DCE 5110

Theories in HRD
 Basic theories

 Psychologicaltheory
 Economic theory
 Systems theory
Psychological theory

 captures the core human

aspects of developing human
resources as well as the socio-
technical interplay of humans
and systems.
Economic theory

captures the core issues of the

efficient and effective utilization
of resources to meet productive
goals in a competitive
environment.
Systems theory

captures the complex and

dynamic interactions of
environments, organizations, work
process, and group/individual
variables operating at any point in
time and over time.
 Cognitive Theories

 Expectancy theory
 Goal-setting theory
 Social learning theory
 Equity theory

Werner & DeSimone (2006) 6

Motivational Theories
 MacGregor’s Theory X and Theory Y
 Herzberg’s Motivation–Hygiene Theory
 Maslow’s Heirarchy of Needs
 The Goal Setting Theory
 Reinforcement Theory
 Equity Theory
 Expectancy Theory
MacGregor’s Theory X
and Theory Y

 Classifies human nature into two

categories
 Motivational strategy is contingent
upon which category the person is
classified in
 Theory is flawed because most
people fall somewhere in between
Theory X Personality

 Negative view
 Pessimist
 Little ambition
 Generally dislikes work
 Avoids responsibility
 Needs constant supervision
Theory Y Personality
 Positive
 Primarily optimistic
 Enjoys working
 Seeks out responsibility
 Needs little supervision
 High level of ambition
Herzberg’s Motivation-Hygiene
Theory

 2 factors influence individual

motivation:
◦ Motivators:
 Increase job satisfaction
 Increase motivation
◦ Hygiene:
 Eliminate job dissatisfaction
 Fail to motivate
Motivators
 Work itself
 Recognitions
 Responsibility
 Achievement
 Growth
 Advancement
Hygiene Factors
 Company policies and administration
 Salary
 Working conditions
 Relationship with supervisors
 Relationships with peers
 Relationships with subordinates
 Security
 Status
Maslow’s Heirarchy of Needs

 People are motivated by need

 There are levels of needs that
motivate
 Once a level is satisfied, the level is
no longer a motivator
 Theory is flawed because once you
reach the top, there is nothing left
to act as a motivator
Maslow’s Hierarchy of Needs
 Reinforcement Theory
 Behavior is a function of its own
consequences
 Behavior is influenced by
external factors
 “Reinforcers”
 Focuses on action
 Positive reinforcement
 Equity Theory
 Exchange of individual contributions for
rewards
 3 variables:
◦ The inputs an individual perceives
she/he is contributing
◦ The outcome (rewards) an individual
perceives she/he is receiving
◦ The way in which an individual’s inputs
and outcomes compare to the inputs and
outputs of another
Equity Theory
Internal Equity
 Employees’ perceptions of internal equity—
their beliefs concerning the fairness of what
the organization is paying them compared
with what it pays other employees.
 Organizations with an internal orientation
spend time and effort comparing and
analyzing pay differences among their own
employees.
 Pay practices, such as how much each
person makes, are usually less secretive in
these organizations than in organizations with
an external orientation.
 Internally oriented organizations also use
long-term incentives to reward employees
who stay with them for long periods.
External Equity
 Employees’ perception of external
equity—which concerns the fairness of
what the company is paying them
compared with what they could earn
elsewhere—are critical in such employment
relationships.
 Organizations with an external labor
orientation must assess how their
compensation compares with the
compensation offered by other
organizations.
 Expectancy Theory
 People will put out effort equivalent
to the perceived rewards
 Steps:
◦ Personal effort leads to personal
achievement
◦ Organizational rewards
◦ Individual goals
Expectancy Theory
This theory proposes that motivation comes from
three beliefs: valence, instrumentality, and
expectancy.
Expectancy Model
The Goal-Setting Theory
 Employees set goals and are motivated
by the reward and/or recognition that
accompanies the achievement
 MBO
 TQM
 Employees are more likely to achieve
goals they helped to set.
Goal-Setting Theory
Social Learning Theory

 Self-efficacy – judgment of what you think

you can do with the skills you have
 Major prediction of the theory is that
expectations determine:
◦ Whether a behavior will be performed
◦ How much effort will be expended
◦ How long you will perform the behavior

Werner & DeSimone (2006) 26

Self-Efficacy and Effort

Werner & DeSimone (2006) 27

Equity Theory
Major assumptions:
 If you are treated fairly, you will
keep working well
 If you think you are being treated
unfairly, you will change your
behavior in order to be treated
fairly

Werner & DeSimone (2006) 28

Equity Theory

Werner & DeSimone (2006) 29

 A Noncognitive Theory

 Reinforcement theory
◦ e.g., behavior modification

Werner & DeSimone (2006) 30

Behavior Modification
Principles for controlling employee behavior:
 Positive Reinforcement
 Negative Reinforcement
 Extinction – decrease occurrences by
eliminating reinforcement that causes the
behavior
 Punishment – introduce an adverse
consequence immediately after behavior

Werner & DeSimone (2006) 31

Complexity of Behavior

Werner & DeSimone (2006) 32

Bloom’s Taxonomy

Bloom
HRD
 Cognitive
 Knowledge
 Psychomoto  Skills/Abilities
r  Attitudes
 Affective
 Adult Learning Theory Benjamin Bloom’s
Taxonomy – 6 Levels of Learning
Case studies
Projects
Exercises
Projects Critiques
Problems Simulations
Case studies Appraisals
Creative exercises
Instructional Problems Develop plans
Exercises Constructs
Strategies Case studies Simulations
Judge
Exercises Appraise
Critical incidents
Practice Evaluate
Discussion
Demonstrations Rate
Questions Questions Compose
Projects Compare
Discussion Test Plan
Sketches Value
Review Propose Revise
Simulations Design
Test Role play Score
Assessment Distinguish Formulate
Microteach Select
Reports Analyze Arrange Choose
Learner Differentiate Collect
Lecture Assess
Presentations Appraise Construct
Visuals Interpret Estimate
Writing Calculate Create
Video Apply Measure
Experiment Set up
Audio Employ Test Organize
Examples Use Compare Manage
Illustrations Translate Demonstrate
Restate Contrast Prepare
Analogies Dramatize Criticize
Discuss Practice
Describe Diagram
Illustrate Inspect
Define Recognize Operate
Explain Debate 5. SYNTHESIS 6. EVALUATION
Repeat Schedule Inventory
Record Express Shop
Identify Question
List Sketch Relate Skills
4. ANALYSIS
Demonstrated
1. KNOWLEDGE 2. COMPREHENSION 3. APPLICATION
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