Module 3: Human Resource

Development

© SHRM 3-1
 HRD

• Provides employees Organization’s

with the skills to meet strategic goals
current and future
job demands.
• Aligns HRD activities
with organization's HRD activities
goals.

Business results
© SHRM 3-2
 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 3-4
 Organizational Culture

Shared values and perceptions that:

Give members an
Facilitate Promote system
organizational
commitment. stability.
identity.

Impact an
organization’s
Shape behavior.
success or
failure.

© SHRM 3-8
 OD Intervention Process

3. 1.
Evaluate Diagnose HR roles:
the results. the environment.
• Change agent
• Evaluator

2.
Develop
an action plan.
© SHRM 3-9
 OD Interventions

Interpersonal Technological Structural

• Work relationships • Process analysis • Span of control

between employees • Job design • Reporting
• Specialization relationships
• Work flow
analysis

Examples: Team building, diversity, flexible work

and staffing, and quality initiatives
© SHRM 3-10
 Learning Styles

Visual

Auditory

Kinesthetic

© SHRM 3-13
 Maslow’s Hierarchy of Needs

Off the Job On the Job

Self- Opportunities for growth development, problem solving,
Education, religion, personal growth
Actualization creativity

Esteem Training, recognition, high status, increased

Approval of family, friends, community (self and others) responsibilities

Family, friends, community groups Belonging and Love Work groups, clients, coworkers, supervisors
Working conditions, employment security
Freedom from war, pollution Safety and Security
and benefits
Food, water, sex Basic Physical Needs Base salary—paycheck

© SHRM 3-15
 Herzberg’s Motivation-
Hygiene Theory

Working Personal
Pay Conditions Growth

Extrinsic Intrinsic
Hygiene + Motivation = Motivation
Factors Factors

Supervision Coworkers Recognition Achievement

© SHRM 3-16
 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 3-17
 McGregor’s Theory X and Theory Y

X Y
(Rigid control) Continuum (Autonomy)
Theory X 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.
 Most workers like  Under proper conditions,
direction and will avoid people do not avoid
responsibility. responsibility.
 People want security in their  People want security but also
work above all. have other needs such as self-
actualization and esteem.
© SHRM 3-18
 Vroom’s Expectancy Theory

• Key variable is level of effort.

• Decision to exert the effort depends upon
three factors.

1. Expectancy 2. Instrumentality 3. Valence

Should I
exert How likely is it that I Will I receive various How desirable or
will reach my outcomes if I reach my undesirable are these
effort? performance goal? performance goal? outcomes?

© SHRM 3-19
 Adams’s Equity Theory

Based on the fact that people want to be treated

fairly.

Inputs:
Outcomes:
effort, education,
seniority
= pay, status, benefits

Tension exists when similar inputs do not equal

similar outcomes. Employees may adjust their
behavior or quit their jobs.
© SHRM 3-20
 Skinner’s Behavioral
Reinforcement Theory

Positive Negative
Punishment Extinction
Reinforcement Reinforcement
Person works Person works Behavior is Behavior is
to earn a to avoid an punished to ignored in
reward. undesirable prevent similar the hope that
result. occurrences. it will stop.

© SHRM 3-21
 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 3-22
 The ADDIE Model

Assessment Design Development

Evaluation Implementation

Systematic development process used to create

employee learning that aligns with strategic goals.

© SHRM 3-23
 Needs Assessment Levels
SPHR only

Examines KSAs needed as

Organizational organizations and jobs
change.

Compares job requirements

Task with employee knowledge and
skills.

Focuses on individual
Individual employees and how they
perform.
© SHRM 3-25
 Design

Decisions are made Training objectives use

regarding: the SMART format:
• Goals and objectives. S Specific
• Target audience M Measurable
(aptitude, prior A Action-oriented
knowledge, and
R Realistic
attitudes).
T Timely
• Selection of an
instructional designer.

© SHRM 3-27
 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 3-28
 Implementation

• Program is delivered to the audience.

• Most visible step in the ADDIE process.
• Primary tasks are:

Scheduling Announcing and

Utilizing pilot Revising
the implementing the
programs content
program program

© SHRM 3-31
 Evaluation Levels
SPHR only

Kirkpatrick’s Levels of Evaluation

Evaluation Comparison
Value of
Frequency of Use Ease of Use
Information

Reaction Highest Highest Lowest

Learning

Behavior

Results Lowest Lowest Highest

© SHRM 3-33
 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 3-36
 Career Development

Career management: Career planning:

organizational individual focus
focus

Career development occurs when the needs of the

organization and the individual coincide.
© SHRM 3-38
 Dual-Ladder Programs

Identify meaningful career paths for people who are not

interested in traditional management roles.
Level 5 Level 5
Chief Information Officer Senior Technical Specialist

Level 4 Level 4
Director Technical Specialist

Level 3 Level 3
Department Head Technical Lead

Level 2
Senior Information Systems Specialist

Level 1
Information Systems Specialist

© SHRM 3-41
 Succession and
Replacement Planning

Succession Replacement
• Long-term; 12-36 • Short-term; 0-12
months. months.
• Focuses on • Focuses on
leadership talent for immediate needs.
the future. • Develops back-up
• Develops leaders staff for key
capable of filling positions.
multiple assignments.

Fast-track programs speed the development of

potential leaders.
© SHRM 3-42
 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 3-44
 Hersey-Blanchard’s Theory

Leadership styles match the situation.

High
 
Participating Selling

Share ideas and Explain decisions

facilitate in High High
and provide
Relationship decision making Relation- Task/ opportunity
ship/ High for clarification
Behavior Low Task Relationship
(Supportive Low
Relationship/
High Task/
Low
Behavior) Low Task
Turn over Provide Relationship

responsibility specific
for decisions instructions;
Delegating and implemen- closely supervise Telling
 tation performance 
Task Behavior
Low High
(Guidance)
© SHRM 3-46
 Blake-Mouton’s Theory

Managerial Grid
A great deal Country club Team
9 manager leader

Concern Middle-of-the-
road manager
for
People

Impoverished Authoritarian
manager manager

1 9
Very little A great deal
Concern for Production (Task)
© SHRM 3-47
 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 3-48
 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 3-50

• Category rating
– Simple marking of
performance level
– Graphic scale, checklist,
forced choice
• Comparative
– Compares performance
of employees
– Ranking, paired
comparison, forced
distribution
© SHRM
Appraisal Methods
• Narrative methods
– Written narrative
appraisals
– Essay, critical incidents,
field review
• Special methods
– Designed to overcome
appraisal difficulties
– MBO and BARS
3-53
 Errors in Performance Appraisal

Halo/horn

Contrast Recency

Central
tendency
Errors Primacy

Leniency Bias

Strictness

© SHRM 3-54