Module 3 Human Resource Development 17 PHR 38

Module 3: Human Resource Development 17% PHR (38 questions) 17% SPHR (38 questions) © SHRM 3 -1

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. 3 -2

Copyright Act • Protects literary, • Person who creates a artistic, or creative work generally owns expression. the copyright, except for work-made-for-hire • Protects the author’s exceptions such as: right to reproduce, – Works created by distribute, or perform employees. copyrighted work. – Works specially • Introduces the concepts ordered or of public domain and commissioned. fair use. © SHRM 3 -3

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. 3 -4

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. 3 -5

Public Domain • Published prior to Jan 1, 1978, w/o notice of copyright. • Published between Jan 1, 1978 and Mar 1, 1989 w/o notice of copyright and w/o reasonable effort to affix notice in 5 yrs. • Period of copyright protection has expired. • Produced for the U. S. gov’t as part of their official duties. 3 -6

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 3 -7

U. S. Patent and Trademark Acts U. S. Patent Act • Gives the patent owner the right to prevent others from making, using, selling, or importing anything that practices the invention. • Generally a company has “shop rights” to patents created at work. • Provides for the Act Trademark registration and protection of trademarks and service marks. 3 -8

U. S. Patent Act • A Patent gives the owner the right to exclude others from making, using, selling, or importing that practices the claimed 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. 3 -9

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. 3 -10

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 -11

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. 3 -12

Uniformed Services Employment and Reemployment Rights Act (1994) Requires that employers allow for continuation of certain benefits and, upon reemployment, treat employees as not having a break in employment by reason of service with the uniformed services of the United States for purposes of participation, vesting, and accrual of retirement benefits. It prohibits discrimination in employment, job retention, and advancement and requires employers to provide some retraining opportunities. 3 -13

Human Resource Development • HRD 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. 3 -14

Human Resource Development • 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. © SHRM Organization’s strategic goals HRD activities Business results 3 -15

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. 3 -16

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. 3 -17

The Learning Organization • Organization is characterized by its capability to adapt to changes in its environment. Learning is accomplished by the organizational system as a whole. Systems thinking is practiced. Employees network internally and externally. Change is embraced. Failures become opportunities to learn. 3 -18

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 3 -19

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. 3 -20

Knowledge Management Focuses on: • Expertise sharing and organizational learning. • Knowledge retention and recovery of knowledge lost due to employee attrition. 3 -21

Global Trends • Continued expansion of global business and increased interdependence of countries. • Impact of differing cultures. • Offshoring. • Corporate social responsibility and corporate governance. • Terrorism, safety, and security. • Technology issues. • Development of workers. 3 -22

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 -23

Hofstede’s Value Dimensions SPHR only Culture 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, forwardthinking values) © SHRM 3 -24

High- and Low-Context Cultures SPHR only Low-Context Culture High-Context Culture Communication is direct, structured, and specific. Shared background is not assumed. Communication is less clear because of common understandings and a shared culture. A higher value is placed on Meanings are derived from the words spoken than on the nonverbal communication. Behavior and beliefs are spelled out explicitly. Face-saving and tact are balanced with the need to communicate fully and frankly. 3 -25

Developing Leaders SPHR only Western 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. 3 -26

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 -27

Competencies for the HR Profession • • • Credible Activist Culture and Change Steward Talent Manager/Organizational Designer Strategy Architect Operational Executor Business Ally 3 -28

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. ” 3 -29

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. 3 -30

Talent Manager/Organization Designer • Strong HR professionals master theory and research and practice both talent management and organizational design. 3 -31

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. 3 -32

Operational Executor • Strong HR professionals execute the operational aspects of managing people and organizations efficiently through technology, shared services, and/or outsourcing. 3 -33

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). 3 -34

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 3 -35

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 3 -36

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. 3 -37

Organizational Culture The shared values and perceptions in an organization that: Give members an organizational identity. Facilitate commitment. Shape behavior. © SHRM Promote system stability. Impact an organization’s success or failure. 3 -38

Organizational Culture • Characteristics of Strong cultures: – – – Continuity of Leadership Geographic concentration Small group size Considerable success Can stifle individual expression • 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 3 -39

OD Intervention Process 3. Evaluate the results. 1. Diagnose the environment. HR roles: • Change agent • Evaluator 2. Develop an action plan. © SHRM 3 -40

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. 3 -41

OD Interventions Technological Interpersonal • Work relationships between employees • • 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 -42

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. 3 -43

TQM Philosophies • W. Edward Deming – 14 point program. If company made poor quality products, it is management’s fault and no one else’s. • Joseph M. Juran – Fitness for use, emphasizes quality planning, quality control, and quality improvement. • Philip B. Crosby – Added four quality absolutes: definition of quality, prevention system, performance standard, and measurement of quality. 3 -44

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: © SHRM 3 -45

Process-Flow Chart © SHRM 3 -46

Control Chart © SHRM 3 -47

Cause-and-Effect Diagram © SHRM 3 -48

Scatter Diagram © SHRM 3 -49

Histogram © SHRM 3 -50

Pareto Chart © SHRM 3 -51

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. 3 -52

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. © SHRM 3 -53

Andragogy - The study of how adults learn Based 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. 3 -54

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 -55

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. 3 -56

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 3 -57

Learning Styles Visual Auditory Kinesthetic © SHRM 3 -58

Retention will be increased by appealing to all learning styles. Approximate retention rate © SHRM 3 -59

Learning Curves Decreasing returns © SHRM Increasing returns 3 -60

Learning Styles • Decreasing 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 3 -61

Learning Curves S-shaped curve © SHRM Plateau curve 3 -62

Learning Curves • 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 3 -63

Bloom’s Taxonomy Highest level of learning Evaluation Synthesis Analysis Application Comprehension Knowledge Lowest level of learning © SHRM 3 -64

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. 3 -65

Maslow’s Hierarchy of Needs © SHRM 3 -66

Herzberg’s Motivation-Hygiene Theory © SHRM 3 -67

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. 3 -68

Mc. Clelland’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 -69

Mc. Gregor’s Theory X and Theory Y © SHRM 3 -70

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. © SHRM 3 -71

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 -72

Skinner’s Behavioral Reinforcement Theory Positive Negative Reinforcement Person repeats desired behaviors to gain a reward. © SHRM Person works to avoid an undesirable consequence. Punishment Extinction Response causes something negative to occur. Unlearning undesired behavior because of no response or reinforcement. 3 -73

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. 3 -74

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 3 -75

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 -76

Training and Developmental Activities • Training involves a • Developmental process of providing activities have long. KSA’s specific to a term focus for particular task or job. preparing employees for future • Provides skills that can responsibilities. be used immediately, excellent for shortterm skill gaps. 3 -77

The ADDIE Model Systematic development process used to create employee learning that aligns with strategic goals. © SHRM 3 -78

The ADDIE Model • 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. 3 -79

Assessment SPHR only Identify needs. Form basis for evaluation. Purpose of Assessment Find performance gaps. Identify programs and target audience. © SHRM 3 -80

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 -81

Needs Assessment Process SPHR only 1. Gather data. 5. Implement. 4. Calculate cost. © SHRM 2. Determine training needs. 3. Propose solutions. 3 -82

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 -83

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 -84

Types of Training Programs • Orientation and Onboarding – Orientation is the initial exposure to the organization – On-boarding is the expansion of orientation and assimilation into the organization © SHRM • Skill development – Remedial – Sales and quality – Technology • Specialized training programs – Executive – Wellness – Harassment prevention 3 -85

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. 3 -86

Delivery Methods and Media • Classroom training • Self-directed study • E-learning − Synchronous or asynchronous • Blended learning • On-the-job training • Vestibule training Dependent on: • Learning objectives • Cost limitations • Time frame • Equipment • Audience © SHRM 3 -87

Classroom Training Methods • • Delivery methods serve 2 purposes: They provide a means for the participant to learn and they keep the participants interested and involved so that learning is enhanced. 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 3 -88

E-learning • Synchronous learning is when participants interact together in real time. • Virtual classroom, or online discussions at a specific time. • Asynchronous learning is when participants access information at different times and in different places. • Accessing and completing a Webbased training workbook. 3 -89

Blended Learning • A planned approach to learning that includes a combination of methods such as classroom, elearning, 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. 3 -90

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 offthe-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 3 -91

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: © SHRM 3 -92

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. 3 -93

Seating Arrangements 3 -94

Evaluation SPHR only • 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. © SHRM 3 -95

Barriers to Transfer of Training • 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). 3 -96

Evaluation Levels SPHR only Kirkpatrick’s Levels of Evaluation Comparison Frequency of Use Reaction Ease of Use Value of Information Highest Lowest Highest Learning Behavior Results © SHRM 3 -97

Levels of Evaluation: 1 and 2 SPHR only Level 1: Reaction Measures reaction of participants to the training. Easiest to administer. Level 2: Learning Measures the learning of facts, ideas, concepts, theories. Checklists Post-measures Questionnaires Interviews Pre-/post-measures with control group © SHRM 3 -98

Levels of Evaluation: 3 and 4 SPHR only Level 3: Behavior Measures a change in behavior. Level 4: Results Measures organizational results. Performance tests Progress toward organizational objectives Critical incidents 360 -degree feedback Simulations/observations © SHRM Performance appraisals ROI, cost-benefit analysis 3 -99

Talent Management SPHR only • 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 © SHRM 3 -100

Forces Impacting Talent Management SPHR only • 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 Staffing challenges © SHRM 3 -101

Career Development © SHRM 3 -102

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 3 -103

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 3 -104

Model for Career Development Occupational preparation Organizational entry Early career establishment and achievement Mid career Late career © SHRM 3 -105

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 © SHRM 3 -106

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. 3 -107

Internal Mobility • • Promotions Demotions Relocations Transfers 3 -108

Dual-Ladder Programs Identify 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. © SHRM 3 -109

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 -110

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 -111

Expatriation SPHR only • 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. 3 -112

Repatriation SPHR only • The process of reintegrating employees into their home-country operations following an international assignment. 3 -113

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 3 -114

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 -115

Leadership and Management • Leadership • Management – Produces useful change – Can create orderly results that keep – By itself never keeps an something working operation on time and efficiently on budget year after year – By itself never creates significant, useful – Establishes direction change – Aligns people – Planning, budgeting, – Motivates and inspires organizing, staffing, controlling and problem solving 3 -116

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 adversity. 3 -117

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 3 -118

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 3 -119

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 3 -120

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 (job -oriented) • Behavior aimed at careful supervision of work methods and performance levels. • Clarifying roles and setting goals. © SHRM 3 -121

Two Key Aspects of Situational Leadership Task Behavior Refers to the extent to which leaders are likely to organize and define the roles and activities of members of the group. Relationship Behavior Refers to the extent to which leaders are likely to maintain personal relationships with members of the group. 3 -122

Hersey-Blanchard’s Theory Situational theory - Leadership style should be matched to the maturity of the employees. © SHRM 3 -123

Situational Leadership Theory • Situational leadership theory is distinctive because it does not depict an ideal mode of behavior that is appropriate for all situations. It suggests that leadership style should be matched to the maturity of the employees. • Maturity is assessed in relation to a specific task and has two parts, psychological maturity and job maturity. • Situational leadership theory has two key aspects: – Task behavior – Refers to the extent to which leaders are likely to organize and define the roles and activities of member of the group. – Relationship behavior – Refers to the extent to which leaders are likely to maintain personal relationships with members of the group. 3 -124

Blake-Mouton’s Theory © SHRM 3 -125

Blake-Mouton’s/Leadership Types • 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-anddisappear” management style. They detach themselves, often creating power struggles. 3 -126

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. © SHRM 3 -127

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 -128

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. 3 -129

Performance Management System Drives business results that accomplish the goals of the organization. © SHRM 3 -130

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 3 -131

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? 3 -132

Fostering a High-Performance Workplace Organizations must provide: • Executive support. • Challenging work environment. • Employee engagement activities. • Resources and tools. © SHRM • Performance management training. • Continual feedback. • Consistent management practices. • Manager accountability. 3 -133

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 3 -134

Individual Performance Appraisals © SHRM 3 -135

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. 3 -136

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 -137

Category Rating Methods • Graphic scale – Most commonly used. Ex: A fivepoint 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”. 3 -138

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. 3 -139

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. 3 -140

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 problems of 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. 3 -141

Errors in Performance Appraisal Halo/horn Contrast Central tendency Recency Errors Leniency Primacy Bias Strictness © SHRM 3 -142

Errors in Performance Appraisals • Halo/horn effect – Halo effect may occur when an employee is extremely competent in one area and therefore is rated high in all categories. Horn effect may occur when one weakness results in an overall low rating. • Recency – Occurs when an appraiser give more weight to recent occurrences and discounts the employee’s earlier performance. • Primacy – Occurs when an appraiser gives more weight to the employee’s earlier performance and discounts recent occurrences. • Bias – When an appraiser’s values, beliefs, or prejudices distort ratings. 3 -143

Errors in Performance Appraisals • Strictness – When appraisers believe that standards are too low and they inflate the standards in an effort to make the standards more meaningful in their eyes. • Leniency – When appraisers believe that standards are too high and they inflate the employee’s performance. • Central tendency – Occur when an appraiser rates all employees within a narrow range, regardless of differences in actual performance. • Contrast error – Occurs when an employee’s rating is based on how his or her performance compares to that of another employee instead of on objective performance standards. 3 -144

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. © SHRM 3 -145

Appraisal Feedback Guidelines • • Describe the behavior; don’t judge it. Assume an attitude of helpfulness. Empathize and listen actively. Give specific examples. © SHRM 3 -146

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 -147