Human Resource Development (Mod 3) Flashcards
Copyright Act
Governs the rules and regulations for copyright in the U.S.
Copyright is a form of protection provided by the U.S. government to authors of “original works” to prevent others from printing or otherwise duplicating distributing or vending copies of their literary, artistic and other creative expressions
Patent Act
Same principals as Copyright Act, but covers patents
Trademark Act
Same principles as Copyright Act, but covers trademarks
Exemptions to Copyright Act
Public domain: after a period of time, no one can invoke the Copyright Act to prevent another from copying, distributing or otherwise using the work
Fair use: allows the use of copyrighted work in certain circumstances, depending upon 5 factors (purpose, nature, percentage of work used, amount produced, effect on potential market value of the work)
Quality Control Tools
Process-Flow Analysis (aka flow chart: diagram of steps in process
Control chart: illustration of variations from normal in a situation over time
Cause-And-Effect Diagram (aka Ishikawa diagram, fishbone diagram): visual map to list factors thought to affect a problem or desired outcome
Scatter diagram: depicts possible relationships between two variables
Histogram: graphic representation of a single type of measurement
Check Sheets: simple visual tool used to collect and analyze data
Pareto Chart (see separate card)
Pareto Chart
Vertical bar graph on which the bar height reflects the frequency or impact; categorizes causes from frequent to least frequent; line graph accumulates results for successive causes
Bloom’s Taxonomy (Six Levels of Learning)
1) Knowledge: learner can recall facts
2) Comprehension: learner can translate or interpret info
3) Application: learner can use info in new situations
4) Analysis: learner is able to break down info and explain how it fits together
5) Synthesis: learner is able to respond to new situations and trouble-shoot techniques and solutions
6) Evaluation: allows one to make judgements
Maslow’s Hierarchy of Needs
1) Physiological Needs
2) Safety & Security
3) Belonging & Love
4) Esteem
5) Self-Actualization
Herzberg’s Motivation-Hygiene Theory
Hygiene Factors (Extrinsic): those that surround the job; environment in which employees work
Motivation Factors (Intrinsic): present in the job itself
Acceptable conditions (hygiene) will lead only to satisfaction - they cannot motivate. However, hygiene factors must be acceptable in order for motivation factors to occur.
McClelland’s Theory
Some people have an intense need to achieve while others do not.
Theory X and Theory Y
Theory Y: manager believes employee dislike rigid controls and inherently want to accomplish something; “participative style”
Theory : manager believes employees inherently do not like to work and must be strictly controlled and force to work; “authoritative style”
Vroom’s Expectancy Theory
Expectancy: a certain effort will lead to a particular result
Instrumentality: a specific action will lead to a specific outcome
Valence: strength of an individual’s desire for a particular outcome
Equity Theory
People want to be treated fairly, and thus compare themselves to other people to see if their treatment is equitable.
Skinner’s Behavioral Reinforcement Theory
Positive Reinforcement: give person a desired reward to attain desired behavior or encourage repetition
Negative Reinforcement: avoid an undesirable consequence by giving the person a reward when desired response is exhibited
Punishment: decrease in undesirable behavior because response causes something negative to occur
Extinction: no response diminishes and extinguishes behavior
Skinner’s Reinforcement Schedule
Fixed interval: reinforcer after specific time passes (e.g. weekly or monthly paychecks)
Fixed ration: reinforcer after specific number of responses (e.g. piece-rate pay or sales commissions)
Variable interval: reinforcer at random times (e.g. unscheduled positive comments)
Variable ratio: reinforcer after random number of responses (e.g. random checks with praise for meeting goals)
Training vs Development
Training: providing knowledge, skills and abilities (KSAs) specific to a particular task or job
Development: long-term focus on preparing for future responsibilities while increasing the capacities of employees to perform their current jobs
ADDIE Model
A = Needs Assessment D = Design D = Develop I = Implement E = Evaluate
Benefits of Conducing a Needs Assessment
Can identify:
- Organization’s goals and its effectiveness in reaching them
- Gaps or discrepancies between current and future performance
- Types of programs needed
- Target audience for programs
- Content based on fact rather than intuition
- Base-line information to evaluate effectiveness
- Parameters for cost-effective programs
Methords of Gathering Data During a Training Needs Assessment
Surveys/Questionnaires Interviews Performance Appraisals Observations Tests Assessment Centers Focus Groups Document Reviews Advisory Committees
Can Training Solve All Problems?
Training is not the solution for employee relation problems such as poor morale, lack of motivation, lack of ability to learn. Problems resulting from non-HRD issues (e.g obsolete equipment, insufficient rewards, conflicts of values/managerial style) can be identified and referred to management
Kirkpatrick’s Four Levels of Evaluation & Tools to Measure Each
1) Reaction: checklists, questionnaires, interviews
2) Learning: post-measure, pre/post measures, pre/post measure with control group
3) Behavior: performance tests, critical incidents, 360-degree feedback, simulations, observations
4) Results: cost-benefit analysis, ROI analysis, progress toward organizational goals, performance appraisals
Elements of Composing Training Objectives (Design Phase)
S = Specific M = Measurable A = Attainable R = Realistic T = Timely
Implementation Seating Arrangements
Classroom/Theater Banquet U-Shape Circle Chevron Rectangle
What Impacts Transfer of Training?
- Interference from immediate (work) environment
- Nonsupportive organizational culture
- Impractical training programs
- Irrelevant training content
- Discomfort with change
- Separation from inspiration or support of the facilitator
- Poorly defined/delivered training
- Pressure from peers to resist change
- Newly learned behaviors are not valued or modeled by managers
Career Development Model
Career development consists of two processes:
- Career planning: actions and activities that INDIVIDUALS perform to give direction to their work life
- Career management: preparing, implementing and monitoring employees’ career paths, with a primary focus on the goals of the organization
Career development takes place at the intersection of these two factors
Career Development Programs
- Employee Self-Assessment Tools
- Individual Coaching/Counseling
- Mentoring
- Internal Coaching
- External Coaching
_ Executive Coaching
Succession Planning vs Replacement Planning
Succession Planning: helps identify and foster development of high-potential employees; determines which employees might benefit from different organizational experiences and pinpoints the training or development they will need to advance in the organization. Concerned with long-range needs.
Succession plan contains: managerial position requirements; succession requirements; candidate data; appraisal of performance and development needs
Replacement Planning: concentrates on immediate needs and a “snapshot” assessment of the availability of qualified backup for key positions.
Expatriation, Repatriation, Local National, Third Party National
Expatriation: sending an employee abroad and supporting their ability to adapt to cultural changes and complete their assignment
Repatriation: process of reintegrating employee into his/her home country operations following an international assignment
Local National: hiring an employee abroad for an assignment in that country
Third Party National: an employee from another country working an assignment in another country for a company based in a third country
Leadership vs Management
Leadership = relates to the organization’s mission and keeping the mission in sight and providing direction; ability of an individual to influence a group or another individual toward the achievement of goals and results
Management = coping with day-to-day operations
Blake-Mouton’s Theory of Behavior (Leadership)
Uses two axes to describe behavior:
Concern for people
Concern for production (task)
Authoritarian managers Team Leaders Country Club Managers Impoverished Mangers Middle-of-the-Road Managers
Hersey-Blanchard’s Situational Leadership Theory of Behavior (Leadership)
Suggests that leadership style should be matched to the maturity of the employees
Leadership consists of four tasks based on employee’s maturity: Delegation, Participation, Selling, Telling
Fiedler’s Contingency Theory of Behavior (Leadership)
Group performance is dependent upon the interaction between leadership style and situational favorableness
Three factors determine the favorableness of leadership environment:
- Leader-membership relations
- Tast structure
- Position power
Certain leadership styles are more effective for certain situations - i.e. chance favorableness of situation
Appraisal Methods
Category rating methods: mark an employee’s level of performance on a scale (graphic scale, checklist, forced choice)
Comparative method: compares the performance of each employee with the others (ranking, paired comparison, forced distribution)
Narrative methods: written narrative appraisal (essay, critical incidents, field review)
Special methods:
- MBO (management by objectives): employees help set objectives
- BARS (Behaviorally anchored rating scale): clearly describe behavior associated with each level of performance; works when many employees perform same tasks
Errors in Performance Appraisal
Halo/Horn Effect: competence or weakness in one area results in high/low marks for all categories
Recency/Primacy: appraiser gives ore weight to recent events or earlier events
Bias: appraiser’s values, beliefs, prejudices distort rating
Strictness/Leniency: reluctance to give too high ratings, or not wanting to give scores too low
Central tendency: all employees rated in narrow range regardless of difference in actual performance
Contrast: comparing employees
