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3-1© SHRM
Module 3: Human Resource Development
17% PHR (38 questions)17% SPHR (38 questions)
Any student use of these slides is subject to the same License Agreement that governs the student’s use of the SHRM Learning System materials.
Copyright Act
• Protects literary, artistic, or 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.
3-2© SHRM
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
3-3© SHRM
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
3-4© SHRM
U.S. Patent and Trademark Acts
© SHRM 3-5
Equal Access to Training
• Equal access to training and career development is guaranteed by:
– Title VII of the Civil Rights Act.
– The Uniform Guidelines on Employee Selection Procedures.
– The Americans with Disabilities Act (ADA).
– The Age Discrimination in Employment Act (ADEA).
– The Uniformed Services Employment and Reemployment Rights Act (USERRA).
3-6© SHRM
HRD
• Provides employees with the skills to meet current and future job demands.
• Aligns HRD activities with organization's goals.
Organization’sstrategic 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.
3-9© SHRM
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: C3-10© SHRM
Knowledge Management
3-11© SHRM
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
3-12© SHRM
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
3-13© SHRM
High- and Low-Context Cultures
3-14© SHRM
Organizational Culture
3-15© SHRM
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
3-16© SHRM
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
3-17© SHRM
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:
ProcessInputs Outputs
3-18© SHRM
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
3-19© SHRM
Control Chart
3-20© SHRM
Cause-and-Effect Diagram
3-21© SHRM
AssemblyFailures
Wrong part used
Surface roughness onsealing surfaces
Low-costsupplier
MaterialMethod
Label error
Assembled wrong
Failed test
Cosmetic defects
Unable to adjust
Unit leaks
Wrong packaging
Tried to cutcorners
Deburringmachine
Millingmachine
Machine People
Scatter Diagram
3-22© SHRM
Histogram
3-23© SHRM
Number of Transactions
150
0
25
50
75
100
125
Time in Seconds
30 60 90 120
Pareto Chart
3-24© SHRM
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.
3-25© SHRM
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.
3-26© SHRM
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
3-27© SHRM
Learning Styles
3-28© SHRM
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
3-29© SHRM
Learning Curves
Time
Lea
rnin
g
Decreasing returns
TimeL
earn
ing
Increasing returns
3-30© SHRM
Learning Curves
S-shaped curve Plateau curve
Time
Lea
rnin
g
TimeL
earn
ing
3-31© SHRM
Bloom’s Taxonomy
Highest level of learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lowest level of learning
3-32© SHRM
Maslow’s Hierarchy of Needs
3-33© SHRM
Herzberg’s Motivation-Hygiene Theory
ExtrinsicHygieneFactors
Pay
Supervision Coworkers
WorkingConditions
+ MotivationIntrinsic
MotivationFactors
Recognition Achievement
PersonalGrowth
=
3-34© SHRM
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.
3-36© SHRM
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.
People want security in their work above all.
People do not inherently dislike work.
People do not like rigid control and threats.
Under proper conditions, people do not avoid responsibility.
People want security but also have other needs such as self-actualization and esteem.
3-37© SHRM
(Rigid control) (Autonomy)Continuum
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?
3-38© SHRM
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
3-40© SHRM
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.
3-41© SHRM
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:
3-42© SHRM
The ADDIE Model
Assessment Design Development
ImplementationEvaluation
Systematic development process used to create employee learning that aligns with strategic goals.
3-43© SHRM
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
3-44© SHRM
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
3-45© SHRM
Needs Assessment Process
1. Gather data.
2. Determine training needs.
3. Propose solutions.4. Calculate cost.
5. Implement.
SPHR only
3-46© SHRM
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
3-47© SHRM
SPHR only
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
3-48© SHRM
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.
3-49© SHRM
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
3-50© SHRM
• 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
3-51© SHRM
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
3-52© SHRM
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
3-53© SHRM
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
3-54© SHRM
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
3-55© SHRM
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
3-56© SHRM
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
3-57© SHRM
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
3-58© SHRM
Career Development
Career management:organizationalfocus
Career development occurs when the needs of theorganization and the individual coincide.
Career planning:individual focus
3-59© SHRM
Model for Career Development
3-60© SHRM
Career Development Programs
• Employee self-assessment
• Individual coaching/counseling
• Employee development programs– Job rotation, enlargement, and enrichment
– Apprenticeship and continuing education
– Committee participation
3-61© SHRM
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
3-62© SHRM
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
3-63© SHRM
Succession and Replacement Planning
Fast-track programs speed the development of potential leaders.
3-64© SHRM
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
3-65© SHRM
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.
3-66© SHRM
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
3-67© SHRM
Behavioral Dimensions of Leadership
3-68© 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.
3-69© SHRM
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
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.
3-71© SHRM
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.
3-72© SHRM
Performance Management System
Drives business results that accomplish the goals of the organization.
3-73© SHRM
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:
3-74© SHRM
Individual Performance Appraisals
3-75© SHRM
Appraisal Methods
• Category rating – Simple marking of
performance level
– Graphic scale, checklist, forced choice
• Comparative – Compares performance
of employees
– Ranking, paired comparison, forced distribution
3-76© SHRM
• Narrative methods – Written narrative
appraisals
– Essay, critical incidents, field review
• Special methods – Designed to overcome
appraisal difficulties
– MBO and BARS
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
3-77© SHRM
Errors in Performance Appraisal
Contrast
Centraltendency
Leniency
Strictness
Bias
Primacy
Recency
Halo/horn
Errors
3-78© SHRM
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.
3-79© SHRM
Appraisal Feedback Guidelines
• Describe the behavior; don’t judge it.
• Assume an attitude of helpfulness.
• Empathize and listen actively.
• Give specific examples.
3-80© SHRM
Documentation Guidelines
• Document as situations happen.
• Keep notes on all employees, not just a few.
• Use objective criteria.
• Support job-related observations with facts, but avoid conclusions.
• Focus on deficiencies, not causes.
• Remember that others will read your document.
3-81© SHRM