PSY FPX 8740 Assessment 3 Human Resource Development and Training

Assessment 3 Human Resource Development and Training

Name

Capella university

PSY FPX 8740 Industrial/Organizational Psychology Practices in Human Resource Management

Prof. Name

Date

Impact of Moral Equity, Relativism, and Attitude on Individuals’ Digital Piracy Behavior in a Developing Country

Arli, Tjiptono, and Porto (2015) investigated the influence of moral equity, relativism, and attitude on digital piracy behavior in a developing country. Their study, published in the Marketing Intelligence & Planning journal, analyzed the complex interplay of these factors and their implications for understanding and addressing digital piracy. The research delved into the moral considerations individuals weigh when engaging in digital piracy activities. It explored how moral equity, which refers to the perception of fairness and justice, shapes attitudes towards digital piracy. Additionally, the study examined the role of relativism, or the belief that moral principles are subjective and context-dependent, in influencing individuals’ justifications for engaging in digital piracy. Furthermore, Arli et al. (2015) investigated the impact of attitudes towards digital piracy on actual behavior. By understanding individuals’ attitudes and justifications, the study aimed to provide insights into strategies for combating digital piracy in developing countries.

The Role of Work in Psychological Health and Well-being: A Conceptual, Historical, and Public Policy Perspective

Blustein (2008) presented a comprehensive examination of the role of work in psychological health and well-being. Published in the American Psychologist journal, this research offers a conceptual framework, historical insights, and public policy perspectives on the relationship between work and mental well-being. Blustein’s analysis highlights the multifaceted nature of work and its implications for individuals’ psychological health. The research traces the historical evolution of attitudes towards work and discusses how societal changes have influenced the meaning and significance of work in people’s lives. Moreover, Blustein (2008) explores the role of public policy in promoting mental well-being through initiatives aimed at improving the quality of work environments and enhancing job satisfaction. By recognizing the importance of work in shaping individuals’ identity and sense of purpose, the study advocates for policies that prioritize the psychological health of workers.

Hazing and Bullying in the NFL

Clark, Kimbell, Philpot, and Terry (2016) investigated the prevalence and impact of hazing and bullying within the National Football League (NFL). Published in the Journal of Business Cases and Applications, this study sheds light on the culture of harassment and intimidation within professional sports organizations. The research examines various forms of hazing and bullying experienced by players in the NFL and explores the underlying factors contributing to these behaviors. Through in-depth interviews and analysis, Clark et al. (2016) provide insights into the dynamics of power, hierarchy, and masculinity that perpetuate hazing and bullying within the league. Furthermore, the study discusses the consequences of hazing and bullying on the well-being and performance of athletes, as well as the organizational culture of professional sports teams. By raising awareness of these issues, the research calls for proactive measures to address and prevent hazing and bullying in the NFL and other sports organizations.

Human Resources: How to Develop a Training Intervention Program

Duggan (2017) offers practical guidance on developing effective training intervention programs in the field of human resources. This resource, retrieved from the Small Business Chronicle, outlines key steps and considerations for designing and implementing training initiatives to enhance employee skills and performance. The article emphasizes the importance of aligning training programs with organizational goals and addressing specific learning needs within the workforce. Duggan (2017) provides insights into conducting needs assessments, designing curriculum, selecting training methods, and evaluating program effectiveness. By offering a systematic approach to training intervention development, this resource serves as a valuable tool for human resource professionals seeking to enhance organizational capabilities and drive performance improvement.

The Relationship Between Job Dissatisfaction and Training Transfer

Jodlbauer, Selenko, Batinic, and Stiglbauer (2012) explored the relationship between job dissatisfaction and training transfer among employees. Published in the International Journal of Training & Development, this research investigates how job dissatisfaction influences the transfer of knowledge and skills acquired through training programs. The study highlights the importance of considering motivational factors, such as job satisfaction, in promoting effective training transfer within organizations. Jodlbauer et al. (2012) discuss how employees’ perceptions of their work environment and job-related factors impact their willingness and ability to apply newly acquired competencies on the job. By understanding the factors that facilitate or hinder training transfer, organizations can design interventions to enhance the effectiveness of training initiatives and maximize the return on investment in employee development.

Beyond the Business Case: An Ethical Perspective of Diversity Training

Jones, King, Nelson, Geller, and Bowes-Sperry (2013) offer an ethical perspective on diversity training initiatives in organizations. Published in the Human Resource Management journal, this research goes beyond traditional business justifications for diversity initiatives to explore the ethical imperatives for promoting diversity and inclusion. The study argues that diversity training should not solely be driven by business objectives but should also reflect ethical considerations related to fairness, equity, and social justice. Jones et al. (2013) emphasize the importance of fostering a culture of respect and inclusivity within organizations, where diversity is celebrated as a fundamental value. By integrating ethical principles into diversity training programs, organizations can create more meaningful and sustainable efforts to promote diversity and cultivate a positive workplace culture.

Promoting Effective Psychological Contracts Through Leadership

McDermott, Conway, Rousseau, and Flood (2013) examine the role of leadership in promoting effective psychological contracts within organizations. Published in the Human Resource Management journal, this research explores how leadership behaviors influence the formation, maintenance, and fulfillment of psychological contracts between employers and employees. The study emphasizes the critical link between leadership practices and the quality of the employment relationship. McDermott et al. (2013) argue that effective leadership can foster trust, mutual respect, and reciprocity, which are essential for building strong psychological contracts and enhancing organizational performance. By focusing on leadership development and promoting behaviors that align with employees’ expectations and organizational values, organizations can cultivate positive psychological contracts that contribute to employee engagement, satisfaction, and retention.

A Critique of Kirkpatrick’s Evaluation Model

Reio, Rocco, Smith, and Chang (2017) offer a critique of Kirkpatrick’s Evaluation Model, a widely used framework for assessing training program effectiveness. Published in New Horizons in Adult Education & Human Resource Development, this research examines the limitations and challenges associated with Kirkpatrick’s four-level model of training evaluation. The study argues that while Kirkpatrick’s model provides a structured approach to evaluation, it may oversimplify the complexities of assessing training outcomes. Reio et al. (2017) highlight the need for a more comprehensive and nuanced understanding of evaluation processes to capture the full range of training impacts on individual and organizational performance. By acknowledging the limitations of existing evaluation models, organizations can develop more robust assessment strategies that provide meaningful insights into the effectiveness of training programs and inform decision-making processes.

Think You Need Cultural Sensitivity Training? Think Again

Rinderle (2019) challenges the assumption that cultural sensitivity training is always necessary or effective in addressing diversity-related issues in the workplace. This article, retrieved from Workforce magazine, offers a critical perspective on the limitations of traditional diversity training approaches. Rinderle (2019) argues that cultural sensitivity training often fails to address underlying systemic issues and may even reinforce stereotypes and biases. Instead, the author advocates for broader organizational interventions that promote inclusivity, equity, and cultural competence across all aspects of the workplace. By shifting the focus from individual awareness to systemic change, organizations can create more meaningful and sustainable diversity initiatives that foster a culture of respect, understanding, and belonging for all employees.

What Research on Learning Transfer Can Teach About Improving the Impact of Leadership-Development Initiatives

Sørensen (2017) explores insights from research on learning transfer to enhance the impact of leadership development initiatives. Published in the Consulting Psychology Journal: Practice and Research, this article discusses how principles of learning transfer can inform the design and implementation of leadership development programs. The research highlights the importance of creating conditions that support the transfer of leadership knowledge and skills from training to the workplace. Sørensen (2017) identifies factors such as supervisor support, opportunity for practice, and alignment with organizational goals as critical drivers of learning transfer. By incorporating strategies to facilitate learning transfer into leadership development efforts, organizations can ensure that leadership training leads to tangible improvements in leadership effectiveness and organizational performance.

References

Arli, D., Tjiptono, F., & Porto, R. (2015). The impact of moral equity, relativism and attitude on individuals’ digital piracy behaviour in a developing country. Marketing Intelligence & Planning, 33(3), 348-365. doi:10.1108/MIP-09-2013-0149 Blustein, D. L. (2008). The role of work in psychological health and well-being: A conceptual, historical, and public policy perspective. American Psychologist, 63(4), 228–240. https://doi.org/10.1037/0003-066X.63.4.228

PSY FPX 8740 Assessment 3 Human Resource Development and Training

Cascio, W. F., Aguinis, H. Applied Psychology in Human Resource Management, 7/e Vitalsource for Capella University. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/9781256845577/ Clark, R., Kimbell, J., Philpot, D. & Terry, N. (2016). Hazing and bullying in the NFL. Journal of Business Cases and Applications (16), 1–19. Retrieved from http://www.aabri.com/manuscripts/162510.pdf Duggan, T. (2017). Human Resources: How to Develop a Training Intervention Program. Retrieved from https://smallbusiness.chron.com/human-resources-develop-training-intervention-program2022.html Jodlbauer, S., Selenko, E., Batinic, B., & Stiglbauer, B. (2012). The relationship between job dissatisfaction and training transfer. International Journal of Training & Development, 16(1), 39–53. https://doi.org/10.1111/j.1468-2419.2011.00392.x Jones, K. P., King, E. B., Nelson, J., Geller, D. S., & Bowes-Sperry, L. (2013). Beyond the Business Case: An Ethical Perspective of Diversity Training. Human Resource Management, 52(1), 55–74. https://doi.org/10.1002/hrm.21517 McDermott, A. M., Conway, E., Rousseau, D. M., & Flood, P. C. (2013). Promoting Effective Psychological Contracts Through Leadership: The Missing Link Between HR Strategy and Performance. Human Resource Management, 52(2), 289–310. https://doi.org/10.1002/hrm.21529

PSY FPX 8740 Assessment 3 Human Resource Development and Training

Reio, T. G., Rocco, T. S., Smith, D. H., & Chang, E. (2017). A Critique of Kirkpatrick’s Evaluation Model. New Horizons in Adult Education & Human Resource Development, 29(2), 35–53. https://doi.org/10.1002/nha3.20178 Rinderle, S. (2019). Think You Need Cultural Sensitivity Training? Think Again. Retrieved from https://www.workforce.com/2018/05/10/think-need-cultural-sensitivity-training-think/ Sørensen, P. (2017). What research on learning transfer can teach about improving the impact of leadership-development initiatives. Consulting Psychology Journal: Practice and Research, 69(1), 47–62. https://doi.org/10.1037/cpb0000072

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 8740 Assessment 3 Human Resource Development and Training

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 8740 Assessment 3 Human Resource Development and Training

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. PSY FPX 8740 Assessment 3 Human Resource Development and Training

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper