twin cities human resources association shrm … · human resource development introduction ......

Twin Cities Human Resources Association SHRM Certification Preparation Course – Fall 2013

Human Resource Development Session 3

K. David Hirschey, MAIR, SPHR, GPHR Minneapolis, MN

2013 K. David Hirschey, Minneapolis, MN

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Topics for Session 9

18% PHR (32 questions) 19% SPHR (33 questions)

• Key Legislation Overview • HRD Introduction • Adult Learning and Motivation • HRD Assessment • Training and Development • Performance Management • Talent Management and Career Development • Organizational Development Strategies • Management and Leadership


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Human Resource Development Introduction Overview: What is Human Resource Development (HRD)?

“Ensures that the knowledge, skills, attributes (KSA’s) and performance of the workforce meets current and

future needs of the organization.” Key HRD activities within the organization include:

1. Support the organizational mission and strategy 2. Enhance workforce flexibility to meet and anticipate

market conditions 3. Increase employee engagement 4. Increase productivity and quality 5. … and reduce performance deficiencies 6. Meet regulatory requirements 7. Reduce learning time and costs 8. Promote personal and professional development 9. Reduce accidents 10. Lower turnover and absenteeism 11. … 12. …

How are these items accomplished?

1. Participate in the strategic planning process 2. Provide education and training 3. Link outcomes of HRD to organization goals 4. … 5. … 6. ...


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Key Legislative Overview Copyright Act (1976) Copyright is a legal concept, giving the creator of an original work exclusive rights to it, usually for a limited time. Generally, it is "the right to copy", but also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other, related rights.

Several exclusive rights typically attach to the holder of a copyright: 1. to produce copies or reproductions of the work and to sell those copies

(including, typically, electronic copies) 2. to import or export the work 3. to create derivative works (works that adapt the original work) 4. to perform or display the work publicly 5. to sell or assign these rights to others 6. to transmit or display by radio or video

The rules for determining whether a protected work is in the public domain can be summarized as follows: 1. Any work published on or before December 31, 1922 is now in the public

domain. 2. Works published between January 1, 1923 and December 31, 1978, inclusive,

are protected for a term of 95 years from the date of publication, with the proper notice.

3. But, if the work was published between 1923 and December 31, 1963, when there was a (non-automatic) "renewal term," the copyright owner may not have renewed the work. If he or she did not renew, the original term of protection (28 years) will have expired and these works will be in the public domain. Check the Stanford "Determinator" to determine renewal status for works published during these years.

4. After 1978, the way we measure the term of protection changes. It is no longer related to a date of publication, but rather runs for 70 years from the date the author dies (called, "life of the author" plus 70 years). Further, publication is irrelevant.

5. Works are protected whether they are published or not. 6. Finally, those works that were created before December 31, 1978, but never

published, are now protected for the author plus 70 years.


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U.S. Patent Act (1952) A patent is a right granted by a government to an inventor in exchange for the publication of the invention; it entitles the inventor to prevent any third party from using the invention in any way, for an agreed period. Three Kinds of Patents: • Utility • Design • Plant U.S. Trademark Law (1946) is mainly governed by the Lanham Act. A trademark is a word, phrase, or logo that identifies the source of goods or services. Trademark law protects a business' commercial identity or brand by discouraging other businesses from adopting a name or logo that is "confusingly similar" to an existing trademark. Title VII, Civil Rights Act (1964, et al,) and Uniform Guidelines on Employee Selection Procedures (1978) • Equal Access to Training and Development The Age Discrimination in Employment Act of 1967 (ADEA) Americans with Disabilities Act (1990) • Reasonable Accommodation • Equal Access to Training and Development

Uniformed Services Employment and Reemployment Rights Act of 1994 (USERRA) Legislation Question #1. An employee wants to obtain a patent for an invention she created at work.

The right of the employee is governed by:

A. The US Patent Act. B. A contract between the employer and the employee. C. Intellectual property rights. D. The specifics of the design patent.


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Human Resource Development Components Human Resource Development is a set of systematic activities:

– designed to provide necessary skills

– to meet current and future job demands

Source: Adapted from P. A. McLagan, Models for HRD Practice • Training & Development • Career Development • Organizational Development HRD Professional Competencies - HR Competency Study by Brockbank and Ulrich

1. HR Technology

2. Business Knowledge

3. Personal Credibility

4. Strategic Contribution

5. HR Delivery Demonstrating HRD Capability • Strategic Alignment • Seeking Input • Four Key Principles of HRD Capability

1. Link HRD to Business Goals – Strong Customer Focus 2. Systems View of Performance 3. Measure for Continuous Improvement 4. Run Training and Development like a Business


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1. Link to Business Goals • Focus on Business Issues • Adapt to Change • Promote Learning • Clarify HRD’s Role • Cost-Effective Solutions • Keep Customer In Mind • Measure What Matters • Market HRD 2. Systems View of Performance • Organization capable of adapting to change • Peter Senge’s The Fifth Discipline

a. System Thinking b. Personal Mastery c. Mental Models d. Shared Vision e. Team Learning

Learning Organizations - Learning Climate

1. Performance Based 2. How to Learn 3. Develop KSA’s 4. Personal Responsibility 5. Learning Styles 6. Everyone’s Job 7. Continuous Process


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Organizational Learning a) “A learning organization is a type of organization in and of itself that has

“learned” to react and adapt to its environment”

b) Learning activities and/or processes

c) Three Levels of Organizational Learning: • Individual (self-study) • Group (department skills training) • Organizational (shared insights) 3. Measure for Continuous Improvement 1) 2) 3) 4) 5) 4. Run Training and Development like a Business 1) 2) 3) 4) 5) HRD Introductory Question #2. To deal with aggressive global competition, a company downsized and

modified its strategic business plan. The most important thing the Training &Development function can do is:

A. Identify training costs. B. Promote acceptance and change in employee behavior. C. Evaluate the effectiveness of current training. D. Link training and development to the new strategic plan.


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Adult Learning Andragogy: consists of learning strategies focused on adults. It is often interpreted

as the process of engaging adult learners with the structure of learning experience. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles.

Pedagogy is defined as “The function or work of learning where the focus is on what the instructor does as opposed to what the participants do; usually refers to teaching children.” Knowles' theory can be stated with six assumptions of adult learning:

1. Adults need to know the reason for learning something (Need to Know) 2. Experience (including error) provides the basis for learning activities

(Foundation). 3. Adults need to be responsible for their decisions on education; involvement

in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate relevance

to their work and/or personal lives (Readiness). 5. Adult learning is problem-centered rather than content-oriented

(Orientation). 6. Adults respond better to internal versus external motivators (Motivation).

Resistance to Learning

1. Lack of Trust

2. Peer Group Pressure

3. Low Tolerance for Change Trainability = Motivation x Ability x Perceptions of the Work Environment


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Adult Learning Styles • Visual learners prefer seeing what they are learning. Pictures and images help them

understand ideas and information better than explanations. A phrase you may hear these learners use is "The way I see it is." The Instructor needs to create a mental image for the visual learner as this will assist in the ease of holding onto the information.

• Auditory learners prefer to hear the message or instruction being given. These adults

prefer to have someone talk them through a process, rather than reading about it first. A phrase they may use is "I hear what you are saying." Some of these learners may even talk themselves through a task, and should be given the freedom to do so when possible.

• Kinesthetic (tactile) learners want to sense the position and movement of the skill or task. These learners generally do not like lecture or discussion classes, but prefer those that allow them to "do something." These adults do well learning a physical skill when there are materials available for hands-on practice.

Retention is based on a candidates Participation Method (aka involvement):

1. Lecture 2. Reading 3. Demo 4. Discuss 5. Practice 6. Use …

Learning Curves Learning is acquiring new or modifying existing knowledge, skills, or abilities and may involve synthesizing different types of information. Progress over time tends to follow learning curves. In common terms, a learning curve is a graphical representation of the changing rate of learning for a given activity or tool. Generally speaking all learning displays incremental change over time, but the following describes different appearances depending on the time scale of observation.


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Decreasing Returns: The learning or advancement increases rapidly at first and then the rate of development slows or changes marginally over time. This is the most common type of learning curve. Example: After person learns to use a ‘computer mouse’ and the ‘click and drag’ is mastered the rate of learning slows. Increasing Returns: The learning is comparatively slow first and then the rate of development increases as basic skills are learned. This is the most common type of learning curve when an individual is initially learning something entirely new. Example: An individual is utilizing tax preparation software and becomes ‘faster and more comfortable’ after experience with the software and taxing schedules.

S-shaped Curve: A combination of increasing and decreasing returns, where learning or progress is slow at first, then a subject may experience a burst of learning that produces a rapid rise on the graph. Example: Typical of R&D efforts.

Plateau Curve: What people might call a plateau may be a period of stability after a skill is learned as well as it can be learned – learning is fast at first, but then slows or levels out with little or no progress. Example: An experienced salesperson implements a new sales or negotiating technique and initially has success followed by sales levels smoothing out.


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Bloom’s Taxonomy • 6 Levels of Cognitive Learning

Highest Level

Evaluation: Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?

Synthesis: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

Analysis: Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.

Application: Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Questions like: Which kinds of apples are best for baking a pie, and why?

Comprehension: Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Questions like: Compare the health benefits of eating apples vs. oranges.

Knowledge: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. Questions like: What are the health benefits of eating apples?

Lowest Level

Adult Learning Question #3. What is a characteristic of an adult learner?

A. Directed by others. B. Resistant to change. C. Inflexible. D. Focus on “real world” issues.


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Assessment of HRD Needs ‘Common’ Instructional Design Model: ADDIE

A = Assessment

D = Design

D = Development

I = Implementation

E = Evaluation Needs Assessment (A=Analysis) • Process by which an organization’s HRD needs are identified and articulated

to help organization achieve its goals • Benefits to be obtained • Levels:

1. Organizational 2. Task 3. Individual

Factors Affecting Needs Assessment • Internal:

• Changes in Equipment • Procedural Changes • Mergers & Acquisitions • Technology • Size (+/-) • Products

• External:

• Changes in Skills • Demographics


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• Laws & Regulations

Needs Assessment Steps 1. Gather data

2. Determine training needs

3. Propose solutions

4. Determine costs

5. Choose approach/solution and implement

HRD Assessment Methods • Surveys and Questionnaires • Interviews • Performance Appraisals • Observation • Tests • Assessment Centers • Focus Groups • Document Review • Advisory Committees Design Phase (D=Design) • Goals: Purpose

– Who? – What? – Why?

• Objectives: Results

– Focus for design – Define outcomes – Ensuring transfer


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• Target Audience – Aptitude

– Prior Knowledge and Skills – Attitudes and Perceptions

• Instructional Designer

– In-House – Off-the-shelf

Design Phase - Objectives

S = Specific M = Measurable

A = Action Oriented R = Realistic T = Timely

Development Phase (D= Development) Behavioral Objective Format • Situation • Skill (Verb) • Object of Behavior (Noun) • Qualifier • Example: Given a Model 5500 copier, adjust the printing quality to highest

level. Training Methods • Case Studies • Demonstrations • Group Discussions • Reading • Structured Exercise • Presentation • Action Learning Question: Which method is most effective for which group or type of learner … and why?


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Training Delivery • Projected Materials

– Video – Film Clips – Computer

• Non-projected Materials – Flip Charts – Diagrams – Photos

• Audio Recordings • CBT (Computer Based Learning) • Virtual: Tele-Conference, Webcast, VoIP, etc. Types of Training • Orientation / Onboarding • Skills Training • Skill Development • Supervisory Training • Executive Training • Personal Growth • Mandated Training • Diversity Training Implementation Phase (I= Implementation) 5-Step Model

1. Conduct Pilot Programs 2. Revise Content 3. Schedule Program 4. Communicate Program 5. Implement Program


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Facilitators: • Training Expert • SME • Monitor • Consultant • Active Listener • Summarizer • Re-focuser • Teacher Evaluation Phase (E= Evaluation)

1. Measuring the Effectiveness 2. Identify Strengths and Weaknesses 3. Involves all Key Stakeholders 4. Determines Cost-Benefit Ratio 5. Determines Appropriateness 6. Gathers Data

Principal Evaluation Models • Brinkerhoff’s Six Stages • Kirkpatrick’s Four Levels Brinkerhoff’s Six Stages

1. Goal Setting 2. Program Design 3. Program Implementation 4. Immediate Outcomes 5. Intermediate Use of Outcomes 6. Impact and Value

Major Benefits:

– Can respond to evaluation results and adjust the program – Ask different questions and use different methods for six stages


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Kirkpatrick’s 4 Levels Level: Evaluates: 1) Reaction How participant felt 2) Learning Did specific learning occur 3) Behavior Change of behavior (on the job) 4) Results Affected company goals Evaluation Methods 1) Reaction 2) Learning 3) Behavior 4) Results Tests Performance Checklist Tests Incidents Appraisals Questionnaire Pre & Post 360 Degree Progress Towards Interview Control Group Feedback Objectives Simulation ROI Analysis Observation General Evaluation Sources for evaluating HRD programs:

• Facilitator / Trainer • Participants • Management

… ask the Customer!

Training Phases Questions A. #4. Decisions regarding delivery methods and materials are made during which

training phase? A. Analysis. B. Design. C. Development. D. Implementation.

#5. Which of the following evaluation methods provides the MOST valuable

measurement information? Which method is ‘easiest’ and / or most common? A. Reaction

B. Learning. C. Behavior. D. Results.


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Globalization (SPHR only) 1. Continued expansion of global business and interdependence of

countries. 2. Impact of different cultures 3. Offshoring 4. Corporate social responsibilities and governance 5. Terrorism, safety and security 6. Technology 7. Development of workers

Dr. Geert Hofstede – most notable work was in developing cultural dimensions theory. Five primary dimensions:

1. Power distance 2. Uncertainty avoidance 3. Individualism / collectivism 4. Masculinity / femininity 5. Long term / short term orientation

Edward T. Hall – in his 1976 book Beyond Culture identified Low/High-context cultures.

Low context l Many connections l Short term duration l Communication is direct, structured and specific l Value place on words, less on nonverbal

High context l Fewer, but close connections l Long term duration l Communication is less clear and defined l Nonverbal communication is important l Face saving and tact important

Globalization Question #6. Which of the following is MOST representative of a high context culture?

a) Simple, direct conversation b) Nonverbal communication c) Messages aimed at an individual d) Use of metaphor and analogy


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Performance Management Steps to improve quality and employee performance: 1) Identify organizational Values & Goals (to be effective should be

“SMART” goals) 2) Set and communicate performance standards

Ø Behaviors Ø Results

3) Measure Results and Provide Feedback Ø Performance Appraisal

Performance Management Individual Appraisals Five Steps:

1. Observe Employee 2. Identify + and – 3. Rate against Objectives 4. Provide Feedback 5. Set Goals for Improvement

Group Appraisals Performance Appraisal Methods • Category Rating Methods

Ø Graphic Scale Ø Checklist Ø Forced Choice

• Comparative Methods

Ø Ranking Ø Paired Comparison Ø Forced Distribution

• Narrative Methods

Ø Essay Ø Critical Incidents Ø Field Review

• MBO • BARS


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Common Performance Management Errors in Appraisal Process Rating errors are errors in judgment, which occur in a systematic manner when an individual observes and evaluates another. What makes this error so difficult to correct is the observers are usually unaware they are making them. Be sensitive to the following tendencies that can bias appraisal ratings. 1. Halo Effect - The “halo effect” means seeing an employee as “all good”,

because a particular characteristic over-shadows characteristics of equal or greater importance. One limitation can act to obscure the employee's strengths; or one strength can obscure several limitations.

2. Recency Effect - If an employee makes an outstanding contribution or a

serious mistake just before the appraisal, the event may assume undue importance in influencing your rating over the entire appraisal period.

3. Negative and positive leniency errors are committed by the manager who is

either too hard or too easy in rating employees. In the Performance Appraisal process, positive leniency may raise unwarranted expectations of the employee for raises, promotions or challenging job assignments. Positive leniency usually occurs when an individual feels uncomfortable giving negative feedback. With negative leniency or toughness/strictness, the employee may get tired of banging his/her head against the wall, because no matter how hard the individual tries, the boss cannot be satisfied. In both instances, the result can be the same: the employee stops working hard. It is interesting to note from anecdotal evidence that employees generally do not like supervisors who are tough unfairly, and they do not respect supervisors who are too lenient in their ratings. In the latter case, it is demotivating to see someone who is lazy receive the same high rating as someone who is a hard worker.

4. Central Tendency - This is the tendency to rate almost every employee as “average”. This is committed by the person who wants to play it safe. It obscures real differences in employee performance, can be demotivating and negatively impacts ability to reward performance.

5. Contrast Effect - There is a natural tendency to give an “average”

employee undeservedly high or low performance ratings if other employees in their same job classification tend to be unusually ineffective or effective, respectively. This involves evaluating a person relative to other individuals


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rather than the requirements of the job. 6. First impression error refers to the tendency for a manager to make an

initial favorable or unfavorable judgment about an employee and then ignore (or perceptually distort) subsequent information, so as to support the initial impression.

7. Similar-to-me Effect - This error is a tendency on the part of raters to judge

more favorably those people whom they perceive as similar to themselves. 8. Biases and Stereotypes - Wittingly or unwittingly, most individuals have

biases against certain characteristics (e.g., obesity or a style of clothing) or for certain characteristics (e.g., values and opinions compatible with their own). In addition, some individuals inadvertently classify people into stereotypes (e.g., “the ideal employee,” “the college dropout”). Unfortunately, most people are unaware of their own prejudicial tendencies and their effect on performance evaluations.

9. Hasty Judgments - A sense of infallibility encourages some people to make

quick decisions without obtaining sufficient information. A hasty judgment, whether positive or negative, markedly diminishes the accuracy of Performance Appraisals. After a judgment is made, people often tend to seek further information agreeing with the judgment and avoid or reject information disagreeing with the judgment (i.e., selective observation). Accurate evaluations require withholding judgments until sufficient, pertinent information is gathered.

10. Misinterpreting Information - Some individuals have a tendency to

misinterpret performance information because they project their own attitudes, drives and feelings onto an employee. For example, a person who is highly motivated and achievement-oriented may tend to see these characteristics in others and interpret performance with these characteristics in mind.

11. Inflating performance ratings - Ratings should be accurate reflections of

how you actually assess an employee's performance. Giving employees higher ratings than they deserve is dishonest. While this may cause employees to be more satisfied with their ratings (at least for the present) and allow you to avoid the unpleasantness of communicating "less than expected" ratings, it also leads to several negative consequences for you, the employee, your work group and the company as a whole. For example, it


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sends a false signal to the employee, which may jeopardize later career progress. It reinforces and encourages lower productivity from the individual and the work group and undermines the company's “Reward for Performance” philosophy.

Appraisal errors are minimized by clear standards and objectives and by reviewing the completed appraisal form with your manager. Before discussing the completed appraisal form with the employee, review it with your manager to ensure agreement concerning the employee's performance. Your manager may have some additional information and suggestions for you to consider due to their broader basis of comparison and experience. Also, knowing that you have your manager's support should make you more confident in discussing your appraisal with the employee. Performance Management Legal Considerations

Ø Free of Discrimination Ø Job-Related Ø Personal Knowledge

Feedback

Ø Describe Behavior, Do not Judge It Ø Attitude of Helpfulness Ø Show Concern Ø Give Specific Examples

Performance Management Question #7. A manager is tempted to rate an employee’s performance as excellent based on the employee’s performance the past 6 months. By deciding that the employee’s earlier performance must be considered as well, the manager avoided which appraisal error?

A. Bias. B. Leniency. C. Recency. D. Contrast.


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Career Development Terms:

Ø Career Management Ø Career Planning Ø Career Development

Career Development’s Three Key Players: Ø Individual Ø HRD Professional Ø Manager

• Coach • Appraiser • Adviser • Referral Agent

Career Development Five Stage Model 1. Occupational Preparation 2. Organization Entry 3. Early Career 4. Mid-Career 5. Late Career

Career Development Tools & Activities • Self-Assessment • Coaching • Job Matching Systems • Employee Development • 360 Degree Feedback • Mentoring

Self-Assessment Tools • Self-Study • CBT Programs • On-Line/Internet • Career Planning Seminars • Career Interest Inventories / Tests

Individual Coaching / Counseling • Mentoring • Career Coach • Executive Coach


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Job Matching Systems • Replacement Planning • Succession Planning • Internal Job Postings • Expatriation and Repatriation • Dual-Ladder Path • Internal Mobility Employee Development Programs • Tuition Reimbursement • Vestibule Training • Internship/Apprenticeship • Job Rotation • Job Enlargement • Fast-Track Program Career Development

• Career Challenges Plateaued Careers Glass Ceilings

• Ending a Career Outplacement Programs Early Retirement Options Mentoring Community Goodwill Career Development Question #8. The organization has decided to provide special development for high

performing individuals. Which career development program is this organization implementing?

A. Dual-Ladder program. B. Coaching. C. Fast-track program. D. Job enrichment.


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Management and Leadership The Leader’s Role Leadership – “the ability of one individual to influence a group or another individual toward the achievement of goals” – both formally or informally Stephen Covey – Leadership vs. Management § Leadership – direction, vision, mission; Management – speed, structures,

systems Two parts to leadership:

1. vision and direction, values and purposes, 2. inspiring and motivating people to work together John P Kotter – Leadership vs. Management § Managers: Plan & budget, organize & staff, control & problem solve. Focus:

predictability & order. § Leaders: Establish direction, align people, motivate and inspire. Focus: Useful

change … Management Leadership – ‘Coping’ with day-to-day operations – Influence

– Toward achievement of goals Leadership Practices: Kouzes & Posner – The Leadership Challenge – Five leadership practices:

Ø Challenge Process Ø Shared Vision Ø Enable Others Ø Role Model Ø Encourage the Heart

Leadership Theories Where Do Leaders Come From? § Born leaders (e.g. Drucker, U of MN – “MN Twins” study (NOT baseball) –

61% of leadership traits hereditary. § Made leaders – “MN Twins” – 39% - not heredity – some traits can be learned.


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Leadership Training § Job experiences – Center for Creative Leadership survey – 38% learning

opportunities from challenging jobs – learning by doing. § Mentoring relationships – learning from other people – 21% of executive

development. § Usually boss or manager – serve as sponsor and coach.

§ Formal training – 9% to 20%. Obstacles to Leadership Development John W. Gardner – On Leadership – five obstacles:

1. Slowly developing crises 2. Suppressive effects of large, complex organizations 3. Prestige of specialist professional training 4. Educational systems – too much emphasis on individual performance 5. Negative publicity associated with public office

Trait Theories (Qualities of leaders – e.g. great people models) § Five personal characteristics:

1. Intelligence 2. Dominance 3. Self-confidence 4. High levels of energy and activity 5. Task-relevant knowledge

Behavioral Leadership Theories - impact of leader behavior on performance & satisfaction of followers Two dimensions of leadership:

• Consideration – employee-centered behavior – meet social and emotional needs of group members

• Initiating structure – job-oriented behavior – careful supervision. Motivation Theories 1. All human behavior is caused 2. All behavior directed toward achieving a goal 3. Each person is unique (heredity and environment). § Content Theories – what events or outcomes motivate behavior. § Process Theories – how different events or outcomes motivate behavior.


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Maslow’s Hierarchy of Needs (content) 1. Basic physical needs 2. Safety and security 3. Belonging and love 4. Esteem 5. Self-actualization

Herzberg’s Motivation-Hygiene Theory (content)

§ Hygiene factors or needs – extrinsic factors – dissatisfaction if they are not there. Work environment: job security, pay, and working conditions

§ Motivation factors or needs – intrinsic – lead to job satisfaction. Opportunity for recognition, achievement, and personal growth

McClelland’s Theory (content)

§ High achievers – set difficult but achievable goals, prefer to work on a problem, concerned with personal achievement, seek situations where they can get concrete feedback

McGregor’s Theory X and Theory Y

§ Theory Y manager – employees dislike rigid controls – need to be motivated.

§ Theory X manager – employees inherently don’t like to work and need to be controlled.

Vroom’s Expectancy Theory (process)

§ Individuals see certain behaviors linked to certain outcomes § Expectancy – belief that a chance exists that a certain effort will lead to

certain outcomes Equity Theory – J.S. Adams (process)

§ People want to be treated fairly; compare themselves to others – look for equity

Self-efficacy – Judgments people make about their ability to execute the courses of

action necessary to deal with prospective situations


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B.F. Skinner’s Behavioral Reinforcement Theory § Behavior determined by its consequences – positive reinforcement –

behavior modification. § Intervention strategies:

1. Positive reinforcement 2. Negative reinforcement 3. Punishment 4. Extinction – absence of a response to a situation (ignore it)

§ Reinforcement schedule:

1. Fixed interval: Reinforce after specific time – e.g. paycheck 2. Fixed ratio: After specific number of responses – e.g. piece rate pay 3. Variable interval: At random times – e.g. occasional praise 4. Variable ratio: Reinforce after random number of responses – e.g.

random quality checks Applying Motivation Theories Motivational applications:

§ Positive reinforcement § Role modeling § Planned intervention

Morale – high morale an important result of effective leadership Goal setting Rewards – intrinsic and extrinsic

§ Formal extrinsic rewards: pay, fringe benefits, bonuses, promotions § Nature of work – intrinsic – meaningful § Work environment

Pay-for performance systems – do they work? – not everyone is motivated equally. Cross-cultural differences – most motivation systems developed in U.S. – may not be as effective in other countries.


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Summary Robbins – Essentials of Organizational Behavior – reminds managers:

1. Recognize individual differences 2. Match people with jobs 3. Use goals 4. Ensure that goals are perceived as attainable 5. Check the system for equity 6. Consider money …

Situational Leadership Theories Hersey-Blanchard

§ More maturity – more relationship and less task. § Four tasks of leader, based on subordinate’s maturity:

1. Delegating to subordinates (highest maturity) 2. Participating with subordinates 3. Selling ideas to subordinates 4. Telling subordinates what to do for employees who are less mature

The key is to match the leadership style with the situation – may change over time.

Blake & Mouton Managerial Grid (1,1 to 9,9)

§ Concern for people (the Y axis), Concern for task (the X axis) § Four types of leaders:

1. Authoritarian (9,1) – high task, low people 2. Team (9,9) – positive example, foster a team environment (Ideal

position) 3. Country club (1,9) – good old’ boy – comfy atmosphere 4. Impoverished (1,1) – delegate and disappear

Contingency Leadership Theories § Fiedler – Success of leader depends on the interaction of leadership style &

situation favorableness. § Three factors:

1. Leader-member relations 2. Task structure 3. Position power

§ Certain leadership styles are more effective in some situations than others.


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Leadership Styles

McLean & Weitzel – Transactional vs. Transformational approaches § Transactional: (bad? … +/-) contingent reward, management by exception,

laissez faire (avoids decisions) § Transformational: (good? … +/-) charisma, inspiration, stimulation,

individualism (personal attention) § Sometimes a combination of the two is effective …

Issues Affecting Leadership 1) Gender Differences – (news flash) – men and women are different – some

nature (physiology, etc.), some nurture (social roles in childhood, etc.). § Women tend to be more relational in leadership; men tend toward task. § …

2) Generational Characteristics 3) Cross-Cultural Differences 4) 5) 6) Summary Effective Leadership:

1. Trust your subordinates 2. Develop a vision 3. Keep your cool 4. Encourage risk 5. Be an expert 6. Invite dissent 7. Simplify

Leadership Question #9. A difference between management and leadership is that:

A. Management aligns people to the vision and strategies; leadership establishes a structure for accomplishing plan requirements.

B. Management energizes people; leadership organizes people to solve problems.

C. Management establishes the vision; leadership establishes detailed steps and timetables.

D. Management delegates responsibility and authority for carrying out the plan; leadership communicates the direction by words and deeds.


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Organizational Development OD is a systematic planned process to enhance effectiveness of an organization and well being of its members through planned interventions. In essence, OD is a planned system of change. Organizational Development Initiatives:

Ø Change Entire System Ø Most Strategic of HRD Ø Diagnose & Solve Own Problems

Used When:

Ø Merger or Acquisition Ø Low Trust / High Stress Ø Lacks Ability to Manage Conflict

OD Theories Change Process – Lewin: Unfreezing, Moving, Refreezing – Implementation: Design and implement specific goals targeted at managing

change process Organizational Culture “Organization culture is the shared attitudes and perceptions in an organization. It is made up of corporate values and behaviors as well as environmental and organization realities that influence the organization. It binds members together and influence how they think about themselves, their fellow employees, and their work”. Organizational culture fulfills four basic functions

1. Organizational identity 2. Facilitates collective commitment 3. Promotes system stability 4. Shapes behavior by helping members make sense of their surroundings


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Employee Involvement Strategies Employee Involvement (EI) – “ a planned and orderly attempt to link the shared interests of the employee and the company for their mutual benefit” Benefits of Employee involvement:

§ Fosters consensus decision making § Fosters employee commitment to decisions § Improves commitment to organizational goals and objectives § Provides greater team and organizational identity § Produces better decisions § Encourages self-training for work group members § Improves Quality of Work Life (QWL) by meeting employee needs for involvement § Ensures employee criticism with a constructive orientation

The Role of Human Resources in Employee Involvement Communications, maintain programs, help management to trust employees. Participative Management Concepts § Power or influence shared between management and employees. § Employee input valued – may also be given discretion to act. § Managers – linking pin – create atmosphere of cooperation. § To be effective – open to ideas – produce results. § Must include organizational commitment. Job Design § Structure jobs to improve organizational efficiency and employee satisfaction. § Frederick W. Taylor – concept of scientific management – three techniques:

1. Division of labor – divide jobs to the smallest components 2. Standardization – uniform tasks – more efficient 3. Specialization – repeat the same task – become more proficient

§ Hawthorne studies – Western Electric – changes in environmental factors (lighting, etc.) less important than social interaction – spawned the human relations movement – increase worker motivation to improve productivity


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Definitions § Every job is a combination of tasks, duties and responsibilities

§ Task – piece of assigned work activity § Duty – number of tasks – larger segment of work § Responsibilities – obligations to perform certain tasks and duties

§ Job design – look at task, duties, responsibilities and impact content has on people

Job Characteristics Hackman and Oldham – five important design characteristics for motivation and satisfaction:

1. Skill variety – more is better 2. Task identity – “whole” unit of work – see it from start to finish 3. Task significance – substantial impact on other people 4. Autonomy – freedom and discretion 5. Feedback – clear information – how well or how poorly you are doing.

§ Job enlargement – broadening the scope of a job by expanding the number

of different tasks to be performed.

§ Job rotation – variation of job enlargement – horizontal integration. § Job enrichment – increasing the depth of a job by adding employee

responsibility for planning, organizing, controlling and evaluating the job. – vertical integration.

Work teams – sets of two or more people who are equally accountable for accomplishing an objective or task. Self-directed work teams – autonomy – set its own criteria for achieving its goals Ideal team member: § Commits § Cooperates § Communicates § Contributes


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Task forces – temporary grouping – to achieve a specific objective. Quality Circles – problem-solving, morale-building method that use group participation to prepare recommendations for management. Employee Suggestion Systems – YES! Alternative Work Schedules § Flextime – established number of hours per week – starting and ending times

vary o Core times – everyone present – e.g. 9:30 am – 4:00 p.m. o Flextime does not vary from day to day

§ Compressed work week – full week’s work accomplished in fewer than five days § Regular part-time – fewer than 30 hours per week § Job sharing – two part-time employees share one full-time job. § Phased retirement § Home-based work or telecommuting (note: productivity gains of 15% - 20%) Employee Stock Ownership Plans (ESOPs) Bonus plans by which employees gain ownership in the organization for which they work. Findings on Corporate Culture From Heskett and Kotter “Corporate Culture and Performance”

1) Can have a significant impact on a firm’s long-term economic performance

2) Important factor in determining the success or failure of organizations in the future

3) Corporate cultures that inhibit long-term financial performance are not rare 4) Although difficult to change, corporate cultures can be made more

performance enhancing Culture is always changing ... Three key characteristics of successful cultures: 1. Strong, 2. Appropriate, 3. Adaptive.


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Phases of OD • Diagnose Environment • Develop Action Plan • Implement Change • Evaluate Results OD Interventions Categories: Types of Interventions: Interpersonal Team Building Technological Life / Work Programs Structural Diversity Programs Total Quality Management TQM Philosophies TQM Gurus • W Edwards Deming • Joseph Duran • Phillip Crosby Quality is a never-ending process • Find and eliminate problems • Identify and satisfy customers • Eliminate waste, as well as encourage pride and teamwork • Create an environment conducive to creativity Systems Theory • Essential to the Quality movement • A system is composed of interacting parts that work together to achieve an

objective • Intended to absorb inputs, process them, and produce outputs. Quality Tools • Process-flow analysis • Control chart • Cause-and effect diagram • Scatter diagram • Histogram • Pareto chart


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Theory of Constraints - Goldratt Steps to improvement:

1. Identify the system constraint 2. Decide how to exploit the constraint 3. Subordinate everything else 4. Elevate the constraint 5. Go back to step #1, … but beware of inertia

Six Sigma A disciplined, data-driven approach and methodology for eliminating defects:

– Process must not produce more than 3.4 defects per million opportunities – DMAIC Process-define, measure, analyze, improve and control – Roles: Black Belts, Green Belts, and Master Black Belts

HRD Summary • Vital to Organizational Success • Strategic Partner • Linked to other HR Functions • Plays Major Role • Rewarding Profession • Continuous Learning

OD Question #9. A company found there were numerous delays in response to customer

inquiries. Which OD approach should be evaluated to avoid future delays?

A. Interpersonal. B. Procedural. C. Structural. D. Technological.


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Sources: • ASTD Models for Human Performance by W. Rothwell • Leader-Manager by J. Williamson, WLC • Strategic Managing of HR by Douglas, Klein & Hunt • The Fifth Discipline by Peter Senge • Five Essentials of Legally Sound Training by B. Repa • Six Training Trends by S. Heathfield • Designing an Effective Training Evaluation Process by W. Carr • Principles and Practices of TQM by T. Cartin • Marking Presentations by T. Hindle • The Big Book of Business Games by Newstrom & Scannell • Training Methods that Work by L. Hart, Ed.D. • www.SHRM.org

twin cities human resources association shrm … · human resource development introduction ......

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