Human Resource DevelopmentModule Review

What is a Copyright?• The right or privilege of the author or proprietor to exclude others from printing

or otherwise duplicating, distributing, or vending copies of his or her literary, artistic, or other creative expressions when secured as defined by the copyright statue.

• A copyright is automatic when an original work if first “fixed” in a tangible medium of expression.

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.• 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.

Ownership of Copyright• The creator of the work generally owns the copyright unless the work is a “work

made for hire”.• The employer owns copyright if work was created by the employee within the

employee’s regular duties.• The creator owns the work when it is commissioned if both conditions are met:

– The work fits into one of the ten categories of CA.– There is a written agreement signed by both parties stating the work is a

work made for hire.

Public Domain• After a period of time, the work enters the public domain, meaning that no one

can invoke the Copyright Act to prevent another from copying, distributing, or otherwise using the work.

• Other factors may prevent such acts, such as national security or a contract.• Copyright protection covers the life of the author plus 70 years.• Copyright protection for anonymous works and work made for hire, the work is

protected for 95 years from the first year of publication or 120 years from the year of creation, whichever expires first.

Fair Use Depends upon Five Factors• Purpose (commercial or noncommercial)• Nature (critique or parody versus business flyer)• Percentage of the copyrighted work used• Amount (one or two copies versus 100)• Effect on potential market value of the copyrighted work

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U.S. Patent Act• A Patent gives the owner the right to exclude others from making, using, or

selling anything that embodies or uses the invention.• Patent Act issues 2 types of patents that HR professionals might encounter:• Utility Patents and Design Patents

– A utility patent protects the way an article is used and works, while a design patent protects the way an article looks.

Trademark Act (Lanham Act)• Provides for the registration and protection of trademarks and service marks in the

United States.• Infringement occurs when one party uses a mark in a manner that is “likely to be

confused” with another party’s existing trademark.

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).

The Uniform Guidelines on Employee Selection Procedures (1978) • Covers all aspects of the employee selection process – including selecting

participants for training if such selection or non-selection leads to an employment decision such as promotion, demotion, referral, or retention.

• The guidelines recommend that employers be able to demonstrate that selection procedures that have an adverse impact on minorities or women are valid in predicting or measuring performance.

Human Resource DevelopmentHuman Resource Development is a set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands.

• Provides employees with the skills to meet current and future job demands.• Aligns HRD activities with organization's goals.• Should be planned for every employee in the organization.

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Strategically Aligning HRD• HR professionals can directly support the organization and its strategic goals and

objectives by:– Participating in the strategic planning process.– Providing education and training in the concepts and methods of strategic

planning.– Linking the outcomes of HRD activities to organizational goals.

Aligning HRD - Key Principles• Link HRD learning objectives and outcomes clearly to business and strategic

goals.• Maintain strong customer focus when designing, developing, and implementing

HRD activities.• Manage HRD with a systems view of performance in the organization.• Measure HRD processes for continuous improvement.

The Learning OrganizationOrganization is characterized by its capability to adapt to changes in its environment.

Learning is accomplished by the organizational system as a whole. System thinking is practiced. Employees network internally and externally. Change is embraced. Failures become opportunities to learn.

The Five Disciplines of The Learning Organization• Systems Thinking – conceptual framework that makes patterns clearer• Mental Models – deeply ingrained assumptions • Personal Mastery – high level of mastery• Team Learning – aligning the team capacity to create results its members desire• Shared Vision – a look into the future genuinely shared by all

Organizational Learning takes place on multiple (three) levels• Individual – Occurs through self-study, insight, observation.• Group – Occurs through the increase in KSA’s accomplished within groups.• Organizational – Occurs through the shared insights and knowledge of

individuals and builds on past organizational memory such as policy, strategies, and models.

Knowledge ManagementFocuses on:

• Expertise sharing and organizational learning.• Knowledge retention and the reduction of knowledge loss due to employee

attrition.• HR must instill a knowledge-sharing attitude in employees and use training and

performance management systems to encourage creativity, innovation, and knowledge transfer.

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Global Trends• Continued expansion of global business and increased interdependence of

countries.• Impact of differing cultures.• Offshoring - Moving the whole operation offshore.• Corporate social responsibility and corporate governance.• Terrorism, safety, and security.• Technology issues.• Development of workers.

Global Impact on HRD• 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.

Hofstede’s Value DimensionsCulture 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, forward-thinking values)

High- and Low-Context CulturesLow-Context CulturesCommunication is direct, structured, and specific. Shared background is not assumed.A higher value is placed on the spoken word than on the nonverbal communication.Behavior and beliefs are spelled out explicitly. LOW Context – Think of a paper contract lying on the floor as you putting more faith in the contract on the floor.

High-Context CulturesCommunication is less clear because of common understandings and a shared culture.Meanings are derived from nonverbal communication.Face-saving and tact are balanced with the need to communicate fully and frankly. HIGH Context – Think of someone standing up. You put more value on the person.

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Developing LeadersWestern leadership theories will not directly apply to other cultures. The five factors that are more important for global leadership in the future are:

• Thinking globally.• Appreciating cultural diversity.• Developing technological savvy.• Building partnerships and alliances.• Sharing leadership.

Competencies• Sets of behaviors that encompass skills, knowledge, abilities, and personal

attributes 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.

Competencies for the HR Profession• Credible Activist• Culture and Change Steward• Talent Manager/Organizational Designer• Strategy Architect• Operational Executor• Business Ally

Credible Activist• HR professional is both credible (respected, admired, and listened to) and active

(offers a point of view, takes a position, and challenges assumptions). Called “HR with an attitude.”

Culture and Change Steward• Strong HR professionals recognize, articulate, and help shape a company’s

culture. • HR helps shape a new culture.• HR facilitates change by making culture happen and develops disciplines to make

change happen throughout the organization.

Talent Manager/Organization DesignerStrong HR professionals master theory and research and practice both talent management and organizational design.

Strategy Architect• HR professionals have a vision for how the organization can win in the future and

plays an active part in the establishment of the overall strategy to deliver on this vision.

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Operational Executor Strong HR professionals execute the operational aspects of managing

people and organizations efficiently through technology, shared services, and/or outsourcing.

Business Ally• Strong HR professionals contribute to the success of the business by knowing the

social context or setting in which their business operates.• They know how the business makes money (the value chain of the business) who

customers are, why they buy the company’s products or services.• They have a base understanding of the parts of the business (finance, marketing,

R&D).

Organizational Development• The process used to enhance the effectiveness of an organization and the well-

being of its members through planned interventions.• OD initiatives occur on both a large and small scale• Goals are to improve:

– Productivity (efficiency and effectiveness)– Employee satisfaction with the quality of their work life– The organization’s ability to revitalize and develop itself over time– Organizational processes and outputs

Organizational Development (OD) “Change Management” Initiatives• Focus on changing the entire system• Link to the organization's strategic plan• Use applied behavioral science• Help organizations solve their own problems• Are more adaptive than a formal planning process• Important: The whole system must change, not just a few components of the

system

OD Interventions• OD interventions are appropriate when an organization:

– Experiences a merger or acquisition that introduces a culture that is not compatible.

– Experiences low trust, high turnover, or high stress.– Lacks the ability to manage conflict.

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Organizational Culture The shared values and perceptions in an organization that: Gives members an organizational identity. Facilitates commitment. Promotes system stability. Shapes behavior. Impacts an organization’s success or failure.

Organizational Culture• Characteristics of Strong cultures:

– Continuity of Leadership– Geographic concentration– Small group size– Considerable success

• Characteristics of Weak cultures:– Don’t have same sense of mission as strong cultures– Scattered rather than focused with problem solving and strategy– Tendency to maintain status quo

OD Intervention Process Diagnose the environment. Develop an action plan. Evaluate the results.

HR Roles: Change Agent Evaluator

OD Theory’s Two Categories• Change Process Theory – Unfreezing, Moving, and Refreezing. The change

process explains how change takes place.• Implementation Theory – The design and implementation of specific OD

interventions targeted at managing the change process.– Example – Two organizations with strong cultures are preparing to

merge. HR will look for specific OD interventions to apply to assist in making the merger successful.

– Note: Any time a question states that a specific OD intervention is used, then the answer is the IMPLEMENTATION THEORY.

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OD InterventionsInterpersonal interventions

Work relationships between employees

Technological interventions• Process analysis• Job design• Specialization • Work flow analysis

Structural interventions• Span of control• Reporting relationships

OD Intervention Examples: Team building, diversity, flexible work and staffing, and quality initiatives

Interventions Tools• Team Building• Flexible Work and Staffing Arrangements• Diversity Programs• Quality Initiatives

– Total quality management (TQM) is a strategic management system for achieving customer satisfaction that involves all managers and employees and uses quantitative methods to continuously improve an organization’s processes.

TQM Philosophies• W. Edward Deming – 14 point program. If company made poor quality

products, it is management’s fault and no one else’s. Think, Deming equals “Dammit its your fault”

• Joseph M. Juran – Fitness for use, emphasizes quality planning, quality control, and quality improvement. Think “U” in JURAN as USE.

• Philip B. Crosby – Added four quality absolutes: definition of quality, prevention system, performance standard, and measurement of quality.

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, Process, Outputs

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Charting toolsProcess-Flow Chart – Diagram of the steps involved in a process.Control Chart – Chart that illustrates variations from normal in a situation over time.Cause-and-Effect Diagram – Diagram that maps out a list of factors that are thought to affect problem or a desired outcome.Scatter Diagram – Illustration that depicts possible relationships between two variables.Histogram – Measures only one item.Pareto Chart – Vertical bar graph on which bar height reflects frequency or impact of causes. Shows how each item contributes to the total effect and allows users to focus on the most important items.

Eli Goldratt’s Theory of Constraints (TOC)• Every organization faces constraints. • The greatest constraints come from policies and not from physical entities such as

resources or materials.• TOC uses five steps to concentrate improvement effects on the component most

capable of producing the most positive impact on a system.• A management philosophy that is intended to help organizations continually

achieve their goals.

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).• A defect is defined as anything outside the customer’s specifications.

Andragogy - The study of how adults learnBased on 5 assumptions:

• Self-concept – Moves from being dependent personalities toward being self-directed human beings.

• Experience – Becomes an increasing resource for learning.• Readiness to learn – Oriented increasingly toward developmental tasks of their

social roles.• Orientation to learning – Adults time perspective changes from postponed

application of knowledge to immediate applicability; problem-focused.• Motivation to learn – As people mature, their motivation to learn becomes

increasingly internal.

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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.

Obstacles to Learning• Low tolerance for change.• Lack of Trust. (To overcome this obstacle, it is helpful to involve employees in

the training design. When employees see how training fits into the overall plan, they become more supportive.)

• Peer group pressure.

Understanding Learning Styles• You tend to teach others with the method in which you prefer to learn.• Knowing your learning style can help you:

– Solve problems– Work in teams– Manage conflict– Make career choices– Negotiate relationships

Learning StylesVisual – Learners learn best by seeing.Auditory – Learners learn best by hearing.Kinestetic - Learners learn best by doing.

RetentionRetention will be increased by appealing to all learning styles. Retention is enhanced by having participants engage in structured exercises following demonstrations. In other words, immediate use of learning yields the highest retention rate. Lectures have the least retention rate.

Learning StylesDecreasing Returns• Example: Learning to perform most routine tasks • Most common type of learning curve

Increasing Returns• Example: Learning something completely new• The learner does not have the necessary background or when the content is

complex

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S-shaped Curve• Problem solving activities• Learning a difficult task requiring specific insight

Plateau Curve• Learning is fast at first, but then flattens out with no apparent progress• Learner may get discouraged

Bloom’s Taxonomy

Highest level of learning

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Lowest level of learning

Think “K – CASE” for Knowledge, Application, Analysis, Synthesis, and Evaluation

Knowledge – Learner can recall facts.Comprehension –Application –Analysis –Synthesis – Learner can train others.Evaluation – Learner can make evaluations.

Principles of Motivation• All human behavior is caused. People have a reason for acting.• All behavior is directed toward achieving a goal. Behavior is not random.• Each person is unique. No two people have exactly the same characteristics.

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Maslow’s Hierarchy of NeedsSelf-Actualization – Opportunity for growth, problem solving, and creativityEsteem – Training, recognition, high status, increased responsibilityBelonging and Love – Workgroups, clients, co-workers, supervisorsSafety and Security – Working conditions, employment security and benefitsBasic Physical Needs – Base salary – paycheck

Maslow’s Hierarchy of Needs is arranged in a hierarchy in which the lower level need has to be satisfied before the higher level need becomes a factor.

Herzberg’s Motivation-Hygiene Theory

According to Herzberg’s theory• Unacceptable conditions in regard to hygiene factors will lead to job

dissatisfaction. • Acceptable conditions will lead only to a state of satisfaction; they do not

motivate-they only satisfy. • However, hygiene factor levels must be acceptable in order for the motivation

factors to become operative.

Extrinsic Hygiene factors are external like pay, working conditions, supervision, and coworkers.Intrinsic Motivation factors are internal to the individual such as personal growth, achievement, and recognition.

ExtrinsicHygieneFactors

Pay

Supervision Coworkers

WorkingConditions

+ MotivationIntrinsic

MotivationFactors

Recognition Achievement

PersonalGrowth

=

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McClelland’s TheoryHigh 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.

McGregor’s Theory X and Theory Y

YXContinuum(Rigid control) (Autonomy)

Theory X Theory Y

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 likedirection and will avoid responsibility.

People want security in their work above all.

People do not inherently dislike work.

People do not like rigid control and threats.

Under proper conditions, people do not avoid responsibility.

People want security but also have other needs such as self-actualization and esteem.

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Vroom’s Expectancy Theory• Key variable is level of effort (6 letters just as in Vroom’s).• Decision to exert the effort depends upon three factors.

Adams’ Equity TheoryBased 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.

Skinner’s Behavioral Reinforcement Theory

Positive Reinforcement

Negative Reinforcement

Punishment Extinction

Person repeats desired behaviors to gain a reward.

Person works to avoid an undesirable result.

Response causes something negative to occur.

Unlearning a response because of a change in consequences.

Behavior Modification’s Intervention Strategies• Positive Reinforcement - Involves giving a person a desired reward to attain

desired behavior and/or encourage its repetition.• Negative Reinforcement – Involves avoiding an undesirable consequence by

giving the person a reward when a desired response is exhibited. • Punishment – Results in a decrease in the undesired behavior because the

response causes something negative to occur.• Extinction – Involves no response. When behavior is not reinforced (positively,

negatively, or via punishment), the behavior will diminish and eventually become nonexistent.

Inputs:effort, educati on, seniority

= Outcomes:pay, status, benefits

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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Positive Reinforcers• Contrived reinforcers are those the organization uses to motive employees.

– Salary increases– Gifts– Bonuses

• Natural reinforcers already exist within the organization and involve little or no cost, extremely effective.

– Attention– Recognition– Praise

Applications of Motivational TheoriesMotivational theories are the basis for:

• Positive reinforcement.• Design of work and work environment (intrinsic).• Goal setting.• Formal extrinsic rewards.• Pay-for-performance systems.

Training and Developmental ActivitiesTraining Involves a process of providing KSA’s specific to a particular task or job.• Provides skills that can be used immediately, excellent for short-term skill gaps.

Developmental activities Have long-term focus for preparing employees for future responsibilities.

The ADDIE Model

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Systematic development process used to create employee learning that aligns with strategic goals.

• Assessment – The phase in which data is collected to identify gaps between actual and desired organizational performance.

• Design – Initial decisions are made regarding course content, goals and objectives, delivery methods, and implementation strategies.

• Development – Materials are created, purchased, and /or modified to meet the stated objectives.

• Implementation – The program is delivered to the target audience.• Evaluation – Consists of comparing the program results to the established

objectives to determine whether the original needs were met.

Assessment

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

Form basis for evaluation.

Identifyprogramsand targetaudience.

Find performance

gaps.

Identifyneeds.

Purpose of Assessment

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Needs Assessment Process

DesignDecisions 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 SpecificM MeasurableA Action-orientedR RealisticT Timely

DevelopmentInvolves 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.

1. Gather data.

• Determine training needs.

3. Propose solutions.4. Calculate cost.

5. Implement.

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Types of Training Programs

• Orientation and On-boarding– Orientation is the initial exposure to the organization– On-boarding is the expansion of orientation and assimilation into the

organization • Skill development

– Remedial– Sales and quality– Technology

• Specialized training programs– Executive– Wellness – Harassment

Delivery Methods Serve Two Important Purposes• They provide a means for the participant to learn the program content.• They keep the participant interested and involved so the learning is enhanced.

Delivery Methods and Media• Classroom training• Self-directed study• E-learning

− Synchronous or asynchronous• Blended learning – Planned approach to learning that includes a

combinationof methods such as classroom, e-learning self-paced study, and performance support such as job aids or coaching.

• On-the-job training• Vestibule training – Training occurs offline where the learner can without

production pressure.

Dependent on:• Learning objectives• Cost limitations• Time frame• Equipment• Audience

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E-learningSynchronous learning

Participants interact together in real time. • Virtual classroom, or online discussions at a specific time.

Asynchronous learning Participants access information at different times and in different places.• Accessing and completing a Web-based training workbook.

Classroom Training Methods• Presentation – Effective in transfer of theories, concepts, and procedures• Case Study – Provides realistic situation, student immediately applies learning.

Most appropriate for training senior management to handle critical decision making situations.

• Reading – Allows for quiet reflection• Demonstration – Shows correct steps• Structured Exercise – Perfect follow-up to demonstrations• Group Discussions – Forum for info exchange• Simulations – Students learn by doing w/o risks and consequences of the real

world

Blended Learning• A planned approach to learning that includes a combination of methods such as

classroom, e-learning, self-paced study, and performance support such as job aids or coaching.

• May be more effective than a single strategy.• Requires:

– Careful selection of self-study, face-to-face, online, and performance strategies

– Ways to track participation.– Methods to evaluate the component.

On-the-job Training• Provided to employees by managers at the actual worksite. Utilizes

demonstration and actual performance of job tasks to be accomplished.• Vestibule training is a combination of on- and off-the-job training. Training is

done off line to bring the trainee up to production standards before assuming online duties.

– Used where training period is relatively long– Used when training is complex and requires the trainee to concentrate

and be free of distractions

Implementation• Program is delivered to the audience.• Most visible step in the ADDIE process.• At this point, the primary responsibility for success lies with the facilitator.• Primary tasks are:

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Selecting a Facilitator• Effective facilitators possess a variety of characteristics that make them suitable

for leading a training session (training expert, subject matter expert “SME”, technical expert, consultant, communications expert).

• The goal is to find the right mix of experience based on the program content and the target audience.

Utilizing pilot programs

Revising content

Schedulingthe

program

Announcing and implementing the

program

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Seating Arrangements

Classroom/theater – Good for large groups. Low interaction.Banquet – Good for group discussions. Some may have their backs to the facilitator.Circle – Good for small groups. Not suitable for large groups.U shape –Good for small groups.Rectangle – Good for small groups. Not suitable for large groups.Chevron – Perfect for computer training. Easy for participants to feel disconnected if sitting at PC terminals.

Classroom/theater Banquet

U shape

Circle Rectangle

Chevron

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Evaluation• Measures program effectiveness. Training and development programs are relevant

only when the effectiveness is measured through evaluation.• Builds HR credibility by showing tangible results.• Desired outcome is transfer of training—applying knowledge and skills learned in

training to the job.– Transfer of training is the effective and continuing on-the-job

application of the knowledge and skills gained during the learning experience.

Barriers to Transfer of TrainingAll of these are important to know!

• The most significant barrier participants experience is the lack of reinforcement and support when attempting to apply what they have learned to their jobs.

• A nonsupportive organizational culture.• Irrelevant training content.• Newly learned behaviors are not valued or modeled by participant’s

manager(s).

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Evaluation Levels

Levels of Evaluation:Level 1: ReactionMeasures reaction of participants to the training. Easiest to administer.ChecklistsQuestionnairesInterviews

Level 2: LearningMeasures the learning of facts, ideas, concepts, theories.Post-measuresPre-/post-measuresPre-/post-measures with control group

Level 3: BehaviorMeasures a change in behavior.Performance testsCritical incidents360-degree feedbackSimulations/observations

Evaluation Levels

Kirkpatrick’s Levels of Evaluation

Evaluation Comparison

Frequency of Use Ease of UseValue of

Information

Reaction

Learning

Behavior

Results

Highest

Lowest

Highest

Lowest

Lowest

Highest

3-1© SHRM

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Level 4: ResultsMeasures organizational results.Progress toward organizational objectivesPerformance appraisalsROI, cost-benefit analysis

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

Career Development

Career Development, Career Planning, and Career Management• Career Development – Process by which individuals progress through a series of

stages in their careers. Consists of two processes;– Career Planning – Actions the individual performs to give direction to

their work life– Career Management – Involves preparing, implementing, and

monitoring employees’ career paths, with the primary focus on the goals of the organization

Career management:organizationalfocus

Career development occurs when the needs of theorganization and the individual coincide.

Career planning:individual focus

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Roles in Managing Career Development• An individual is primarily responsible for their own career.• Four key players in the career development process: individual, their manager,

HR, and organizational leaders. • Manager serves as:

– Coach– Appraiser– Advisor– Referral Agent

• HR is responsible for designing career paths, enlargement and enrichment of programs that enable employees to achieve their goals

• Organizational leadership– Link CD to org mission and vision– Clearly communicate goals

Model for Career Development

Mid career – Individual may reassess their career goals and plans.

Career Development Programs• Employee self-assessment• Individual coaching/counseling

– Mentoring– Coaching– Executive coaching

• Employee development programs– Job rotation, enlargement, and enrichment– Apprenticeship and continuing education– Committee participation

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Employee Development Programs

• Job Rotation – The movement between different jobs.• Job Enlargement – Occurs when the employee is doing different tasks within the

same job. Adding more tasks gives employees a variety of responsibilities that require the same level of skill.

• Job Enrichment – Increases the depth of a job by adding responsibilities such as planning, organizing, controlling, and evaluation.

Dual-Ladder ProgramsIdentify meaningful career paths for people who are not interested in traditional management roles. The employee can earn as much as they would in a management position.

Level 5Chief Information Officer

Level 5Senior Technical Specialist

Level 4Director

Level 4Technical Specialist

Level 3Department Head

Level 3Technical Lead

Level 1Information Systems Specialist

Level 2Senior Information Systems Specialist

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Succession and Replacement Planning

Fast-track programs speed the development of potential leaders.

Unique Employee Needs• Flexible work arrangements

– Flextime/telecommuting.– Compressed workweek.– Job sharing.– Phased retirement.

• Diversity– Facilitates communication and productivity among all employees.

• Expatriation– Sending employees abroad and supporting their ability to succeed.

• Repatriation– Reintegrating employees into their home country.

Expatriation• Defined as the process of sending employees abroad and supporting their ability

to adapt to cultural changes and complete their international assignments.– Usually used for key positions, e.g., senior management, high-level

professionals, and technical positions.– It is very expensive and not appropriate for positions that can be filled by

foreign nationals.– Countries may require that a certain percentage of the workforce by local

citizens.

Repatriation• The process of reintegrating employees into their home-country operations

following an international assignment.

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Challenges in Talent Management• Vexing issue for HR is dealing with employees whose careers are going nowhere• Plateaued Careers – Maintaining commitment and productivity of employees

who no longer are considered promotable.• Glass Ceilings – Detrimental business practices that have blocked the

advancement of minorities and women.• Retirement/Transition Planning • Outplacement Programs

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.

– Produces useful change– By itself never keeps an operation on time and on budget year after year– Establishes direction– Aligns people– Motivates and inspires

• Management– Can create orderly results that keep something working efficiently– By itself never creates significant, useful change– Planning, budgeting, organizing, staffing, controlling and problem solving– Is about coping with day-to-day operations.– Brings order and consistency to the organization.– Establishes systems and structures that get results.

Leadership Practices• Challenging the process – Leaders seek challenge and take risks.• Inspiring a shared vision – Successful leaders have a vision.• Enabling others to act – Enlist the support of others and empower them to do

good work.• Modeling the way – Leaders must lead the way.• Encouraging the heart – Leaders encourage the heart of their followers to carry

on despite

Preparing Potential Leaders• Challenging assignments early in a career• Visible leadership role models who were either good or bad• Assignments that broadened knowledge and experience• Special projects• Formal training projects• Attendance at meetings outside a person’s core responsibility

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Obstacles to Leadership Development• Slowly developing crises (as opposed to explosive crises that seem to call forth

leadership talents)• Suppressive effects of large and complex organizations• Prestige of specialist professional training• Educational system rewards that value individual performance over teamwork• Negative publicity often associated with high visibility

Trait Theories• Early approaches focused on the qualities of leaders and held that leaders were

born not made.• The “Great Person” theory of leadership• Five personal traits of effective leaders

– Intelligence– Dominance– Self-confidence– High levels of energy and activity– Task-relevant knowledge

Behavioral Dimensions of Leadership

Two Key Aspects of Situational LeadershipTask BehaviorRefers to the extent to which leaders are likely to organize and define the roles and activities of members of the group.Relationship BehaviorRefers to the extent to which leaders are likely to maintain personal relationships with members of the group.

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Hersey-Blanchard’s TheorySituational theory - Leadership style should be matched to the maturity of the employees.

How to remember Situational TheoriesHere’s the situation, I like Hershey’s (Hersey Blanchard) and I like Mounds (Blake-Mouton).

High

Task Behavior(Guidance)

Relationship Behavior

(Supportive Behavior)

Low High

High Relation-

ship/Low Task

HighTask/High Relationship

Low Relationship/Low Task

High Task/Low

Relationship

Participating

Share ideas and facilitate in decision making

Selling

Explain decisions and provide opportunity for clarification

Turn over responsibility for decisions

and implemen-tation

Delegating Telling

Providespecific instructions; closely supervise performance

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Blake-Mouton’s Theory

• Authoritarian Managers – Are task oriented, strong on schedules, expect people to do as they are told without question, and tend not to foster collaboration.

• Team Leaders – Lead by positive example, foster a team environment. (The Ideal Position)

• Country Club Managers - Use rewards to encourage team members, create a secure atmosphere, they trust their team members.

• Impoverished Managers – Use “delegate-and-disappear” management style. They detach themselves, often creating power struggles.

Concern for

People

Country clubmanager

Teamleader

Middle-of-the-road manager

Managerial Grid

Impoverished manager

Authoritarianmanager

9A great deal

1Very little

A great deal9

Concern for Production (Task)

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Fiedler’s Contingency Theory• States that group performance is dependent upon the interaction between

leadership style and situational favorableness. Success is determined by the 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.

Remember to think “F” for favorableness, “L” for leadership style, and “S” for Situational favorableness.

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.

• Transformational: – Provides vision and sense of mission.– Communicates high expectations.– Promotes intelligence and problem solving.– Gives personal attention and coaches.

Performance Management• The process of maintaining or improving employee job performance through the

use of performance assessment tools, coaching, and counseling as well as providing continuous feedback.

• The performance review process is the opportunity for the employee and the manager discuss development goals and jointly create a plan for achieving those goals.

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Performance Management SystemDrives business results that accomplish the goals of the organization.

Organizational Values and Goals• Values and goals reflect organizational structure and philosophy• Values are displayed through behavior• Values are expressed in the mission statement• Goals are guideposts that reflect the success of the organization

Performance Management Standards• In setting and communicating performance standards, the HR professional needs

to consider:– Behaviors – What does the organization want employees to do?– Results – What does the organization want the employees to produce?

Fostering a High-Performance WorkplaceOrganizations must provide:

• Executive support.• Challenging work environment.• Employee engagement activities.• Resources and tools.• Performance management training.• Continual feedback.• Consistent management practices.• Manager accountability.

Organizational values and goals

Performance management standards

Employee performance/behaviors

Measurement and feedback

Business results and employee growth

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Performance Appraisals• Accomplish three purposes:

– Provide feedback and counseling– Help in allocating rewards and opportunities– Help in determining employees’ aspirations and planning developmental

needs• Are used to:

– Improve productivity through constructive feedback– Identify training needs– Communicate expectations– Foster commitment and mutual understanding

Individual Performance Appraisals

Group Performance Appraisals• Use standards that are applied evenly across the group rather than appraisals for

individuals. • Can be beneficial in conjunction with the concept of self-directed work teams.• Well-phrased praise is a very effective reward.• The information employees receive should never be a surprise to the employee.• To ensure effectiveness, appraisals and evaluations, whether individual or

group, should be conducted continuously, not as an annual event.

1. O bserve em ployee perform ingthe job.

2. Identify and record strengths and areas for im provem ent.

3. Rate em ployee on progress toward previously stated objectives.

5. Set goals for perform anceim provem ent.

4. Provide reinforcing andcorrective feedback onem ployee perform ance.

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Appraisal Methods• Category rating

– Simple marking of performance level– Graphic scale, checklist, forced choice

• Comparative – Compares 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 and BARS

Category Rating Methods• Graphic scale – Most commonly used. Ex: A five-point rating scale where 1 is

lowest, 3 is standard, and 5 is highest.• Checklist – Appraiser uses a list of statements and checks the items on the list

that describe employee performance.• Forced choice – Variation of the checklist method. Appraiser is required to

check two of four statements: one the employee is “most like”, the other the employee is “least like”.

Comparative Methods• Ranking – Appraiser lists all employees from highest to lowest.• Paired comparison – Each employee is paired with every other employee and

compared, one at a time, using the same scale for performance.• Forced distribution – Appraiser is forced to rate and place employees at different

percentage points along a bell-shaped curve.– Since some employees must be placed in the lowest section and some

employees must be placed in the highest section, the limitation of this method is that it can be difficult for the manager to explain the employee’s position on the curve.

Narrative Methods• Essay – Appraiser writes a short essay describing employee’s performance.• Critical incidents – A record is kept in addition to actual ratings of both positive

and negative employee actions.• Field review – The supervisor and HR cooperate in rating the employee.

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Special Methods• Management by Objectives (MBO) – Employees help set their objectives,

defining what they intend to achieve. Objectives are based on the overall organizational goals.

• Behaviorally anchored rating scale (BARS) – Designed to combat the problemsof category ratings by describing examples of desirable and undesirable behavior. Examples are then measured against a scale of performance levels. Works best when many employees are performing the same task. Requires extensive time and energy to develop and maintain.

Errors in Performance Appraisal

Contrast

Centraltendency

Leniency

Strictness

Bias

Primacy

Recency

Halo/horn

Errors

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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 over influencing an employee’s

career.– Based on equitable treatment of all employees.

Appraisal Feedback Guidelines• Describe the behavior; don’t judge it.• Assume an attitude of helpfulness.• Empathize and listen actively.• Give specific examples.

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.