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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 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

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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

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