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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
Page 8
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
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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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