1. Module 3: Human Resource Development 18% PHR
19% 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.
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2. HRD
Provides employees with the skills to meet current and future job demands.
Aligns HRD activities with organization's goals.
Organizational
strategic goals
HRD activities
Business results
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3. A. Time management training B. Data collection and analysis training
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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4. The Learning Organization
Organization is characterized by its capability to adapt to changes in its environment.
Learning is accomplished by the organizational system as a whole.
Systems thinking is practiced.
Employees network internally and externally.
Change is embraced.
Failures become opportunities to learn.
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5. 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: C
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6. Knowledge Management Focuses on:
Expertise sharing and organizational learning.
Knowledge retention and recovery of knowledge lost due to employee attrition.
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7. Global Impact on HRD
SPHR only
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.
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8. Hofstede’s Value Dimensions
SPHR only
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)
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9. Low- and High-Context Cultures
SPHR only
Low-Context Culture
High-Context Culture
Communication is direct, structured, and specific. Shared background is not assumed.
Communication is less clear because of common understandings and a shared culture.
A higher value is placed on the words spoken than on the nonverbal communication.
Meanings are derived from nonverbal communication.
Behavior and beliefs are spelled out explicitly.
Face-saving and tact are balanced with the need to communicate fully and frankly.
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10. Elements for HR Success
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11. 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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12. B. An article in an HR magazine C. An HR textbook revised in 1997
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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13. 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.
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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14. 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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15. Organizational Culture
Shared values and perceptions that:
Give members an organizational identity.
Facilitate commitment.
Promote system stability.
Shape behavior.
Impact an organization’s success or failure.
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16. OD Intervention Process1.
Diagnose
the environment. 2.
Develop
an action plan. 3.
Evaluate
the results.
HR roles:
Change agent
Evaluator
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17. OD Interventions Interpersonal Technological Structural
Work relationships between employees
Process analysis
Job design
Specialization
Work-flow analysis
Span of control
Reporting relationships
Examples: Team building, flexible work and staffing, diversity programs, quality initiatives
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18. 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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19. Process-Flow Chart
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20. Control Chart
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21. Cause-and-Effect Diagram
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22. Scatter Diagram
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23. Histogram
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24. Pareto Chart
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25. 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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26. 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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27. C. Tenure with the organization D. Perceptions of the work environment
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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28. Learning Styles
Visual
Auditory
Kinesthetic
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29. Retention
Retention will be increased by appealing to all learning styles.
Approximate retention rate
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30. Learning Curves
Decreasing returns
Increasing returns
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31. Learning Curves
S-shaped curve
Plateau curve
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32. Bloom’s Taxonomy Highest level of learning Lowest level of learning
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33. Maslow’s Hierarchy of Needs
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34. Herzberg’s Motivation-Hygiene Theory
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35. Which of the following intrinsic factors affect an employee’s willingness to do the job?
A. Opportunities for recognition and relationship with coworkers
B. Opportunities for personal growth and achievement
C. Working conditions and job security
D. Job environment and pay
Answer: B
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36. 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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37. McGregor’s Theory X and Theory Y
(Rigid control)
Continuum
(Autonomy)
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38. Vroom’s Expectancy Theory
Key variable is level of effort.
Decision to exert the effort depends upon three factors.
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39. A first-line supervisor desires a management position
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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40. = Adams’s Equity Theory
Based on the fact that people want to be treated fairly.
Inputs:
effort, education, seniority =
Outcomes:
pay, status,
benefits
Tension exists when similar inputs do not equal similar outcomes. Employees may adjust their behavior or quit their jobs.
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41. Skinner’s Behavioral Reinforcement Theory
Positive Reinforce-ment
Negative Reinforce-ment
Punishment
Extinction
Person repeats desired behaviors to gain a desired reward.
Person works to avoid an undesirable consequence.
Response causes something negative to occur.
Unlearning undesired behavior because of no response or reinforcement.
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42. Applications of Motivational Theories
Motivational theories are the basis for:
Positive reinforcement.
Design of work and work environment (intrinsic).
Goal setting.
Formal extrinsic rewards.
Pay-for-performance systems.
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43. The ADDIE Model
Systematic development process used to create employee learning that aligns with strategic goals.
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44. Assessment Purpose of Assessment needs. Find Form basis performance
for evaluation.
Identify
programs
and target
audience.
Find
performance
gaps.
needs.
Purpose of
Assessment
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45. Needs Assessment Levels
Examines KSAs needed as organizations and jobs change.
Organizational
Compares job requirements with employee knowledge and skills.
Task
Focuses on individual employees and how they perform.
Individual
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46. Needs Assessment Process
1. Gather data.
Determine
training needs.
3. Propose solutions.
4. Calculate cost.
5. Implement.
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47. Which assessment method would be MOST appropriate to assess the training needs for a national chain of 550 retail stores?
A. Assessment centers
B. Focus groups
C. Interviews
D. Surveys
Answer: D
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48. Design Decisions are made regarding: Goals and objectives.
Target audience (aptitude, prior knowledge, and attitudes).
Selection of an instructional designer.
Training objectives use the SMART format:
S Specific
M Measurable
A Attainable
R Realistic
T Timely
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49. 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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50. 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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51. Delivery Methods and Media
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
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52. Implementation Program is delivered to the audience.
Most visible step in the ADDIE process.
Primary tasks are:
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53. 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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54. Evaluation Levels Kirkpatrick’s Levels of Evaluation
Evaluation Comparison
Frequency of Use
Ease of Use
Value of
Information
Reaction
Learning
Behavior
Results
Highest
Lowest
Level
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55. Levels of Evaluation: 1 and 2
SPHR only
Level 1: Reaction
Measures reaction of participants to the training.
Level 2: Learning
Measures the learning of facts, ideas, concepts, theories.
Checklists
Questionnaires
Interviews
Post-measures
Pre-/post-measures
Pre-/post-measures with control group
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56. Levels of Evaluation: 3 and 4
SPHR only
Level 3: Behavior
Measures a change in behavior.
Level 4: Results
Measures organizational results.
Performance tests
Critical incidents
360-degree feedback
Simulations/observations
Progress toward organizational objectives
Performance appraisals
ROI, cost-benefit analysis
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57. 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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58. 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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59. Orientation and Onboarding 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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60. Career Development
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61. Model for Career Development
Late career
Mid career
Early career establishment and achievement
Organizational entry
Occupational preparation
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62. 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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63. D. Expatriation/repatriation Answer: A
A mid-level manager might regularly meet with a senior executive during which career development option?
A. Mentoring
B. Fast track
C. Job enrichment
D. Expatriation/repatriation
Answer: A
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64. Dual Career Ladders
Identify meaningful career paths for people who are not interested in traditional management roles.
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65. Succession and Replacement Planning
Long-term; months.
Focuses on leadership talent for the future.
Develops leaders capable of filling multiple assignments.
Replacement
Short-term; 0-12 months.
Focuses on immediate needs.
Develops backup staff for key positions.
Fast-track programs speed the development of potential leaders.
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66. Employee Needs Flexible staffing Diversity Expatriation Repatriation
SPHR only
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.
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67. 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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68. 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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69. Behavioral Dimensions of Leadership
Behavior aimed at meeting the social and emotional needs of groups and individuals.
Helping group members and explaining decisions.
Consideration (employee-centered)
Behavior aimed at careful supervision of work methods and performance levels.
Clarifying roles and setting goals.
Initiating structure (job-oriented)
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70. Blake-Mouton’s Theory
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71. Hersey-Blanchard’s Theory
Leadership styles match the situation.
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72. 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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73. Leadership Styles Transactional: Transformational:
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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74. 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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75. Performance Management System
Drives business results that accomplish the goals of the organization.
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76. Fostering a High-Performance Workplace
Organizations must provide:
Executive support.
Challenging work environment.
Employee engagement activities.
Performance management training.
Continual feedback.
Resources and tools.
Consistent management practices.
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77. Individual Performance Appraisals
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78. Appraisal Methods Category rating methods Comparative methods
Simple marking of performance level
Graphic scale, checklist, forced choice
Comparative methods
Compare performance of employees
Ranking, paired comparison, forced distribution
Narrative methods
Written narrative appraisals
Essay, critical incidents, field review
Special methods
Designed to overcome appraisal difficulties
MBO, BARS
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79. Which appraisal method is best exemplified by the following?
Quality
High
Low
A. BARS
B. Forced distribution
C. Graphic scale
D. Ranking
Answer: C
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80. Errors in Performance Appraisal
Contrast
Central
tendency
Leniency
Strictness
Bias
Primacy
Recency
Halo/horn
Errors
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81. 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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82. 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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83. 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 may read your comments.
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