18% PHR
19% SPHR
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3-1

Time
Decreasing returns
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Time
Increasing returns
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Time
S-shaped curve
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Time
Plateau curve
3-3

Levels of
Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Highest level of learning
Lowest level of learning
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Off the Job
Education, religion, personal growth
Approval of family, friends, community
Family, friends, community groups
Freedom from war, pollution
Self-
Actualization
Esteem
(self and others)
Belonging and Love
On the Job
Opportunities for growth development, problem solving, creativity
Training, recognition, high status, increased responsibilities
Safety and Security
Physiological Needs
(air, food, drink, shelter, sleep, sex)
Work groups, clients, coworkers, supervisors
Working conditions, employment security, pay, and benefits
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3-5

Herzberg’s Motivation-Hygiene Theory
Pay
Working
Conditions
Extrinsic
Hygiene
Factors
+
Personal
Growth
Intrinsic
Motivation
Factors
= Motivation
Supervision Coworkers Recognition Achievement
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3-6

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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3-7

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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3-8

McGregor’s Theory X and Theory Y
X Y
Theory X

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.

Managers operate from an authoritative style.
Theory Y

People do not inherently dislike work.

People do not like rigid control and threats.

Under proper conditions, people do not avoid responsibility.

Managers operate from a participative style.
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• 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?
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3-10

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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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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3-12

Skinner’s Behavioral Reinforcement Theory
Positive
Reinforcement
Person repeats desired behaviors to gain a desired reward.
Negative
Reinforcement
Person works to avoid an undesirable consequence.
Punishment
Response causes something negative to occur.
Extinction
Unlearning undesired behavior because of no response or reinforcement.
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3-13

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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3-14

Organizational
Task
Individual
Examines KSAs needed as organizations and jobs change.
Compares job requirements with employee knowledge and skills.
Focuses on individual employees and how they perform.
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3-15

1. Gather data.
5. Implement.
2. Determine training needs.
4. Calculate cost.
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3-16
3. Propose solutions.

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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3-17

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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3-18

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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3-19

• Skill development
– Basic or remedial
– Technical
– Sales
– Interpersonal
– Quality
– New technology
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• Other types
– Executive
– Personal development
– Wellness
– Diversity
– Workplace violence
– Ethics
– Harassment/discrimination prevention
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• 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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• Program is delivered to the audience.
• Most visible step in the ADDIE process.
• Primary tasks are:
Utilizing pilot programs
Revising content
Scheduling the program
Announcing and implementing the program
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3-22

• 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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3-23

Kirkpatrick’s Levels of Evaluation
Evaluation Comparison
Level Frequency of Use Ease of Use
Reaction Highest Highest
Value of
Information
Lowest
Learning
Behavior
Results Lowest Lowest Highest
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3-24

Level 1: Reaction
Measures reaction of participants to the training.
Checklists
Questionnaires
Interviews
SPHR only
Level 2: Learning
Measures the learning of facts, ideas, concepts, theories.
Post-measures
Pre-/post-measures
Pre-/post-measures with control group
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3-25

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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• 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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