Module 3: Human Resource
Development
17% PHR (38 questions)
17% SPHR (38 questions)
© SHRM
3-1
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.
© SHRM
• 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
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
© SHRM
3-3
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
© SHRM
3-4
U.S. Patent and Trademark Acts
U.S. Patent Act
• Gives the patent
owner the right to
exclude others from
making, using, or
selling anything that
embodies the
invention.
• Generally a
company has “shop
rights” to patents
created at work.
© SHRM
Trademark Act
• Provides for the
registration and
protection of
trademarks and
service marks.
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).
© SHRM
3-6
HRD
• Provides employees
with the skills to meet
current and future
job demands.
• Aligns HRD activities
with organization's
goals.
Organization’s
strategic goals
HRD activities
Business results
© SHRM
3-7
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.
B.
C.
D.
Time management training
Data collection and analysis training
Leadership training
Conflict resolution training
Answer: B
© SHRM
3-8
The Learning Organization
Organization is characterized by its capability
to adapt to changes in its environment.
Systems thinking is practiced.
Employees network internally
and externally.
Change is embraced.
Failures become opportunities
to learn.
© SHRM
3-9
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: C
© SHRM
3-10
Knowledge Management
Facilitates information exchange and transfer
between employees.
Encourages creativity and innovation.
Taps expertise of those leaving the organization.
Assists in documenting policies and procedures.
© SHRM
3-11
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.
© SHRM
3-12
Hofstede’s Value Dimensions
SPHR only
Culture affects training topics and methods.
• Power distance (paternal vs. democratic managers)
• Uncertainty avoidance (risk as uncomfortable vs. risk
as an opportunity)
• Individualism/collectivism (emphasis on person vs.
group)
• Masculinity/femininity (clear vs. flexible gender
roles)
• Long-term/short-term view (immediate gain vs.
building for the future)
© SHRM
3-13
Competencies
• Sets of behaviors that encompass skills,
knowledge, abilities, and personal attributes that
are critical to work accomplishment.
• Core competencies must be developed as they are
essential to business operations.
• May be defined on an organizational or individual
basis.
• Are aligned to the organization’s strategic goals
and performance management system.
© SHRM
3-14
Organizational Culture
Shared values and perceptions that:
Give members an
organizational
identity.
Facilitate
commitment.
Shape behavior.
© SHRM
Promote system
stability.
Impact an
organization’s
success or
failure.
3-15
OD Intervention Process
3.
Evaluate
the results.
1.
Diagnose
the environment.
HR roles:
• Change agent
• Evaluator
2.
Develop
an action plan.
© SHRM
3-16
OD Interventions
Interpersonal
• Work relationships
between employees
•
•
•
•
Technological
Structural
Process analysis
Job design
Specialization
Work flow
analysis
• Span of control
• Reporting
relationships
Examples: Team building, diversity, flexible work
and staffing, and quality initiatives
© SHRM
3-17
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:
Inputs
© SHRM
Process
Outputs
3-18
Process-Flow Chart
Coordinator identifies judgment issue and develops questionnaire.
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.
Coordinator looks
for consensus.
Coordinator accepts consensus judgment as group's choice.
© SHRM
3-19
Control Chart
Control Chart for Surface Finish
150
Upper Control Limit
Surface Finish (Microinches)
130
110
Process Center
90
70
50
Lower Control Limit
30
1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49
Measurement Number
© SHRM
3-20
Cause-and-Effect Diagram
Machine
People
Label error
Cosmetic defects
Deburring
machine
Wrong part used
Wrong packaging
Milling
machine
Assembled wrong
Assembly
Failures
Unit leaks
Unable to adjust
Tried to cut
corners
Failed test
Method
© SHRM
Low-cost
supplier
Surface roughness on
sealing surfaces
Material
3-21
Scatter Diagram
Income
Level
Education Level
© SHRM
3-22
Histogram
150
125
100
Number of
Transactions
75
50
25
0
30
60
90
120
Time in Seconds
© SHRM
3-23
Pareto Chart
100%
100
90
90%
93%
80%
86%
80
80%
70
70%
72%
60
90%
60%
63%
50%
50
45%
40
40%
30
30%
20
20%
10
23%
22%
18%
9%
6%
8%
4%
3%
7%
10%
0
0
Unit
leaks
Wrong
parts used
Failed
test
Assembled
wrong
Label
error
Cosmetic Unable to Wrong
defects
adjust packaging
Other
Number of Occurrences
© SHRM
3-24
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.
© SHRM
3-25
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.
© SHRM
3-26
Which of the following is LEAST likely to
affect a participant’s readiness to learn?
A.
B.
C.
D.
Motivation
Ability
Tenure with the company
Perceptions of the work environment
Answer: C
© SHRM
3-27
Learning Styles
Visual
Auditory
Kinesthetic
© SHRM
3-28
Retention
Retention will be increased by appealing to all
learning styles.
I m m ediat e use of lear ning
90%
80%
Pr act ic e by doing
70%
Approximate
retention rate
60%
50%
Dis cussion
40%
Dem onst r at ion
30%
20%
10%
Reading
Lect ur e
Degree of part i ci pat i on
© SHRM
3-29
Learning
Learning
Learning Curves
Time
Time
Decreasing returns
Increasing returns
© SHRM
3-30
© SHRM
Learning
Learning
Learning Curves
Time
Time
S-shaped curve
Plateau curve
3-31
Bloom’s Taxonomy
Highest level
of learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Lowest level
of learning
© SHRM
3-32
Maslow’s Hierarchy of Needs
Off the Job
Education, religion, personal growth
Approval of family, friends, community
On the Job
SelfActualization
Opportunities for growth development, problem solving,
creativity
Esteem
(self and others)
Training, recognition, high status, increased
responsibilities
Family, friends, community groups
Belonging and Love
Work groups, clients, coworkers, supervisors
Freedom from war, pollution
Safety and Security
Working conditions, employment security
and benefits
Food, water, sex
© SHRM
Basic Physical Needs
Base salary—paycheck
3-33
Herzberg’s MotivationHygiene Theory
Working
Conditions
Pay
Extrinsic
Hygiene
Factors
Supervision
© SHRM
Coworkers
Personal
Growth
+
Intrinsic
Motivation
Factors
Recognition
=
Motivation
Achievement
3-34
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
© SHRM
3-35
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.
© SHRM
3-36
McGregor’s Theory X and Theory Y
X
(Rigid control)
Continuum
Theory X
Y
(Autonomy)
Theory Y
 People inherently dislike work  People do not inherently
and will try to avoid it.
dislike work.
 People have to be coerced and  People do not like rigid
threatened with punishment if
control and threats.
the organization’s goals are to
be met.
© SHRM
 Most workers like
direction and will avoid
responsibility.
 Under proper conditions,
people do not avoid
responsibility.
 People want security in their
work above all.
 People want security but also
have other needs such as selfactualization and esteem.
3-37
Vroom’s Expectancy Theory
• Key variable is level of effort.
• Decision to exert the effort depends upon
three factors.
Should I
exert
effort?
© SHRM
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
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
© SHRM
3-39
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.
© SHRM
3-40
Skinner’s Behavioral
Reinforcement Theory
Positive
Negative
Reinforcement Reinforcement
Person works
to earn a
reward.
© SHRM
Person works
to avoid an
undesirable
result.
Punishment
Extinction
Behavior is
punished to
prevent similar
occurrences.
Behavior is
ignored in
the hope that
it will stop.
3-41
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.
© SHRM
3-42
The ADDIE Model
Assessment
Design
Development
Evaluation
Implementation
Systematic development process used to create
employee learning that aligns with strategic goals.
© SHRM
3-43
Assessment
SPHR only
Identify
needs.
Form basis
for evaluation.
Purpose of
Assessment
Find
performance
gaps.
Identify
programs
and target
audience.
© SHRM
3-44
Needs Assessment Levels
SPHR only
Organizational
Task
Individual
© SHRM
Examines KSAs needed as
organizations and jobs
change.
Compares job requirements
with employee knowledge and
skills.
Focuses on individual
employees and how they
perform.
3-45
Needs Assessment Process
SPHR only
1. Gather data.
5. Implement.
2. Determine
training needs.
4. Calculate cost.
3. Propose solutions.
© SHRM
3-46
SPHR only
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
© SHRM
3-47
Design
Decisions are made
regarding:
• Goals and objectives.
• Target audience
(aptitude, prior
knowledge, and
attitudes).
• Selection of an
instructional designer.
© SHRM
Training objectives use
the SMART format:
S
M
A
R
T
Specific
Measurable
Action-oriented
Realistic
Timely
3-48
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.
© SHRM
3-49
Types of Training Programs
• Orientation and onboarding
– Initial exposure to the
organization
– Expansion of
orientation and
assimilation into the
organization
© SHRM
• Skill development
– Remedial
– Sales and quality
– Technology
• Specialized training
programs
– Executive
– Wellness
– Harassment
3-50
Delivery Methods and Media
• Classroom training
• Self-directed study
• E-learning
− Synchronous or
asynchronous
• Blended learning
• On-the-job training
• Vestibule training
© SHRM
Dependent on:
• Learning objectives
• Cost limitations
• Time frame
• Equipment
• Audience
3-51
Implementation
• Program is delivered to the audience.
• Most visible step in the ADDIE process.
• Primary tasks are:
Utilizing pilot
programs
© SHRM
Revising
content
Scheduling
the
program
Announcing and
implementing the
program
3-52
Evaluation
SPHR only
• 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.
© SHRM
3-53
Evaluation Levels
SPHR only
Kirkpatrick’s Levels of Evaluation
Evaluation Comparison
Reaction
Frequency of Use
Ease of Use
Value of
Information
Highest
Highest
Lowest
Lowest
Lowest
Highest
Learning
Behavior
Results
© SHRM
3-54
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
Post-measures
Pre-/post-measures
Interviews
Pre-/post-measures with
control group
© SHRM
3-55
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
Progress toward
organizational objectives
360-degree feedback
Performance appraisals
Simulations/observations
ROI, cost-benefit analysis
© SHRM
3-56
Talent Management
SPHR only
• 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.
© SHRM
3-57
Forces Impacting
Talent Management
SPHR only
Staffing
challenges
• Reliance on contingent workers
• Retirement of baby boomers and
likely labor shortage
• Shortage of knowledge workers
• Diversity of workforce
Economy/ • Economic conditions
job market • Global and domestic competition
© SHRM
3-58
Career Development
Career management:
organizational
focus
Career planning:
individual focus
Career development occurs when the needs of the
organization and the individual coincide.
© SHRM
3-59
Model for Career Development
Occupational preparation
Organizational entry
Early career establishment
and achievement
Mid career
Late career
© SHRM
3-60
Career Development Programs
• Employee self-assessment
• Individual coaching/counseling
• Employee development programs
– Job rotation, enlargement, and enrichment
– Apprenticeship and continuing education
– Committee participation
© SHRM
3-61
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
© SHRM
3-62
Dual-Ladder Programs
Identify meaningful career paths for people who are not
interested in traditional management roles.
Level 5
Chief Information Officer
Level 5
Senior Technical Specialist
Level 4
Director
Level 4
Technical Specialist
Level 3
Department Head
Level 3
Technical Lead
Level 2
Senior Information Systems Specialist
Level 1
Information Systems Specialist
© SHRM
3-63
Succession and
Replacement Planning
Succession
• Long-term; 12-36
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 back-up
staff for key
positions.
Fast-track programs speed the development of
potential leaders.
© SHRM
3-64
Unique Employee Needs
SPHR only
• Flexible work
arrangements
–
–
–
–
Flextime/telecommuting.
Compressed workweek.
Job sharing.
Phased retirement.
• Diversity
– Facilitates communication
and productivity among all
employees.
© SHRM
• Expatriation
– Sending employees
abroad and supporting
their ability to succeed.
• Repatriation
– Reintegrating
employees into their
home country.
3-65
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.
© SHRM
3-66
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
© SHRM
3-67
Behavioral Dimensions
of Leadership
Consideration
(employeecentered)
• Behavior aimed at meeting the social
and emotional needs of groups and
individuals.
• Helping group members and
explaining decisions.
Initiating
structure (joboriented)
• Behavior aimed at careful
supervision of work methods and
performance levels.
• Clarifying roles and setting goals.
© SHRM
3-68
Hersey-Blanchard’s Theory
Leadership styles match the situation.
High


Selling
Participating
Share ideas and
facilitate in
Relationship decision making
Behavior
(Supportive
Behavior)
Low
Relationship/
Low Task
Delegating

Low
© SHRM
High
Relationship/
Low Task
Turn over
responsibility
for decisions
and implementation
High
Task/
High
Relationship
Explain decisions
and provide
opportunity
for clarification
Provide
specific
instructions;
closely supervise
performance
Task Behavior
(Guidance)
High Task/
Low
Relationship
Telling

High
3-69
Blake-Mouton’s Theory
Managerial Grid
A great deal
9
Country club
manager
Concern
for
People
Team
leader
Middle-of-theroad manager
Impoverished
manager
Authoritarian
manager
1
Very little
9
A great deal
Concern for Production (Task)
© SHRM
3-70
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.
© SHRM
3-71
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.
© SHRM
• Transformational:
– Provides vision and
sense of mission.
– Communicates high
expectations.
– Promotes intelligence
and problem solving.
– Gives personal
attention and coaches.
3-72
Performance Management System
Drives business results that accomplish the goals
of the organization.
Organizational values and goals
Performance management standards
Employee performance/behaviors
Measurement and feedback
Business results and employee growth
© SHRM
3-73
Fostering a HighPerformance Workplace
Organizations must provide:
• Executive support.
• Challenging work
environment.
• Employee engagement
activities.
• Resources and tools.
© SHRM
• Performance
management training.
• Continual feedback.
• Consistent
management practices.
3-74
Individual Performance Appraisals
1. Observe employee performing
the job.
5. Set goals for performance
improvement.
4. Provide reinforcing and
corrective feedback on
employee performance.
© SHRM
2. Identify and record strengths and
areas for improvement.
3. Rate employee on progress toward
previously stated objectives.
3-75
Appraisal Methods
• Category rating
– Simple marking of
performance level
– Graphic scale, checklist,
forced choice
• Comparative
– Compares performance
of employees
– Ranking, paired
comparison, forced
distribution
© SHRM
• Narrative methods
– Written narrative
appraisals
– Essay, critical incidents,
field review
• Special methods
– Designed to overcome
appraisal difficulties
– MBO and BARS
3-76
Which appraisal method is best
exemplified by the following?
High
1
2
3
4
5
Low
Quality
A.
B.
C.
D.
BARS
Forced distribution
Graphic scale
Ranking
Answer: C
© SHRM
3-77
Errors in Performance Appraisal
Halo/horn
Contrast
Central
tendency
Recency
Errors
Leniency
Primacy
Bias
Strictness
© SHRM
3-78
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.
© SHRM
3-79
Appraisal Feedback Guidelines
•
•
•
•
Describe the behavior; don’t judge it.
Assume an attitude of helpfulness.
Empathize and listen actively.
Give specific examples.
© SHRM
3-80
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.
© SHRM
3-81