made-for-hire exceptions such as:– Works created by

employees.

– Works specially ordered or commissioned.

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Which of the following is a work that has fallen into the public domain?

A. A pop song written in 1980

B. An article in an HR magazine

C. An HR textbook revised in 1997

D. A government pamphlet

Answer: D

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Under the fair-use standard, trainers may

A. copy a Learning System module for a friend.

B. cite and copy a paragraph from an article and pass it out at a staff meeting.

C. copy a chapter from an HR textbook and hand it out to a class.

D. copy any materials for a free training session.

Answer: B

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U.S. Patent and Trademark Acts

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Equal Access to Training

• Equal access to training and career development is guaranteed by:

– Title VII of the Civil Rights Act.

– The Uniform Guidelines on Employee Selection Procedures.

– The Americans with Disabilities Act (ADA).

– The Age Discrimination in Employment Act (ADEA).

– The Uniformed Services Employment and Reemployment Rights Act (USERRA).

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HRD

• Provides employees with the skills to meet current and future job demands.

• Aligns HRD activities with organization's goals.

Organization’sstrategic goals

HRD activities

Business results

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A company wants to reduce its research and development time by 50%. Which of the following training events is MOST closely linked to this corporate goal?

A. Time management training

B. Data collection and analysis training

C. Leadership training

D. Conflict resolution training

Answer: B

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The Learning Organization

Organization is characterized by its capability to adapt to changes in its environment.

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Which of the following occurs in a learning organization?

A. The company selects people who will receive training.

B. Emphasis is on team learning, not individual learning.

C. Learning is tied to organizational goals.

D. Each employee creates his or her own vision of the organization.

Answer: C3-10© SHRM

Knowledge Management

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Global Impact on HRD

• Organizational change and knowledge management become more complex.

• Western motivation models may not apply.• Demand for multilingual/multicultural training

increases.• Focus may be less on knowledge and skills than

on power of relationships, awareness, mindsets, and personal networks.

• Talent management and retention increase in importance.

SPHR only

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Hofstede’s Value Dimensions

Culture affects training topics and methods.

• Power distance (extent to which less-powerful members of organizations accept that power is distributed unequally)

• Uncertainty avoidance (extent to which people cope with anxiety by minimizing uncertainty)

• Individualism/collectivism (extent to which people stand up for themselves and choose their affiliations)

• Masculinity/femininity (value placed on traditional male or female roles in Western cultures)

• Long-term/short-term view (extent to which society embraces long-term commitments and tradition)

SPHR only

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High- and Low-Context Cultures

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Organizational Culture

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Shared values and perceptions that:

OD Intervention Process

1.Diagnose

the environment.

2.Develop

an action plan.

3.Evaluate

the results.HR roles:

• Change agent

• Evaluator

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OD Interventions

• Span of control• Reporting

relationships

• Process analysis• Job design• Specialization • Work flow

analysis

• Work relationships between employees

Examples: Team building, diversity, flexible work and staffing, and quality initiatives

Interpersonal Technological Structural

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Systems Theory

• Applied in organizational development interventions.

• Essential to the quality movement and leads to process improvement.

• Based on understanding the relationship between three key components:

ProcessInputs Outputs

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Coordinator accepts consensus judgment as group's choice.

Coordinator identifies judgment issue and develops questionnaire.

Coordinator looksfor consensus.

Prospective participants are identified and asked to cooperate.

Coordinator sends questionnaires to willing participants, who record their judgments and recommendations and return the questionnaires.

Coordinator anonymously compiles summaries and reproduces participants' responses.

Coordinator sends the compiled list of judgments to all participants.

Participants comment on ideas and propose a final judgment.

Process-Flow Chart

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Control Chart

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Cause-and-Effect Diagram

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AssemblyFailures

Wrong part used

Surface roughness onsealing surfaces

Low-costsupplier

MaterialMethod

Label error

Assembled wrong

Failed test

Cosmetic defects

Unable to adjust

Unit leaks

Wrong packaging

Tried to cutcorners

Deburringmachine

Millingmachine

Machine People

Scatter Diagram

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Histogram

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Number of Transactions

150

0

25

50

75

100

125

Time in Seconds

30 60 90 120

Pareto Chart

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Six Sigma

• Data-driven methodology for eliminating defects.

• A process must not produce more than 3.4 defects per million opportunities.

• Six Sigma employees (Green Belts) and project leaders (Black Belts) are overseen by quality leaders (Master Black Belts).

• Widely used by GE and Motorola.

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Adult Learning Principles

Adults want training that:• Focuses on “real world” issues.• Applies to their jobs.• Meets their goals and expectations.• Allows for debate and challenge of ideas.• Encourages an exchange of ideas and opinions.• Allows them to be resources to each other.• Meets a current need.

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Which of the following is LEAST likely to affect a participant’s readiness to learn?

A. Motivation

B. Ability

C. Tenure with the company

D. Perceptions of the work environment

Answer: C

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Learning Styles

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Retention

Retention will be increased by appealing to all learning styles.

90%

80%

70%

60%

50%

40%

30%

20%

10%Lecture

Degree of participation

Reading

Demonstration

Discussion

Practice by doing

Immediate use of learning

Approximateretention rate

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Learning Curves

Time

Lea

rnin

g

Decreasing returns

TimeL

earn

ing

Increasing returns

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Learning Curves

S-shaped curve Plateau curve

Time

Lea

rnin

g

TimeL

earn

ing

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Bloom’s Taxonomy

Highest level of learning

Evaluation

Synthesis  

Analysis  

Application  

Comprehension  

Knowledge  

Lowest level of learning

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Maslow’s Hierarchy of Needs

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Herzberg’s Motivation-Hygiene Theory

ExtrinsicHygieneFactors

Pay

Supervision Coworkers

WorkingConditions

+ MotivationIntrinsic

MotivationFactors

Recognition Achievement

PersonalGrowth

=

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Which of the following intrinsic factors affect an employee’s willingness to do the job?A. Opportunities for recognition and relationship

with coworkers

B. Opportunities for personal growth and achievement

C. Working conditions and job security

D. Job environment and pay

Answer: B3-35© SHRM

McClelland’s Theory

High achievers:

• Set moderately difficult but potentially achievable goals.

• Prefer to work on a problem rather than leave the outcome to chance.

• Seem to be more concerned with personal achievement than with the rewards of success.

• Seek situations in which they get concrete feedback on how well they are doing with regard to their work.

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McGregor’s Theory X and Theory Y

YXContinuum(Rigid control) (Autonomy)

Theory X Theory Y

People inherently dislike work and will try to avoid it.

People have to be coerced and threatened with punishment if the organization’s goals are to be met.

Most workers like direction and will avoid

responsibility.

People want security in their work above all.

People do not inherently dislike work.

People do not like rigid control and threats.

Under proper conditions, people do not avoid responsibility.

People want security but also have other needs such as self-actualization and esteem.

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(Rigid control) (Autonomy)Continuum

Vroom’s Expectancy Theory

• Key variable is level of effort.

• Decision to exert the effort depends upon three factors.

Should I exert

effort?

1. Expectancy

How likely is it that I will reach my performance goal?

2. Instrumentality

Will I receive various outcomes if I reach my performance goal?

3. Valence

How desirable or undesirable are these outcomes?

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A first-line supervisor desires a management position. However, only college graduates seem to be promoted. The employee decides not to enroll in college since balancing work and school would be too hard. According to Vroom, the employee

A. does not believe that a college degree will lead to a management job.

B. does not want a management position badly enough.C. does not trust company management. D. lacks confidence in himself.

Answer: B

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Adams’s Equity Theory

Based on the fact that people want to be treated fairly.

Tension exists when similar inputs do not equal similar outcomes. Employees may adjust their behavior or quit their jobs.

Inputs:effort, education, seniority

=Outcomes:pay, status, benefits

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Skinner’s Behavioral Reinforcement Theory

Positive Reinforcement

Negative Reinforcement

Punishment Extinction

Person repeats desired behaviors to gain a reward.

Person works to avoid an undesirable result.

Response causes something negative to occur.

Unlearning a response because of a change in consequences.

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Applications of Motivational Theories

• Positive reinforcement.

• Design of work and work environment (intrinsic).

• Goal setting.

• Formal extrinsic rewards.

• Pay-for-performance systems.

Motivational theories are the basis for:

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The ADDIE Model

Assessment Design Development

ImplementationEvaluation

Systematic development process used to create employee learning that aligns with strategic goals.

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Assessment

SPHR only

Form basis for evaluation.

Form basis for evaluation.

Identifyprogramsand targetaudience.

Identifyprogramsand targetaudience.

Find performance

gaps.

Find performance

gaps.

Identifyneeds.

Identifyneeds.

Purpose of Assessment

Purpose of Assessment

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Needs Assessment Levels

Examines KSAs needed as organizations and jobs change.

Compares job requirements with employee knowledge and skills.

Focuses on individual employees and how they perform.

Organizational

Task

Individual

SPHR only

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Needs Assessment Process

1. Gather data.

2. Determine training needs.

3. Propose solutions.4. Calculate cost.

5. Implement.

SPHR only

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Which assessment method would be MOST appropriate to assess the training needs for a national chain of 550 retail stores?

A. Assessment centersB. Focus groupsC. InterviewsD. Surveys

Answer: D

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SPHR only

Design

Decisions are maderegarding:

• Goals and objectives.

• Target audience (aptitude, prior knowledge, and attitudes).

• Selection of an instructional designer.

Training objectives use the SMART format:

S Specific

M Measurable

A Action-oriented

R Realistic

T Timely

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Development

Involves the creation of training materials.

Development trends include:• Use of learning objects (LOs) or reusable learning

objects (RLOs).– Saves development time by reusing content in a variety

of contexts in the organization. – Object may be a graphic, an animation, or an entire

learning module.

• A dedicated learning management system (LMS) to hold course content and track employee activities.

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Types of Training Programs

• Orientation and on-boarding

– Initial exposure to the organization

– Expansion of orientation and assimilation into the organization

• Skill development– Remedial

– Sales and quality

– Technology

• Specialized training programs– Executive

– Wellness

– Harassment

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• Classroom training• Self-directed study• E-learning

− Synchronous or asynchronous

• Blended learning• On-the-job training• Vestibule training

Delivery Methods and Media

Dependent on:• Learning objectives• Cost limitations• Time frame• Equipment• Audience

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Implementation

• Program is delivered to the audience.• Most visible step in the ADDIE process.• Primary tasks are:

Utilizing pilot programs

Revising content

Schedulingthe

program

Announcing and implementing the

program

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Evaluation

• Measures program effectiveness.

• Builds HR credibility by showing tangible results.

• Desired outcome is transfer of training—applying knowledge and skills learned in training to the job.

SPHR only

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Evaluation Levels

Kirkpatrick’s Levels of Evaluation

SPHR only

Evaluation Comparison

Frequency of Use Ease of Use Value of

Information Reaction Learning Behavior Results

Highest

Lowest

Highest

Lowest

Lowest

Highest

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Levels of Evaluation: 1 and 2

SPHR only

Level 1: ReactionMeasures reaction of participants to the training.

Level 2: LearningMeasures the learning of facts, ideas, concepts, theories.

Checklists

Questionnaires

Interviews

Post-measures

Pre-/post-measures

Pre-/post-measures with control group

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Levels of Evaluation: 3 and 4

SPHR only

Level 3: BehaviorMeasures a change in behavior.

Level 4: ResultsMeasures organizational results.

Performance tests

Critical incidents

360-degree feedback

Simulations/observations

Progress toward organizational objectives

Performance appraisals

ROI, cost-benefit analysis

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Talent Management

• Ability to attract, develop, retain, and utilize people with skills to meet current and future needs.– Strategic approach to human capital management.

– Increases workplace productivity and ability to compete.

• Requires integration of recruitment, performance management, and leadership and alignment with corporate goals.

SPHR only

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Forces Impacting Talent Management

Staffing challenges

• Reliance on contingent workers• Retirement of baby boomers and

likely labor shortage• Shortage of knowledge workers• Diversity of workforce

Economy/job market

• Economic conditions • Global and domestic competition

SPHR only

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Career Development

Career management:organizationalfocus

Career development occurs when the needs of theorganization and the individual coincide.

Career planning:individual focus

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Model for Career Development

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Career Development Programs

• Employee self-assessment

• Individual coaching/counseling

• Employee development programs– Job rotation, enlargement, and enrichment

– Apprenticeship and continuing education

– Committee participation

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A mid-level manager might regularly meet with a senior executive during which career development option?

A. MentoringB. Fast trackC. Job enrichmentD. Expatriation/repatriation

Answer: A

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Dual-Ladder Programs

Identify meaningful career paths for people who are not interested in traditional management roles.

Level 5Chief Information Officer

Level 5Senior Technical Specialist

Level 4Director

Level 4Technical Specialist

Level 3Department Head

Level 3Technical Lead

Level 1Information Systems Specialist

Level 2Senior Information Systems Specialist

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Succession and Replacement Planning

Fast-track programs speed the development of potential leaders.

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Unique Employee Needs

• Flexible work arrangements

– Flextime/telecommuting.

– Compressed workweek.

– Job sharing.

– Phased retirement.

• Diversity– Facilitates communication

and productivity among all employees.

• Expatriation– Sending employees

abroad and supporting their ability to succeed.

• Repatriation– Reintegrating

employees into their home country.

SPHR only

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Leadership and Management

• Leadership requires alignment to the organization’s vision and mission.– Leaders influence others toward the achievement of

goals, act as change agents, serve by example, and develop other leaders.

• Management is about coping with day-to-day operations.– Brings order and consistency to the organization.

– Establishes systems and structures that get results.

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Which responsibility is MOST characteristic of a leader?

A. Evaluating recommendations from a corporate communications survey

B. Implementing a corporate ethics program

C. Reviewing and adjusting sales forecasts

D. Establishing a vision for the organization

Answer: D

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Behavioral Dimensions of Leadership

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Hersey-Blanchard’s Theory

High

Task Behavior(Guidance)

Relationship Behavior

(Supportive Behavior)

Low High

High Relation-

ship/Low Task

HighTask/High Relationship

Low Relationship/Low Task

High Task/Low

Relationship

Participating

Share ideas and facilitate in decision making

Selling

Explain decisions and provide opportunity for clarification

Turn over responsibility for decisions

and implemen-tation

Delegating Telling

Providespecific instructions; closely supervise performance

Leadership styles match the situation.

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Blake-Mouton’s Theory

Concern for

People

Country clubmanager

Teamleader

Middle-of-the-road manager

Managerial Grid

Impoverished manager

Authoritarianmanager

9A great deal

1Very little

A great deal9

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Fiedler’s Contingency Theory

• Favorableness of the leadership environment is determined by three factors:– Leader-member relations: The degree of trust that

followers have in their leaders.

– Task structure: The extent to which tasks are defined.

– Position power: The degree of power and influence a leader has over subordinates.

• Leaders should change the factors rather than changing their style.

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Leadership Styles

• Transactional:– Offers promise of

reward or threat of discipline.

– Looks for deviation from rules.

– Intervenes when standards are not met.

– Abdicates responsibility and avoids making decisions.

• Transformational: – Provides vision and

sense of mission.

– Communicates high expectations.

– Promotes intelligence and problem solving.

– Gives personal attention and coaches.

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Performance Management System

Drives business results that accomplish the goals of the organization.

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Fostering a High-Performance Workplace

• Executive support.

• Challenging work environment.

• Employee engagement activities.

• Resources and tools.

• Performance management training.

• Continual feedback.

• Consistent management practices.

Organizations must provide:

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Individual Performance Appraisals

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Appraisal Methods

• Category rating – Simple marking of

performance level

– Graphic scale, checklist, forced choice

• Comparative – Compares performance

of employees

– Ranking, paired comparison, forced distribution

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• Narrative methods – Written narrative

appraisals

– Essay, critical incidents, field review

• Special methods – Designed to overcome

appraisal difficulties

– MBO and BARS

Which appraisal method is best exemplified by the following?

A. BARS

B. Forced distribution

C. Graphic scale

D. Ranking

Answer: C

Quality

LowHigh1 2 3 4 5

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Errors in Performance Appraisal

Contrast

Centraltendency

Leniency

Strictness

Bias

Primacy

Recency

Halo/horn

Errors

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Legal Performance Appraisals

• Performance appraisal methods must be:

– Valid and free of discrimination.

– Based on formal evaluation criteria.

– Based on personal knowledge and interaction with employees.

– Designed to prevent one manager from overinfluencing an employee’s career.

– Based on equitable treatment of all employees.

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Appraisal Feedback Guidelines

• Describe the behavior; don’t judge it.

• Assume an attitude of helpfulness.

• Empathize and listen actively.

• Give specific examples.

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Documentation Guidelines

• Document as situations happen.

• Keep notes on all employees, not just a few.

• Use objective criteria.

• Support job-related observations with facts, but avoid conclusions.

• Focus on deficiencies, not causes.

• Remember that others will read your document.

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