3-1© shrm module 3: human resource development 18% phr 19% sphr any student use of these slides is...
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3-1© SHRM
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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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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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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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
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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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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Levels of
Learning
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom’s Taxonomy
Highest level of learning
Lowest level of learning
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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
© SHRM 3-37
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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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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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
Concern for Production (Task)3-70© SHRM
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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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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