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TRANSCRIPT
3-1 © SHRM
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 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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U.S. Patent and Trademark Acts
© SHRM 3-5
U.S. Patent Act
• Gives the patent owner the right to prevent others from making, using, selling, or importing anything that practices the invention.
• Generally a company has “shop rights” to patents created at work.
Trademark Act
• Provides for the registration and protection of trademarks and service marks.
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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HRD
• Provides employees with the skills to meet current and future job demands.
• Aligns HRD activities with organization's goals.
Organization’s strategic goals
HRD activities
Business results 3-7 © SHRM
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 3-8 © SHRM
The Learning Organization
Organization is characterized by its capability to adapt to changes in its environment.
Learning is accomplished by the organizational system as a whole. Systems thinking is practiced. Employees network internally and externally. Change is embraced.
Failures become opportunities to learn.
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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: C 3-10 © 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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Low-Context Culture High-Context Culture Communication is direct, structured, and specific. Shared background is not assumed.
Communication is less clear because of common understandings and a shared culture.
A higher value is placed on the words spoken than on the nonverbal communication.
Meanings are derived from nonverbal communication.
Behavior and beliefs are spelled out explicitly.
Face-saving and tact are balanced with the need to communicate fully and frankly.
SPHR only
Organizational Culture
Give members an organizational
identity. Facilitate
commitment. Promote system
stability.
Shape behavior. Impact an
organization’s success or failure.
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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:
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Process-Flow Chart
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Control Chart
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Cause-and-Effect Diagram
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Scatter Diagram
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Histogram
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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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Visual
Auditory
Kinesthetic
Retention
Retention will be increased by appealing to all learning styles.
Approximate retention rate
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Learning Curves
Decreasing returns Increasing returns 3-30 © SHRM
Learning Curves
S-shaped curve Plateau curve 3-31 © SHRM
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
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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: B 3-35 © 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
(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.
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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 3-39 © SHRM
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 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
Systematic development process used to create employee learning that aligns with strategic goals.
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Assessment SPHR only
Form basis for evaluation.
Identify programs and target audience.
Find performance
gaps.
Identify needs.
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 centers B. Focus groups C. Interviews D. Surveys
Answer: D
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SPHR only
Design
Decisions are made regarding: • 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
• Other types – Executive – Wellness – Harassment prevention
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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:
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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: Reaction Measures reaction of participants to the training.
Level 2: Learning Measures 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: Behavior Measures a change in behavior.
Level 4: Results Measures 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
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
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Model for Career Development
Late career
Mid career
Early career establishment and achievement
Organizational entry
Occupational preparation
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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. Mentoring B. Fast track C. Job enrichment D. 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.
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Succession and Replacement Planning
Fast-track programs speed the development of potential leaders.
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Succession
• Long-term; 12-36 months.
• Focuses on leadership talent for the future.
• Develops leaders capable of filling multiple assignments.
Replacement
• Short-term; 0-12 months.
• Focuses on immediate needs.
• Develops backup staff for key positions.
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
• Behavior aimed at meeting the social and emotional needs of groups and individuals.
• Helping group members and explaining decisions.
Consideration (employee-centered)
• Behavior aimed at careful supervision of work methods and performance levels.
• Clarifying roles and setting goals.
Initiating structure (job-
oriented)
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Hersey-Blanchard’s Theory
Leadership styles match the situation.
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Blake-Mouton’s Theory
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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, BARS
Which appraisal method is best exemplified by the following?
A. BARS B. Forced distribution C. Graphic scale D. Ranking
Answer: C
Quality
Low High 1 2 3 4 5
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Errors in Performance Appraisal
Contrast
Central tendency
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 will read your
document. 3-81 © SHRM