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Module 3: Human Resource Development

18% PHR19% SPHR

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.

HRD

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

• Aligns HRD activities with organization's goals.

Organizationalstrategic goals

HRD activities

Business results

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An organization 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 organization selects people who will receive training.

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

C. Learning is connected to organizational goals.

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

Answer: C3-5© SHRM

Focuses on:• Expertise sharing and

organizational learning.• Knowledge retention

and recovery of knowledge lost due to employee attrition.

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Knowledge Management

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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Low- and High-Context Cultures

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SPHR only

Elements for HR Success

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Copyright Act

• Protects literary, artistic, or other 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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Equal Access to Training

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

– Title VII of the Civil Rights Act of 1964.– Uniform Guidelines on Employee Selection

Procedures.– Americans with Disabilities Act (ADA).– Age Discrimination in Employment Act (ADEA).– Uniformed Services Employment and Reemployment

Rights Act (USERRA).

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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, flexible work and staffing, diversity programs, quality initiatives

Interpersonal

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Technological Structural

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:

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ProcessInputs Outputs

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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People

Assembly Failures

Cosmetic defects

Wrong packaging

Label error

Wrong part used

Assembled wrong

Method

Unable to adjust

Failed test

Material

Unit leaks

Surface roughness on sealing surfaces

Low-cost supplier

Tried to cut corners

Deburring machine

Machine

Milling machine

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).

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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 organization

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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Levels of

Learning

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom’s Taxonomy

Highest level of learning

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.

Managers operate from an authoritative style.

People do not inherently dislike work.

People do not like rigid control and threats.

Under proper conditions, people do not avoid responsibility.

Managers operate from a participative style.

(Rigid control) (Autonomy)Continuum

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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 organizational 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 Reinforce-

ment

Negative Reinforce-

mentPunishment Extinction

Person repeats desired behaviors to gain a desired reward.

Person works to avoid an undesirable consequence.

Response causes something negative to occur.

Unlearning undesired behavior because of no response or reinforcement.

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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

Form basis for evaluation.

Identifyprogramsand targetaudience.

Find performance

gaps.

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

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Needs Assessment Process

1. Gather data.

2. Determine training needs.

3. Propose solutions.4. Calculate cost.

5. Implement.

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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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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 Attainable

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 an animated graphic, a job aid, or a

module of a course.

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

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Types of Training Programs

• Skill development– Basic or remedial– Technical– Sales– Interpersonal– Quality– New technology

• Other types– Executive– Personal development– Wellness– Diversity– Workplace violence– Ethics– Harassment/discrimination

prevention

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Delivery Methods and Media

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

− Synchronous or asynchronous

• Blended learning• On-the-job training

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

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.

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Evaluation Levels

Kirkpatrick’s Levels of Evaluation

Evaluation Comparison

Frequency of Use Ease of Use Value of

Information Reaction Learning Behavior Results

Highest

Lowest

Highest

Lowest

Lowest

Highest

Level

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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

• Development and integration of HR processes that attract, develop, engage, and retain the knowledge, skills, and abilities that will meet current and future needs– Strategic approach to human capital management– Increases workplace productivity and ability to

compete

• Should be aligned with organizational goals and executed as an ongoing process

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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 • Competition for talented

resources

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Orientation andOnboarding Programs

• Orientation provides initial exposure to:– Organizational information.– Policies, procedures, and benefits.– Work context.

• Onboarding promotes assimilation into:– Organizational culture and norms.– Specific departments and functions.– Support systems (e.g., mentoring, work/life

balance).

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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– Apprenticeship and continuing education– Committee participation– Job rotation, enlargement, and enrichment

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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 Career Ladders

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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Employee Needs

• Flexible staffing– Flextime/telecommuting.

– Compressed workweek.

– Job sharing.

– Phased retirement.

• Diversity– Training 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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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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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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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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Emotional Intelligence

• Ability to be sensitive to and understand emotions of others and to manage own emotions

• Four branches:– Perceiving emotion– Using emotion to facilitate thought– Understanding emotion– Regulating emotion

• Positive correlation between leadership effectiveness and emotional intelligence quotient (EQ)

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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.• Performance

management training.

• Continual feedback.• Resources and tools.• Consistent

management practices.

Organizations must provide:

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Individual Performance Appraisals

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Appraisal Methods

• Category rating methods – Simple marking of

performance level

– Graphic scale, checklist, forced choice

• Comparative methods – Compare 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, BARS

Which appraisal method is best exemplified by the following?

A. BARS

B. Forced distribution

C. Graphic scale

D. Ranking

Answer: C

Quality

HighLow1 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 of 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 may read your

comments.

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