1. 3-1© SHRM 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.

2. Learning Curves Decreasing returnsIncreasing returns 3-2© SHRM

3. Learning Curves S-shaped curvePlateau curve 3-3© SHRM

4. Bloom’s Taxonomy Highest level of learning Lowest level of learning 3-4© SHRM

5. Maslow’s Hierarchy of Needs 3-5© SHRM

6. Herzberg’s Motivation-Hygiene Theory 3-6© SHRM

7. 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 3-7© SHRM

8. 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. 3-8© SHRM

9. McGregor’s Theory X and Theory Y (Rigid control)(Autonomy)Continuum © SHRM3-9

10. Vroom’s Expectancy Theory Key variable is level of effort. Decision to exert the effort depends upon three factors. 3-10© SHRM

11. 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 3-11© SHRM

12. 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 3-12© SHRM

13. Skinner’s Behavioral Reinforcement Theory Positive Reinforce- ment Negative Reinforce- ment PunishmentExtinction 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. 3-13© SHRM

14. 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: 3-14© SHRM

15. 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 3-15© SHRM

16. Needs Assessment Process 1. Gather data. 2.Determine training needs. 3. Propose solutions. 4. Calculate cost. 5. Implement. 3-16© SHRM

17. 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 3-17© SHRM

18. 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 3-18© SHRM

19. 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. 3-19© SHRM

20. 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 3-20© SHRM

21. Delivery Methods and Media 3-21© SHRM 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

22. Implementation Program is delivered to the audience. Most visible step in the ADDIE process. Primary tasks are: 3-22© SHRM

23. 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. 3-23© SHRM

24. Evaluation Levels 3-24© SHRM

25. 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 3-25© SHRM

26. 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 3-26© SHRM

27. 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 3-27© SHRM