The Human Resource Competencies and HR Effectiveness: The
Moderating Effects of Challenge and Hindrance Stressors in The Private
Sector in Mongolia
by
Tumentsetseg Enkhjav
A Thesis Submitted to the
Graduate Faculty in Partial Fulfillment of the
Requirements for the Degree of
MASTER OF BUSINESS ADMINISTRATION
Major: International Human Resource Development
Advisor: Wei-Wen Chang, Ph.D
National Taiwan Normal University
Taipei, Taiwan
June 2018
ACKNOWLEDGEMENT
Studying at IHRD for last two years was one of the most challenging and self-achieved
journeys in my life. It brought new challenges to overcome and new opportunities to pursue
afterward. At every stage of my journey at IHRD, I have received huge support from people
around me. Without their generous supports and encouragements, I would not have traveled
this far until today.
First and foremost, I would like to express my sincere thankful to my dear advisor,
Dr.Vera Chang, without her I would have never completed my thesis. I always consider myself
lucky to be her advisee because she has admitted my weaknesses and selected me as her
student. At each challenging moment when I felt discouraged, she has been there for me to
encourage and inspire me to go forward. There may be no word which can describe how much
I am grateful for her trust in me.
I am truly thankful to my committee members, Dr.Lu and Dr.Chen who gave me the valuable
and constructive advises in order to improve the quality of my paper. Without their instructive
and precious guidance and supports, I would not have had this better quality paper.
I am very grateful to my dear friend, Avidarmaa Erdene who helped me collect more data
back in Mongolia. Without her tremendous assistance and support, I would not have reached
the number of data I needed to have in my thesis.
I also owe much appreciation to Taiwan ICDF for providing this life-changing opportunity
to widen my eyes. Without its financial support, I would not have fulfilled my dream to pursue
a master degree in Taiwan.
Finally, I sincerely want to thank my parents and siblings as well as my friends (Tysha
Ramos, Cindy Chan Janel and Alejandra Del Pilar Campos Alfaro) who always gave me the
strength to stand up and keep moving forward at each stage of my studies at NTNU.
I
ABSTRACT
In this study, all six HR competencies of Human Resource Competency Survey (HRCS) 2012
model – Strategic positioner, Credible Activist, Capability Builder, Change champion, HR
innovator and Technology proponent were chosen to test how they can predict the effectiveness of
an HR professional in the private sector in Mongolia. Moderating effects of Challenge and
Hindrance stressor on the relationship between overall self-evaluated HR competencies and overall
employees' perceived HR Effectiveness were also examined. A pair research design was applied,
and a total of 360 validated questionnaires from 90 different private companies in Mongolia were
received and analyzed. Confirmatory factor analysis and Cronbach's alpha analysis were
performed to test the construct validity as well as the reliability of the chosen scales which were
previously validated measurements in the existing literature. The pearson correlation, simple linear
regression, and hierarchical regression were carried out to test the purposed hypotheses. The result
showed that all six competencies of HRCS model 2012 significantly and positively contribute
overall HR Effectiveness. However, all sub-dimensions of HR Effectiveness- HR service, HR
Role, and HR contribution were not found to have a significant relationship with the six
competencies. Also, the moderating effects of Challenge and Hindrance stressors were not
verified. Implications for top management as well as HR managers were discussed.
Keywords: HRCS model 2012, HR competencies, HR effectiveness, Challenge stressors,
Hindrance stressors, Mongolia
II
TABLE OF CONTENTS
ABSTRACT ........................................................................................................... I
TABLE OF CONTENTS ..................................................................................... II
LIST OF TABLES .............................................................................................. IV
LIST OF FIGURES ............................................................................................ VI
CHAPTER I INTRODUCTION .......................................................................... 1
Background of the Study ........................................................................................................... 1
Statement of the Problem ........................................................................................................... 3
Purpose of the Study .................................................................................................................. 5
The Scope of the Study .............................................................................................................. 5
Research Questions .................................................................................................................... 5
Significance of the Study ........................................................................................................... 6
Definition of Terms.................................................................................................................... 7
CHAPTER II LITERATURE REVIEW ............................................................. 9
Mongolian Labor Market ........................................................................................................... 9
The Human Resource Competency ......................................................................................... 11
The Human Resource Effectiveness ........................................................................................ 22
Challenge and Hindrance Stressors ......................................................................................... 23
Hypotheses Building and Relationship between the Variables ............................................... 29
CHAPTER III METHODOLOGY .................................................................... 34
Research Framework ............................................................................................................... 34
Research Approach .................................................................................................................. 35
Research Procedure .................................................................................................................. 36
Data Collection ........................................................................................................................ 38
Data Analysis ........................................................................................................................... 45
CHAPTER IV RESULTS AND DISCUSSIONS ............................................. 46
Demographic Statistics ............................................................................................................ 46
Validity and Reliability ............................................................................................................ 49
Confirmatory Factor Analysis .................................................................................................. 49
Reliability Analysis .................................................................................................................. 57
Common Method Variance ...................................................................................................... 57
III
Intraclass Correlation Coefficient Analysis ............................................................................. 58
Correlation Analysis ................................................................................................................ 59
Hypothesis Tests ...................................................................................................................... 62
Hierarchical Regression Analysis ............................................................................................ 66
Summary of the Analysis Results ............................................................................................ 68
Discussions of the Results ....................................................................................................... 70
CHAPTER V CONCLUSION AND IMPLICATIONS.................................... 75
Conclusions .............................................................................................................................. 75
Implications.............................................................................................................................. 76
Limitations ............................................................................................................................... 78
Suggestions for Future Research ............................................................................................. 79
REFERENCES .................................................................................................... 80
APPENDIX A: ENGLISH QUESTIONNAIRES ............................................. 87
HR Professional’s Questionnaire ............................................................................................. 87
Employee’s Questionnaire ....................................................................................................... 93
APPENDIX B: MONGOLIAN QUESTIONNAIRES ...................................... 99
Хүний Нөөцийн Мэргэжилтний Судалгаа .......................................................................... 99
Ажилтны Судалгаа .............................................................................................................. 107
APPENDIX C: HRCS MODEL 2012 ............................................................. 113
APPENDIX D: LIST OF COMPANIES ......................................................... 114
IV
LIST OF TABLES
Table 2.1. Overview of the Seven HRCS Model (1988-2016) and SHRM Competency Model
(2011)...........................................................................................................................14
Table 2.2. Summary of Selected Studies of Challenge and Hindrance Stressors....................25
Table 2.3. Impact of HR Competencies on Perception of HR Effectiveness and Business
Performance.................................................................................................................30
Table 3.1. The Review of Survey Scales.................................................................................42
Table 3.2. The Review of Research Methodology..................................................................46
Table 4.1. Demographics for HR Managers............................................................................47
Table 4.2. Demographics for Employees.................................................................................48
Table 4.3. Summary of Good-Fit Criteria................................................................................50
Table 4.4. Model-Fit Indices for Alternative Factor Models of HR Competencies, Challenge
Stressors, Hindrance Stressors and HR Effectiveness.................................................51
Table 4.5. CFA Results for HR Competencies....................................................................... 52
Table 4.6. Modified CFA Result for HR Effectiveness.......................................................... 54
Table 4.7. Modified CFA Results for Challenge and Hindrance Stressors........................... 55
Table 4.8. The Result of the Discriminant Validity.................................................................56
Table 4.9. Cronbach’s Alpha Analysis................................................................................... 57
Table 4.10. The Results of Harman’s Single Factor Score......................................................58
Table 4.11. Intraclass Correlation Coefficient Analysis..........................................................59
Table 4.12. Pearson Correlation Analysis................................................................................61
Table 4.13. The Linear Regression Result for the Relationship between Overall HR
Competencies and Overall HR Effectiveness..............................................................62
Table 4.14. The Linear Regression Results for the Relationship between Sub-dimensions of
HR Competencies and Overall HR Effectiveness........................................................64
Table 4.15. The Linear Regression Results for the Relationship between Sub-dimensions of
HR Effectiveness and Overall HR Competencies........................................................65
Table 4.16. Summary of Hierarchical Regression for Moderating Effect of Challenge Stressors
on the Relationship between Overall HR Competencies and Overall HR
Effectiveness................................................................................................................67
Table 4.17. Summary of Hierarchical Regression for Moderating Effect of Hindrance Stressors
on The relationship between Overall HR Competencies and Overall HR
Effectiveness................................................................................................................68
V
Table 4.18. Results of the Study..............................................................................................69
VI
LIST OF FIGURES
Figure 3.1. Research framework..............................................................................................35
Figure 3.2. Research procedure................................................................................................38
Figure 8.1. HRCS model 2012……………….……………………………………..……....117
1
CHAPTER I INTRODUCTION
This first chapter of this study presents the background, problem statement, the purpose of the
research, research questions, delimitation and the significance of the study. Finally, this chapter
demonstrates the definition of terms in order to give a comprehensive and coherent understanding
of this research to readers.
Background of the Study
Organizations have been looking for ways to assess the effectiveness of their HR departments.
Not only CEOs but also internal customers such as line managers and employees are eager to
measure how effective the services and activities of HR departments and HR professionals are in
their organizations in order to determine what level of commitment HR deserves to receive from
the organization. According to Ulrich (1997), HR audits can evaluate HR practices, professionals
or the department itself. In practice, continually providing monthly or annual reports about HR
departments/HR professionals to their internal and external clients should be an essential part of a
human resource department's function. Reporting their functional outcomes regularly to the
internal and external customer and the market in general increases not only an HR department's
reputation but also reflects on the status of the whole organization. In the context of the recruitment
process, human resource philosophies are salient and important to job seekers (Bretz & Judge,
1994). In previous studies, the majority of researchers has focussed on HR performance,
productivity and effectiveness as an appropriate measurement to evaluate the outcome of HR
departments/HR professionals. In general HR effectiveness had been measured by looking at the
contribution which HR has made to a firm's competitive position, its core competencies, its human
capital and its bottom line. These aspects of HRM effectiveness have been used and validated in
some past studies (Han, Chou, Chao & Wright, 2006; Wright, McMahan, Snell, & Gerhart, 2001).
Being supported by CEOs and Line managers is crucial to HR professionals when they intend
to implement new projects in an organization. Holley (2014) stated that CEOs’ major concern is
not the detailed process of how the HR department works, but they care more about whether the
HR function runs efficiently. Also, the author claimed that line executives think that HR
department provides rather simple services to their clients, and those line managers do not feel that
2
HR professionals contribute much to the business outcomes in organizations. This view is
contested by one unknown HR executive who said "when Line executives do not understand the
importance of what we provide, I want to suggest that our function just stops working on anything
for one day and see how the organization runs" (Wright et al., 2001, p.14).
Competencies as work-related personal attributes like knowledge, skills, and values that each
individual brings to do their work well (Roberts, 1997). In the last two decades, substantial studies
have conducted to examine what knowledge, skills, behaviors and other personal characteristics
are required for HR professionals to be efficient and productive in their organizational roles.
Generally, this kind of research began in the late 1970s and was led by such contributed scholars
named as Borman, Tornow, Heineman, Black, Pinto, Skjervheim and Wallace (Tornow, 1984). In
the 1980s Ulrich began a continuous study of HR competencies, which has been updated and
introduced its seventh round in 2016, is formally considered as the world’s most comprehensive
and largest HR competency model named Human Resource Competency Survey (HRCS) in the
HR field today. In this study, HRCS model 2012 is used to examine whether the following
subdomains as the strategic positioner, HR innovator and Integrator, technology proponent, change
champion, capability and credible activist have been held by HR professionals in the private sector
of Mongolia. This model has been developed based on data from the USA and European countries.
The most interesting point is that how this HRCS model 2012 applies and adapts to Mongolian
HR professionals, and if Mongolian HR professionals have already possessed these kinds of HR
competencies, how would be their effectiveness and contribution to the business today in Mongolia.
Furthermore, even though those HR professionals are capable of doing their tasks, how the
work-related negative and positive stressors affect their outcomes and performance. Those two
directions of the moderating effects on the relationship independent and dependent variables are
also the central concern of the researcher to explore with this study.
3
Statement of the Problem
Mongolia became a socialist country in 1924, and when the Soviet Union collapsed in 1990,
Mongolia made a significant transformation in its political and economic system into a democratic
system. Even though this transformation has brought many positive changes, such as multi-party
elections, democracy, land privatization, a market economy and international cooperation
(Munkhtsetseg, 2016). The history of HRM as a major profession in Mongolia does not last long.
In this stage of HRM development, Mongolian enterprises have recently come to realize that they
cannot compete and succeed in the markets without retaining competitive human capital. In order
to support the above statement, the researcher browsed the using the keyword as a Human
Resource manager on the exclusive job searching website in Mongolia named “biz network mn”,
the result has displayed the total number of 30 different organizations looking for an HR manager
the time period between the 17th of October and 14th November in Mongolia.
Furthermore, two leading Mongolian universities, the University of Humanities and the
Mongolian University of Technology and Science (MUST), established HRM programs in the late
1990s. Approximately more than 20 institutions and colleges offer a short and long-term training
program in order to prepare future HR practitioners and to enhance competencies of professional
practitioners. However, these programs have been providing a stable supply of HRM professionals
to Mongolian firms; there are no actual measurements to evaluate HR professional competencies
in the county. Also, a total of 84,142 companies in Mongolia has been counted as officially
operating in May 2016 by the National Statistic Office of Mongolia. In order to help these
organizations achieve high performance, each employee, as well as an HR professional, should
have necessary general knowledge, skills, and abilities (McMahan, Mohrman, & Lawler, 1996) to
accomplish their jobs entirely. In accordance with Selmer and Chiu (2004), HR professionals are
supposed to possess a set of competencies to deal with human resource issues and to lead human
capital to the next stage of efficiency. Thus, it is necessary to determine the existing competencies
of HR professionals and measure their outcomes at this stage of the economic fluctuations occurred
in Mongolia.
There have been many previous researchers discussing HR competencies and competency
models, but most of them are designed and developed in Western context. Even though very few
researchers investigated and broached some concepts of HRM such as recruiting and selection,
4
knowledge transfer, career plateau, employees’ performance and motivation in Mongolia, they
have neglected to study the relationship between HR competencies and HR effectiveness:
primarily, how HR competencies affect their work outcome and efficiency at a workplace. None
of the published studies discussed HR competencies found in the result of the search on the Google
scholar.
Additionally, this study aims to investigate the influence of the Challenge and Hindrance
stressors on the relationship between HR competencies and HR effectiveness as a moderator. In
fact, the negative effects of stress on employees generally influence their work outcomes. In the
last few decades, there have shown some specific changes in the functions of HR Professionals
that has been bringing more stress on their shoulders such as social media, HR software solution,
computerized recruiting, Headhunter recruiting approach, Talent management, employees’ data
analysis and so on. Psychologists who study stress claimed that any kind of change– either negative
or positive – could be stressful. Lately, two types of stressors: challenge stressors and hindrance
stressors have been begun to differentiate by researchers in the stress field (Cavanaugh, Boswell,
Roehling, & Boudreau, 2000). Challenge stressors are defined as job demands that are recognized
by employees as rewarding work experiences create an opportunity for personal growth
(Cavanaugh et al., 2000), whereas hindrance stressors are defined as job demands that are
perceived as obstacles to personal growth or demands that limit or hinder one's ability to achieve
valued goals (Cavanaugh et al., 2000). Since these two kinds of stressors have different impacts
on the work outcome, getting the more comprehensive understanding of the relationships between
the stressors and work outcomes can be worthwhile to further in the literature and practice of HR
effectiveness in the HR field of Mongolia. In the previous literature, the majority of researchers
has considered the challenge and hindrance stressors as their independent variables in their studies.
However, this research emphasizes to investigate those two different types of stressors (Challenge
and Hindrance) as moderators on its framework.
5
Purpose of the Study
The purpose of this study is to explore what kind of HR competencies Mongolian HR
professionals have obtained, examining based on HRCS model 2012, and also discovers the
relationship between those examined HR competencies and HR effectiveness perceived by
employees. A secondary core aim of the current research is to ascertain how the Challenge and
Hindrance stressors affect the relationship between HR competencies and HR effectiveness.
The Scope of the Study
The scope of this study has delimited the data collected from only these random organizations
in the private sector in Mongolia. Also, the researcher only focused on the six competencies of
HRCS model 2012 and three individual HR Effectiveness: HR service, HR Role, and HR
contribution. Generally, HR managers in Mongolia have the broader job scope and endless job
responsibilities to carry in order to be recognized as an effective HR in their organizations. Hence,
the theoretically verified two different stressors: Challenge and Hindrance stressors were chosen
to test how these stressors impact on the individual effectiveness of HR professionals. Overall, the
analysis of this study was focused at the individual level of HR competencies and HR effectiveness
under the moderating effects of Challenge and Hindrance stressors.
Research Questions
To reach the purpose of this study, the following research questions have been settled in order
to follow the core track of this research.
1. What are the most significant HR competencies for HR effectiveness in the private sector
in Mongolia?
2. Whether HR competencies are significantly related to HR effectiveness?
3. How Challenge and Hindrance stressors affect HR people in Mongolia?
6
Significance of the Study
This research aims to contribute to the development of HRM in Mongolia, especially for HR
professionals who lead Mongolian HRM level to the next stage in today’s extremely competitive
market. Apparently, that lack of HR competence is a serious issue (Cohen, 2015) in any
organizations. Generally, HR professionals must possess and master various kinds of competencies
in order to make valuable contributions to the firms' performance. Many previous pieces of
research focused on the overall competencies of HR professionals in the European context, but
very few studies concentrated on the HR competencies in the Asian context. Mainly, there is the
insufficient number of studies paid attention to HR competencies and effectiveness related to
Mongolia. Therefore, this research initially aims to examine the levels of HR competencies in
Mongolia, using HRCS model (2012). When HR professionals identify the levels of HR
competencies by using an HR questionnaire to evaluate themselves the researcher will examine
how those competencies affect HR effectiveness perceived by employees. It is very crucial to
investigate the above aspects because of the result of this study that will provide an opportunity
for Mongolian HR professionals to analyze their work outcome, and introspect their contribution
to firms.
Additionally, this study seeks to explore how the Challenge and Hindrance stressors affect the
relationship between HR competencies and their effectiveness. Regarding the result of the
influence of those stressors on the relationship between Independent variables and Dependent
variables, the implication of this study partly could be useful to employers to control the stressors
on HR professionals in order to increase HR effectiveness in organizations.
Generally, this study can be one of the precursor studies designed for the contribution to the HR
field of Mongolia. Also, the result of this research expectantly can be beneficial either literature
review or HR practice in Mongolia.
A Prospective Contribution to HR Research Field in Mongolia
What has explicitly motivated the researcher to do this study is that currently there are lots of
studies used different HR competency models that have been tested not only in USA/UK or other
European countries but also in the most of the Asian countries such as Malaysia, Indonesia,
Thailand and Taiwan. The HRCS model is a globally known and latest updated competency model
7
that hasn’t been conducted in Mongolia context yet. Therefore, the result of this research will be
likely to bring Mongolian researchers’ attention to the competencies of HR and to stimulate the
researchers to do more investigations on HR competencies of the key economic industries such as
mining, agriculture, and construction in Mongolia.
A Prospective Contribution to HR Professionals
In order to give the respondent's opportunity to get acknowledged the main pattern of HR
competencies and contribution in Mongolia, a brief conclusion, and the practical implication will
be sent to all HR survey's participants who have provided voluntarily to their contact addresses on
their investigation. Equipped with this demanding evidence-based study results, probably HR
managers will be expected to take some steps in order to strengthen or catch up the most general
lacked competencies if they feel deficient in some of the elements of the HRCS model 2012.
A Prospective Contribution to HRM Students
A concise conclusion of this study will be delivered to two leading state universities in
Mongolia. Officially, they are considered as the universities that specialize in HR programs to
prepare the future generation of HR practitioners in Mongolia. It is highly anticipated that this
paper will help the HR students understand, the better idea about what kind of HR skill and ability
sets they need to develop in order to be considered as a more qualified and capable HR candidate
after they finish their studies. Being unqualified and lacking in the educational background of new
graduates are the second biggest barrier they encounter in recruiting fresh graduates was claimed
by 23.5% of the Mongolian employers who participated in one of the flagship studies of the
Research Institute of Mongolian labor and social protection in 2016 (The Research Insitute of
Mongolian Labour and Social Protection, 2017).
Definition of Terms
HR Effectiveness
HRM effectiveness has been identified in different ways, including the organizational and
individual level. However, in this study, the researcher only focuses on the individual level
8
effectiveness of an HR professional. Therefore, it can be defined as “How HR professionals
perform as internal service providers to employees and Line managers” (Han et al., 2006, p. 393).
HR Competency
Someone’s knowledge, skills, abilities, or other personality characteristics that are used to get
someone’s job done (Becker, Huselid & Ulrich, 2001). In this study, Human Resource
Competency Study (HRCS) will be used to test HR competencies in Mongolia– an initiative of the
University of Michigan - Ulrich and Brockbank began to study Human Resource Competency
Study (HRCS) since 1988. Until now, seven rounds (1988, 1992, 1997, 2002, 2007, 2012 and
2016) have been conducted. The data of these seven models can provide plenty of information on
key competencies for the HR professionals. The HRCS in 2012 was their third global study about
HR competencies (Boselie & Paauwe, 2005). Based on the sampling country’s circumstance in
HR field, a version of HRCS 2012 model has been chosen in order to examine the levels of
Mongolian HR professional competencies, including six domains that will be tested in this study
are strategic positioner, credible activist, capability builder, change champion, HR innovator, and
Integrator and technology proponent..
Challenge Stressors
Work-related pressures that create an opportunity for employees to make personal growth
(Cavanaugh et al., 2000). The most famous examples of challenge stressors are time urgency,
workload, job responsibility and job complexity found in the existing literature.
Hindrance Stressors
Work-related pressures that create obstacles for employees to make personal growth or demands
that restrict or interfere one’s ability to achieve valued goals in an organization(Cavanaugh et al.,
2000). The most common examples of hindrance stressors are hassles, red tape, role ambiguity
and role conflict found in the existing literature.
9
CHAPTER II LITERATURE REVIEW
This chapter discusses the reviews of the relevant literature of HR competencies and HR
effectiveness, including moderating effects of Challenge and Hindrance stressors. The first part of
this chapter explains a review of previous studies about HR competencies, and HRCS model 2012.
The second part of this chapter presents the earlier investigations about HR effectiveness. Finally,
the last section of this chapter reviews the previous findings and the literature of Challenge and
Hindrance stressors.
Mongolian Labor Market
Mongolia is located in the north of central Asia with a total size of the territory of about 1.6
million sq. Km, and a population of approximately 3.1 million (National Statistical Office of
Mongolia [NSOM], 2016). The country is landlocked between the Russian Federation and the
People’s Republic of China. Mongolia has shown steady growth in the recent years (UNDP in
Mongolia, 2016). However, there were times that Mongolia has encountered a sudden economic
growth and declining poverty in the past due to the fluctuation in price of coal in the world market,
but today Mongolia is facing severe financial challenges caused by years of highly expansionary
macroeconomic policies, a sharp drop in foreign direct investment, and plummeting commodity
prices (Asian Development Bank [ADB], 2016). Despite the current economic challenges, the
labor market is the most stable factor for Mongolia (Tudev, & Damba, 2015). There is a total of
nearly 1.2 million people in the labor market, forming 63.7 percent of the total labor force (Tudev,
& Damba, 2015). As for the unemployment rate in Mongolia has increased slightly compared to
the previous year in April from 8.6 percent growth to 9.1 percent in the third quarter of 2017
(NSOM, 2016).
Mongolia’s educational sector shows positive trends. Mongolia has a total number of 95
universities, institutes and colleges estimated from Mongolian national statistic of 2016. Although,
the educational level of the workforce and school enrollments are rising in Mongolia, the labor
market study done by Shatz et al., (2015) found that about more than one-fifth of youth expressed
that their biggest obstacle was to get a job related to their education. Also, the majority of them
reported that the current Mongolian educational system could not help them accumulate work
10
experience, for instance, through an internship or any other programs. On the other hand, the labor
market in Mongolia is characterized by a shortage of skills in specific sectors and a more general
mismatch between demand and supply of skills, dependence on seasonal and temporary
employment, gender inequalities and particular labor market challenges for certain age groups
(both the very young and the generation aged 40 and above) (ADB, 2016; Gassmann, François, &
Trindade, 2015; Shatz et al., 2015). More generally, one gap on the labor demand side is that
employers need some certain kind of skills and abilities from employees, but they still can't find
enough of employees who hold this type of skills which the Mongolian labor market has not been
able to provide so far. In accordance to the interviews with employers by Gassmann et al. (2015)
revealed that there is certain kind of gaps in soft skills, critical thinking, and other general skills
that are essential for workplace success and are not being taught as well as they could be.
In fact, for employees above the age of 40 to find a new job is very hard, especially if they have
never been able to update their general or professional KSAOs because a self-development is
counted as one of the fundamental abilities that each applicant has to demonstrate in the current
labor market in Mongolia. This phenomenon occurs not only amongst middle-aged employees but
also between the graduates of secondary schools, Technical and Vocational Education and
Training (TVET) colleges or higher education institutions that have significant troubles to find
employment nowadays. In recent years, it has been observed commonly that employers usually
seek for applicants who have necessary work experience. Besides this fact, they also prefer to
employ candidates who have certain life skills in order to reduce the high job turnover rate in the
labor market.
Generally speaking, HR professionals play an essential role in the labor market. They are
influential participants who are involved in making company' policies and regulations in order to
solve general problems and labor-related issues that firms encounter today. At this point, HR
professionals' involvement and investment can be crucial contribution to resolve these labor
market problems in Mongolia because they are two-side players between employers and
employees. Also, they are active participants in the labor market who know what kind of KSAOs
shortages and gaps exist in the field where they run the business. In order to close gaps in
employees expected performance and organizational outcomes, HR professionals have to take
actions such as doing the needs assessment, designing expedient and effective training programs
and initiating additional programs that support employees' training needs. Thus, it is clear that HR
11
professional is one of the guiding forces in the Mongolian labor market where specific problems
have already reported and needed to be solved in the previous studies mentioned above. Whereas,
there is no research telling that HR professionals who are capable of making the required
contribution that needs to be done in the Mongolian labor market, so it is necessary to investigate
HR professional competency and their effectiveness including some stress factors which impact
on their work outcome.
The Human Resource Competency
In this part, a literature review is collected to obtain insight into HR competency’s research,
including the historical perspective of HR competency and Human Resource Competency Study
(HRCS) will be discussed.
In order to be confident in accomplishing tasks and generating efficient outcomes in a workplace
typically depends on ones’ own KSAO and passion. Therefore, evaluating ones' professional
competencies and updating them frequently is a base of not only being successful in their career
path but also having a good personal life. Consequently, this study will focus on the general
competencies of HR professionals, and also will take into account that all HR professionals have
to possess general HR competencies despite sector and industry in order to perform their tasks
efficiently in organizations.
Definition of Competency
The term “competency” has been familiarized through the book by Boyatzis (1982) and also has
brought broadly the concept of competence closer to the HR practitioner’s domain, instead of being
exclusively academic (Sun & Shi, 2008).
By the investigation of Ulrich, Brockbank, Yeung, and Lake (1995), the competency is
described as an individual's demonstrated knowledge, skills, or abilities. Their main view was that
if HR professional demonstrate three competencies (1) knowledge of business, (2) delivery of HR
and (3) management of change processes when they have to add value to their firms by providing
ideas, programs and initiatives which assist the organization compete successfully in the market.
In the broadly-cited book by Becker et al., (2001), the competency is defined as someone's
knowledge, skills, abilities, or other personality characteristics that affect her or his job
12
performance. Also, the authors have emphasized that three difference assessment tools to measure
HR performance by using HR competencies (1) the Michigan University study of sixty
behaviorally anchored questions, (2) to create a visible guide to the competencies which HR
professionals have to demonstrate and assess the extent to which they do (3) to tie rewards or
incentives to demonstrate competence in order to evaluate HR competencies. Their central concept
was to determine HR competencies in behavioral terms, and an organization can utilize any
number of assessment tools such as 360-degree feedback technique to evaluate the extent to which
an individual demonstrates the competency.
According to Dubois (1993), competency can be defined as the employees' capacity to meet job
requirements by producing job outputs at an expected level of quality within the constraints of the
organization's internal and external environments. Dubois (1993) also explains that there must be
a match between what the employees can do and what business obliges from them.
Swanson and Holton (2001) identified that competency is about displayed behavior within a
specialized domain in the form of consistently demonstrated actions of an individual which are
both minimally efficient in their execution and effective in their result. Previously being mentioned
in another definition above, Ulrich et al., (1995) stated that demonstrated action is not only about
effectiveness and efficiency, but it is about helping firms: HR professionals demonstrate
competence when they help their businesses to compete.
In contrast, competency was defined as one's characteristics that can differ significantly between
effective and ineffective performance (McClelland, Spencer, & Spencer, 1990). On the other hand,
recently, some researchers proposed more accurate definitions that determine competencies as
work-related personal attributes: knowledge, skills, and values that individuals draw upon to do
their work well (Roberts, 1997). However, this study jumps to a deeper level, into the competencies
as someone’s knowledge, skills, abilities, or other personality characteristics that are used to get
someone’s job done (Becker et al., 2001). HR professionals must have specific essential
competencies in order to perform their functions consistently, with efficiency and effectiveness,
within various circumstances in organizations.
The Human Resource Competency Models
There is a rich literature on managerial competencies, and the interest towards the concept is
increasing every day (Boyatzis, 1982). Nevertheless, there are a few major studies on HR
13
competencies (Khatri & Budhwar, 2002), and HR models that are about the information, skills,
abilities and individual characteristics required for high performance. The groups composed of
competencies are defined as competency models (Özdemir, Akatay & Eroglu, 2015).
The competency approach can be dated back to early studies by the Ontario Society for Training
and Development (1976) and the American Society of Training and Development in 1967, 1983,
1987 (Storey, Wright, & Ulrich, 2009). After these studies, Ulrich and Brockbank initiated and
conducted the Human Resource Competency Study (HRCS) since 1988 (Storey et al., 2009). Until
now, seven rounds (1988, 1992, 1997, 2002, 2007, 2012 and 2016) have been investigated so far.
Last year in 2016, they have revealed their seventh updated version, for introducing nine severe
domains, including strategic positioner, human capital curator, total reward steward, analytics
designer and interpreter, compliance manager, technology and media Integrator, paradox
navigator, culture and change champion and credible activist. Before HRCS model 2016 was
presented to the public, an SHRM's competency model 2011 had been considered as the world's
largest and most comprehensive competency model for HR (Cohen, 2015) should not be ignored
in this study.
Furthermore, there are other competency models existing. The Society for Human Resource
Management (SHRM) has joined in the data collection for Ulrich’s model (Ulrich, Younger,
Brockbank & Ulrich, 2012) as well as in the development of other models, such as Lawson and
Limbrick (1996) and Schoonover (2003). Even though these models should be critical to our
knowledge in the field, HRCS model can be the most ongoing, massive and comprehensive study
nowadays.
In order to demonstrate the difference between each HRCS competency model’s scope and
transitions, the summarized table (Table 1.1) below has been built. The table is partly adapted from
the comparison tables by (Bondarouk, Marsman, & Rekers 2014; Rekers, 2013), and modified by
adding three more columns namely dimensions, total study respondents and participants’ region.
14
Table 2.1.
Overview of the Seven HRCS Model (1988-2016) and SHRM Competency Model (2011)
Study Relative importance
dimensions
Dimen
sions Main findings
Total study
respondents
(HRCS
project team)
Participants
region
HRCS
1988
- Knowledge of
business
- HR delivery
- Change management
3 - HR professionals had a unique set of competencies that
could be tracked around the world.
10.291
USA
HRCS
1992
- Change management
- Personal credibility
- Knowledge of
business
- HR delivery
4 - Personal credibility was added.
- Businesses that experienced low rates of change and
that investigated in HR saw that HR had a significant
impact on business performance.
4.556
USA
HRCS
1997
- Change management
- Personal credibility
- Knowledge of
business
- HR delivery
- Culture management
5
- The ability to manage culture was an essential factor in
the overall view of HR.
- Business knowledge and HR delivery had the lower
impact on HR professional individual competency, and
it was not differentiators.
3.229
USA
(continued)
15
Table 2.1. (continued)
Study Relative importance
dimensions
Dimen
sions Main findings
Total study
respondents
(HRCS
project team)
Participants
region
HRCS
2002
- Strategic
contribution
- Personal credibility
- HR delivery
- Business
knowledge
- HR technology
5 - It was essential to create responsive and market-driven
organizations. - The impact of culture on business
performance. - Peace of change fastened. - In high-
performing firms, HR professionals were essential. -
Staffing and organizational design were essential
competencies. Business knowledge was not distinctive
anymore for high or low- performing HR professionals.
7.082
UK, USA,
some
European
countries
HRCS
2007
- Credible Activist
- Culture & Change
Steward
- Talent manager/
organizational
designer
- Strategy Architect
- Operational
Executor
- Business Ally
6 - Business Ally and Operational Executor roles were
supportive of the other roles.
- Differences in perception of HR and non-HR.
- Differences in traditional vs. emerging markets.
- Organization design has become equally important as
talent management.
- Culture management as the unique dimension.
- Business impact 20%.
- Alignment of HR organization to HR strategy leads to
better business results.
10.063
UK, USA,
some
European
countries
(continued)
16
Table 2.1. (continued)
Study Relative importance
dimensions
Dimen
sions Main findings
Total study
respondents
(HRCS
project team)
Participants
region
HRCS
2012
- Credible Activist
- Strategic Positioner
- HR
Integrator/innovator
- Capability builder
- Change champion
- Technology
proponent
6 - There were opportunities for HR to make a difference.
- Change has become so critical that it has to become a
separate element in the model.
- These dimensions not only showed what a capable HR
professional should do but also how an HR professional
should be effective for business.
- Strategic positioner and capacity builder was necessary
for business.
20.023
Australia,
China,
India, Latin
America,
Middle
East,
Turkey,
Northern
Europe,
South
Africa,
North
America
and Central
Europe
(continued)
17
Table 2.1. (continued)
Study Relative importance
dimensions
Dimen
sions
Main findings Total study
respondents
(HRCS
project team)
Participants region
HRCS
2016
Strategic positioner,
Human capital curator,
Total reward steward,
Analytics designer and
interpreter,
Compliance manager,
Technology and media
Integrator
Paradox Navigator,
Culture and change
champion an
Credible Activist
9 Two central questions have been raised to be
answered by their survey: How do individual
HR professionals deliver value? How do HR
departments drive value? (The RBL group,
2016)
To be included not only the competencies of
individual HR professionals but also HR
departments’ competencies as well
HR professionals should have more impact on
key stakeholders when they work as an
effective HR department (The RBL group,
2016)
Paradox navigators, Strategic positioners, and
credible activists are emphasized more in the
seventh round in order to help organizations to
differentiate from their competitors.
30.227 North American
(US & Canada),
Latin America,
Australia & New
Zealand, Europe,
Turkey, Middle
East, Africa,
China, Japan, India
and Other
Countries in Asia
(HRCS project
team, 2016)
(continued)
18
Table 2.1. (continued)
Study Relative importance
dimensions
Dimens
ions
Main findings Total study
respondents
(HRCS project
team)
Participants
region
SHRM
2011
- HR technical expertise
and practice
- Relationship
management
- Consultation
- Leadership and
navigation
- Communication
- Global and cultural
effectiveness
- Critical evaluation
- Ethical practice
- Business acumen
9 - These nine key competencies are
identified to be linked to the successful
job performance of an HR professional.
- The research and the model provides the
detailed set of 94 subcompetencies along
with nine critical competencies (Cohen,
2015)
32.000 29 cities in 8
countries, from
33 nations
Note. Adapted from “HR competencies: A contingency approach,” by M. H. T Rekers, 2013. Master’s thesis. Copyright 2013 by the
Unversity of Twente.
19
In short, a summary of Table 2.1, it can be seen that the survey of HRCS model regularly
conducted five years for each period, for introducing the updated versions and new domains,
starting from three main competencies of HR professionals (HRCS 1988) to nine core
competencies (HRCS project team, 2016). On the other hand, it can be concluded that from time
to time HR professionals have been required for HR professionals to have a new set of
competencies regarding the time frame of the HRCS study. Hence, HR professionals must expand
their knowledge and experience beyond where it is today, and it must be competency base (Cohen,
2015). The competencies have changed in the past; we can expect they will change in the future
too (Rekers, 2013). Also, even if the number of HR competency researchers has been increased,
they have neglected Asian countries in their competency study. The 2012 HRCS was the third
version of the global HR competency study done by RBL group and Michigan University, which
included the Asian context for the first time instead of focusing on only USA or UK participants.
Even though the scholars have included some Asian countries such as China and India, it is still
not clear to say whether the Asian developing countries such as Malaysia, Indonesia, Vietnam, and
Mongolia got involved in their study.
After reviewing the literature on the HR competency models, in this study, the HRCS model
2012 fits to examine the competencies of HR professionals in Mongolia. There are six categories
of competencies the scholars have identified in the sixth round of HRCS model. The sub-
dimensions are strategic positioner, credible activist, capability builder, change champion, HR
Integrator/innovator, and technology proponent.
Competencies of HR Professionals
Strategic positioner. HR competencies have been discussed to be a set of characteristics
contributing to effective HR performance, enabling an organization to accomplish its business
strategies in a competitive marketplace. Nevertheless, many HR executives and professionals have
not accepted them to be one of the members at the strategic planning table in an organization
because they do not display the required competencies (Barney & Wright, 1998; Selmer & Chiu,
2004) in which executives and top management team expect HR executives/professionals to
demonstrate in their workplace. In the 2012 HRCS model, the strategic positioner refers to an HR
professional who can understand evolving business contexts, shareholder expectations, and
today’s competitive business requirements, and transform them into talent, culture and leadership
20
activities in their workplace. Behind this factor, three dimensions must be demonstrated by a high
performing HR professional: “Interpreting global business context," “decoding customer
expectations” and “co-crafting a strategic agenda" (The RBL group, 2012). This competency
requires HR professionals to be highly sensitive to the business environment and conditions,
including technological, economic, environmental and political because these factors will affect
today’s business strongly. It also obliges HR professionals to serve and deepen their knowledge
of not only their internal customers but also the external core customers in order to align
organization’ actions to meet customer needs and expectations. They are expected to co-design
their organizations' strategic responses to business conditions and customer expectations by
helping build and make strategic and system choices (Ulrich et al., 2012).
Credible activist. The credible activist means taking care of the internal organization, building
and developing a relationship of trust between internal clients, and performing what they have
promised to do. Being a trusted advisor and activists, HR professionals must know not only about
HR activities but business demands and performances. In addition, there is also one more hidden
meaning beyond the credible activist is to influence others positively through clear and consistent
communications. The sub-factors belong to this dimension are "Earning trust through results,"
"Influencing and relating to others," "Improving through self-awareness," and "Shaping the HR
profession" (Ulrich et al., 2012).
Capability builder. The capability builder who helps an organization to succeed in defining
and creating the organization capabilities. It implies that successful HR professionals can
determine and build essential organization capabilities by melding individual abilities into an
efficient and robust organization. In this context, skills refer to as a company’s strategy, culture,
practices, process, practices or identities. This dimension also includes one important capability of
the successful organizations must create a meaningful work environment where employees find
purpose and value to work. The sub-domains for the capability builder consists of three factors,
namely: "Capitalizing organizational capability," "Aligning strategy, culture, practices, and
behavior" and " Creating a meaningful work environment" (Ulrich et al., 2012).
Change champion. Primarily, this dimension consists of two core factors named "Initiating
change" and "Sustaining change." Therefore, the authors decided to break up those elements into
small sub-levels. To put them all together, HR professionals need to initiate and sustain change in
the individual, initiative, and institutional levels. As change champions, one of HR professionals'
21
roles is helping the organization make change happen at institutional (changing patterns), initiative
(making things happen), and individual (enabling personal change) levels. First, HR professionals
initiate change, which means they bring the visible statements to make employees understand why
change should be crucial to happen and what benefits come in afterward, overcome resistance to
change from different parties, tightly cooperate with key stakeholders in the process of change,
and highly articulate the decisions to start happing change in an organization. Second, HR
professionals sustain change by organizing change through organizational resources, structure,
communication, and continual learning. As change champions, HR professional partner to build
systems that are nimble, flexible and responsive and make the transformation take place in ways
that produce sustainable value (Ulrich et al., 2012).
Human resource innovator and integrator. This is one of the most critical competencies of
HR professionals because it is composed of five fundamental factors in HR field: "Building
leadership brand," Optimizing human capital through workforce planning and analytics,"
"Developing talent," "Shaping organization and communication practices" and " Driving
performance." Potential and effective HR professionals can innovate and integrate all successful
HR practices into combined solutions that address business problems. In other words, HR
innovators and integrators who always have to seek for new ways and methods to implement the
best HR practices. When taken together, HR professionals are required to know the latest insights
into the research and practice of human capital (talent sourcing, talent development,), performance
accountability (appraisal, rewards), organization design (teamwork, organization development)
and communication (Ulrich et al., 2012).
Technology proponent. Technology proponents who make use of it for the efficiency of their
work, to connect employees to each other in order to facilitate their tasks and to leverage new
communication channels such as social media, teleconference, etc. There can be two major trends
in this field. Firstly, in recent days HR professionals are required to use technology to more
efficiently deliver HR administrative services such as payroll, healthcare costs, and other
administrative functions. Today, technology plays an increasingly significant role in improving
communications, performing administrative work more efficiently, and linking employees to
clients. Secondly, using social media has become the most influential tool to build the relationship
with the customers and other parties. It means that technology will help organizations for future
growth. Thus, HR professionals have to be aware of technological innovation in every step of their
22
work. The corresponding sub-factors of this dimension are “Improving the utility of HR
operations," "Connecting people through technology" and "Leveraging social media tools."
(Ulrich et al., 2012).
The Human Resource Effectiveness
The concept of managerial effectiveness has been of interest to researchers since the 1960s
(Morse & Wagner, 1978). HRM effectiveness has been defined in different ways, including the
organizational and individual levels. In general, HRM effectiveness may be used to indicate the
effectiveness of the HRM function, including employee selection, development, and retention
(Guest & Peccei, 1994); our staffing, human resource development, compensation, safety and
health management and lastly employee and labor relations. Hence, it can be stated that if HR
professionals successfully and efficiently operate HRM functions, the effectiveness of both the HR
Professionals and the organizations will be heightened.
In this study, three aspects of individual HR effectiveness will be evaluated by their internal
customers as a dependent variable: services, roles, and contribution of HR professionals.
HR services refer to the delivery of HR services that should be provided and appropriately
demonstrated by HR professionals such as staffing, replacement and succession planning systems,
compensation systems, retaining planning systems and training and development systems. In order
to build a highly motivated and committed workforce in organizations (Wright et al., 2001), the
combination of all those HR practices has to work appropriately. Thus, it is indeed worth to explore
how efficiently, HR professionals deliver their services to their internal clients.
HR roles refer to how HR professional create, implement, manage and administer not only HR
policies and regulations, but also the labor law of a country, company rules, and principles as well.
In today's very competitive market requires HR professionals to be a business partner and a change
agent in organizations. Therefore, in this study, five key roles, adapted by Ulrich (1998) used to
capture the roles of HR professionals in Mongolia, are as follows:
- Being a strategic partner: whether HR professionals work tightly with an organization’s top
management team in order to develop an HR planning that supports and influence the overall
aims of the organization (Wright et al., 2001).
23
- Providing HR services: Whether HR professionals provide the essential and necessary services
to their internal clients in an organization (Wright et al., 2001).
- Providing Change Consulting services: whether HR professionals assist Line managers to
accomplish organizational and cultural change in an organization (Wright et al., 2001).
- Developing Organization skills and capabilities: Whether HR professionals designate and
establish critical organizational key competencies or capabilities (Wright et al., 2001).
- Tailoring practices to fit business needs: whether HR professionals support business strategy
through the tailoring HR practices organization (Wright et al., 2001).
HR contribution: This dimension represents to access overall evaluation of the HR function in
an organization. In particular, how internal clients of the HR department feel HR function is being
operated, and how it is contributing to the organization’s overall performance by HR professionals.
In the previous literature, HRM effectiveness has been discussed as HRM’s contribution to a firm’s
performance (Ruel, Bondarouk, & Van der Velde, 2007).
Challenge and Hindrance Stressors
As a general trend, HR professional should be expected, her or his position in an organization
as a role model. In order to be heard and considered as valuable to their internal customers, HR
professionals have to accomplish not only the assigned roles and responsibilities but also to be
required to play substantial roles such as strategic partner and change agent in this rapidly changing
market. However, at times, the organizational environment and system themselves create obstacles
and barriers for its members as well as HR professionals to perform their assigned tasks and goals.
Today at the workplace, employees are experienced in facing higher level of stress due to the
increased job demands such as broadened job scopes, heavy workloads, situational constraints,
and time pressure (Jex, 1998).
In previous literature, stresses and stressors themselves broadly studied, “Job-related stress and
performance” and “Job and stress” have been an eternal and significant topic for the academic
researchers and practicing managers. To prove and support this statement, a Google scholar using
the keywords as " stress" and "performance" generated approximately 4,520 million articles
written on this subject. Comparing this result with search did use two more combination keywords
regarding stress and stressors (“Job” and “Stress” and "Challenge and Hindrance stressors"
24
produced a listing of 3,910 million and 16,7 thousand academic articles respectively). This result
indicates that work stress and stressors cannot be omitted from the framework of this study mainly
discussing manager’s contribution and performance. Recently, Cavanaugh et al., (2000) found that
those job-related stressors could be separated into two major categories; Challenge stressors and
Hindrance stressors. Specifically, challenge stressors can be perceived as job demands which
promote employees’ personal growth and development such as workload, time pressures, job
complexity, and job responsibility so on, whereas those hindrance stressors can be perceived as
job demands which obstruct and interfere with task accomplishment and employees' personal
growth such as role ambiguity, role conflict, hassles, organizational politics, and red tape, etc.
There are field studies (Boswell, Olson-Buchanan, & LePine, 2004; Cavanaugh et al., 2000) and
meta-analytic reviews (LePine, Possakoff, & LePine, 2005; Podsakoff, LePine, & LePine, 2007)
have revealed the primary concept of original framework of these two stressors can be used to
explain relationship between stressors and employee motivation, satisfaction, retention,
organizational commitment and task performance (Podsakoff, 2007). More specifically, LePine
et al., (2005) found that measures of challenge stressors have the positive relationship between
employees strains, motivation, and performance. Conversely, rules of hindrance stressors have
the negative correlation between motivation and performance, but positive effect on employee
strains.
During the last years, researchers have discussed these two types of stressors with various
individual-level outcomes (Table 2.2) provided for further information. However, the moderating
effect of these two different stressors on the relationship between HR competency and HR
effectiveness has not been investigated yet. So, there is a lack of understanding of how these
stressors affect the relationship between these variables in the HR field.
25
Table 2.2.
Summary of Selected Studies of Challenge and Hindrance Stressors
Researcher(s) Sample Conceptual definition of stressor (s) Operationalization Findings
Cavanaugh et al.,
(2000)
1886 high-
level
managers
"We define challenge-related self-
reported stress as self-reported work
stress associated with challenging job
demand" (p. 66)
6-items challenge
stressors scale
developed by the
authors.
Challenge-related stressors
were positively related to job
satisfaction, negatively
associated with job search,
and unrelated to voluntary
turnover. Hindrance –related
stress was negatively
associated with job
satisfaction, positively
associated with job search
and voluntary turnover.
"In contrast to challenge-related self-
reported stress, stress associated with job
demands or work circumstances that
involve excessive or undesirable
constraints that interfere with or hinder
an individual's ability to achieve desired
goals (demands that produce distress) is
called hindrance-related self-reported
stress" (p. 67)
5-items hindrance
stressor scale
developed by the
authors.
(continued)
26
Table 2.2. (continued)
Researcher Sample Conceptual definition of stressor(s) Operatinalization Findings
Boswell et
al., (2004)
461 university
employees
holding clerical,
computer
support,
maintenance
and
administrative
positions
"This pattern of findings is consistent with
research suggesting that stress may be
distinguished as to whether it is appraised as
hindering or promoting mastery, personal
growth, or future gains (Folken & Lazarus,
1985; Lazarus &Folkman, 1984). Scholars
have differentiated the…the latter type of
stress(henceforth, challenge stress)
concerning important attitudes and
behavior…" (p. 884).
Used the six –items
challenge stressor
developed by
Cavanaugh et al.,
(2000).
Challenge-related job
demands were
negatively related to
job search in both
samples and positively
associated with job
satisfaction in the
European sample.
Hindrance stressors
were positively
associated with job
search and negatively
associated with job
satisfaction in both
samples
"This pattern of findings is consistent with
research suggesting that stress may be
distinguished as to whether it is appraised as
hindering or promoting mastery, personal
growth or future gains (Folken & Lazarus,
1985; Lazarus &Folkman, 1984). Scholars
have differentiated the former type of stress
(henceforth, hindrance stress.” (p. 884).
Used the five –items
challenge stressor
developed by
Cavanaugh et al., (2000)
(continued)
27
Table 2.2. (continued)
Researcher(s) Sample Conceptual definition of stressor(s) Operatinalization Findings
LePine et al.,
(2005)
82 articles
reporting
primary data
from 101
independent
samples
“One factor …. was labeled
“challenge stressors” because it
included stressful demands viewed by
managers as obstacles to be overcome
in order to learn and achieve.” (pp.
764-766).
Stressors categorized as
challenges:
- Job/role demands
- Pressure
- Time urgency
- Workload
A measure of
challenge stressors was
positively related to
employee strains,
motivation, and
performance. Measures
of hindrance stressors
were positively
associated with
employee strains but
negatively associated
with motivation and
performance.
“This factor was labeled “hindrance
stressors” because it included stressful
demands viewed by managers as
unnecessarily thwarting personal
growth and goal attainment.” (pp. 765-
766).
Stressors categorized as
hindrances:
- Constraints
- Hassles
- Resource inadequacies
- Role ambiguity
- Role/interpersonal conflict
- Role dissensus
- Role interference
- Role clarity (reverse coded)
- Role overload
- Supervisor-related stress
- Organizational politics
(continued)
28
Table 2.2. (continued)
Researcher Sample Conceptual definition of stressor(s) Operatinalization Findings
Podsakoff et
al., (2007)
157
articles
reporting
primary
data from
183
independe
nt samples
"The first stressor factor was comprised of
items reflecting high levels of workload,
time pressure, job scope, and
responsibility and was labeled "challenge-
related stressors" because employees
tended to view these demands as creating
challenge and the opportunity for personal
development and achievement" (p. 4).
Challenge stressors:
- Job or role demands
- Pressure to complete tasks
- Time urgency
- Quantitative and subjective
workload
Challenge stressors were
positively related to
strains, job satisfaction,
and organizational
commitment, and
negatively related to
intentions to leave and
turnover. Hindrance
stressors were positively
related to strains,
intentions to leave
turnover, and withdrawal
behavior, but were
negatively related to job
satisfaction and
organizational
commitment.
"This second stressor factor was
comprised of items measuring role
ambiguity, role conflict, organizational
politics, and concerns about job security,
and was labeled "hindrance-related
stressors" because employees tended to
view these job demands as obstacles to
personal growth and task
accomplishment" (p. 4).
Hindrance stressors:
- Situational constraints
- Hassles
- Organizational politics
- Resource inadequacies
- Role ambiguity
- Role conflict
- Role overload
Note. “Challenge and hindrance stressors in the workplace: Tests of linear, curvilinear, and moderated relationships with employee
strains, satisfaction, and performance” by N. P. Podsakoff, 2007. Doctoral dissertation, University of Florida, p. 73-75, 78.
29
Hypotheses Building and Relationship between the Variables
The primary objective of this research has been stated earlier, is to test the relationships between
the HR competencies using the HRCS model 2012 and HR effectiveness perceived by employees.
The secondary focus of this research is to explore if there is a moderating effect of the challenge
and Hindrance stressors on the relationship between HR competencies and HR effectiveness, then
how these stressors have an impact on the relationship between independent and dependent
variables. Based on the conceptual and practical model discussed in chapter two, there is three key,
and nine sub-hypotheses are proposed to address research questions in this study.
The Relationship between HR Competencies and HR Effectiveness
It can be noticed that HRM is a comparatively new and growing management field throughout
Asian nations as compared to the western countries. In accordance with the recent studies done by
Ahmad, Kausar, & Azhar, (2015) and Han et al., (2006) who noted that the knowledge, skills, and
other individual capabilities of HR Professionals help managers make a contribution throughout
implementing HRM practices have not been studied in Asian countries. In the studies, the authors
also pointed out that the relationship between HR competencies and HR effectiveness is highly
concern to HR professionals as well as executives because the underlying reason why HR
Professionals are not able to perform efficiently is their lack of competence. Han et al. (2006)
stated that in order to maximize HR effectiveness, organizations have to hire HR professionals
who possess field expertise and business competencies that allow them to provide the most
excellent services to internal customers through designing and applying HR policies and practices.
They also claimed that HR professionals should consist of a body of KSAO by which the
profession is defined as any other professions in another field.
In the study of HRCS model 2012, Ulrich et al., (2012) collected the data from over 20,000
respondents to determine what kind of competencies effective HR professionals must have, and
how these competencies impacts on their effectiveness and business performance. The results, in
Table 2.3, demonstrated that specific sub-factors within each of the six competency domains and
how each sub-factors affect both perceived effectiveness of HR professionals and business success.
30
Table 2.3.
Impact of HR Competencies on Perception of HR Effectiveness and Business Performance
HR competency
domain
Mean
(1 to 5)
Impact on Perception of
HR Effectiveness
(Beta weights scaled to
100%)
Impact on Business
Performance
(Beta weights scaled to
100%)
Strategic positioner 3.89 17% 15%
Credible Activist 4.23 22% 14%
Capability builder 3.97 16% 18%
Change champion 3.93 16% 16%
HR innovator and
integrator 3.90 17% 19%
Technology proponent 3.74 12% 18%
Overall R2 42.5% 8.4%
Note. “The new HR competencies: Business partnering from the outside-in,” by D. Ulrich, J.
Younger, W. Brockbank and M. Ulrich, 2011. Retrieved from https://rbl-
net.s3.amazonaws.com/hrcs/2012/New%20HR%20Competencies%C2%8BBusiness%20Partneri
ng%20from%20the%20Outside-In.pdf.
In general, Table 2.3 illustrates how many percentages of individual effectiveness and business
success are equal to each sub-factors of HR professionals. Regarding this reporting table, it can be
summarized that succeed in doing business and being considered as an effective HR in an
organization are interdependent of the competencies of an HR professional.
As it was mentioned before, the 2012 HRCS model contains six different HR competencies
namely: strategic positioner, credible activist, capability builder, change champion, HR innovator
and Integrator and technology proponent that applied in this study to identify how those six
competencies influence HR effectiveness perceived by HR internal clients in Mongolia.
Taken all together, regarding the supported literature along with the objectives of this study, the
following hypotheses on the relationship between HR competencies and HR effectiveness were
built to examine. More specifically, based on the strong desire of the researcher, each competency
of HRCS model 2012 was tested regarding overall HR effectiveness to reveal whether there exists
31
any positive correlation between six different competencies of an HR professional and overall HR
effectiveness. Following this, three components of HR effectiveness were also tested regarding
overall HR competencies to discover whether there are any statistically significant and positive
relationship between the sub-dimensions of HR effectiveness and overall HR competencies.
Therefore, the following hypotheses were proposed:
Hypothesis 1. HR competencies are positively related to HR effectiveness.
H1-1: Strategic positioner is positively related to HR effectiveness.
H1-2: Credible activist is positively related to HR effectiveness.
H1-3: Capability builder is positively related to HR effectiveness.
H1-4: Change champion is positively related to HR effectiveness.
H1-5: HR innovator (Integrator) is positively related to HR effectiveness.
H1-6: Technology proponent is positively related to HR effectiveness.
H1-7: Overall HR competencies is positively related to HR Service.
H1-8: Overall HR Competencies is positively related to HR Role.
H1-9: Overall HR Competencies is positively related to HR contribution.
Challenge Stressors as A Moderator between HR Competencies and HR
Effectiveness
Even though stress and stressor have been a common research topic among scholars since a long
time ago, only recently, scholars have started to consider the relationship between good stress and
work criteria (LePine et al., 2005). In fact, after reviewing existing literature, it is noticeable that
the most of leading and influential investigations of Challenge and Hindrance stressors have been
concentrated on relationship between two type of stressors and job satisfaction (Bingham, Boswell,
& Boudreau, 2005; Boswell et al., 2004, Cavanaugh et al., 2000; Podsakoff et al., 2007), voluntary
turnover (Cavanaugh et al., 2000; Podsakoff et al., 2007), job search (Boswell et al., 2004;
Bingham et al., 2005), employee strains (LePine et al., 2005; Podsakoff et al., 2007), motivation
(LePine et al., 2005) and organizational commitment (Podsakoff et al., 2007).
Although those employees who are potential and well- matched at their position, if they are not
feeling challenged by the demands of their job (every day the same routine job to do, no specific
deadline to meet, no carry job responsibility and no challenging tasks), they may be demotivated
32
to demonstrate their real competencies to perform their job tasks. LePine et al. (2005) supported
that the managers can motivate employees and increase their performance by decreasing hindrance
stressors and increasing challenge stressors. Moreover, Sarason and Johnson (1979) and Scheck,
Kinicki, and Davy (1995) found that positive organizational stresses have positive effects on work
and satisfaction. Taken all together, it is interesting to explore this moderating impact on the
relationship between HR competencies and HR effectiveness in Mongolian context.
Regarding the supported literature along with the objectives of this study, the following
hypothesis was built to examine.
Hypothesis 2. Challenge stressors have a positive moderating effect on the relationship between
HR competencies and HR effectiveness
Hindrance Stressors as A Moderator between HR Competencies and HR
Effectiveness
Hindrance stressors are defined as factors that are negative. Reasonably, It can be stated that the
dissatisfaction, demotivation and high turnover rates may be the result of the hindering demands
such as role conflict, ambiguity and overload, administrative hassles, red tape, and job insecurity.
Also, these job demands make employees less desirable to demonstrate or perform additional roles
that are not in their job description. This statement has been supported by the following studies
which indicate that hindrance stressors were positively related to employee job satisfaction
(Bingham et al., 2005; Boswell et al., 2004; Cavanaugh et al., 2000; Podsakoff et al., 2007),
voluntary turnover (Cavanaugh et al., 2000; Podsakoff et al., 2007), performance, motivation
(LePine et al., 2005) and organizational commitment (Podsakoff et al., 2007).
Furthermore, LePine et al., (2005) stated that the hindrance stressors are supposed to be not
positive, so organizations can conduct programs or activities to reduce hindrances. Also, Jamal
(1984, 1985) found that hindrance stressors generally have a significant negative relationship with
employee performance, absenteeism, and anticipated turnover. Put it simply, since the hindrance
stressors are negative, influencing employees’ motivation, satisfaction, and outcomes, it is crucial
to include this factor as a moderator in this study especially when HR effectiveness is being
discussed as a dependent variable. After this research is done, it can be a little bit more clear that
33
how hindrance stressors affect the outcomes of HR professionals in Mongolia who have already
acquired necessary HR competencies to do their tasks.
Regarding the supported literature along with the objectives of this study, the following
hypothesis was built to examine.
Hypothesis 3. Hindrance stressors have a negative moderating effect on the relationship
between HR competencies and HR effectiveness.
34
CHAPTER III METHODOLOGY
This chapter presents the research framework and procedure applied in this study, followed by
the most appropriate research design to test the research hypotheses. The research design contains
the research approach, data collection method, research sample, survey design, and data analyzing
methods. Eventually, the summary of the selected research approaches of this study was introduced
briefly to readers in Table 3.2.
Research Framework
This research framework was derived from a review of the previous competency models and
studies that have been done in HR field, and with the generous advice and guidance from two
professors at IHRD program. Following the model (Figure 3.1) depicts the framework of this
research developed in order to reveal current competencies of HR professionals and their
employees’ perceived effectiveness in the private sector in Mongolia. While HR managers
evaluated their competencies themselves, their overall effectiveness was rated by three employees
in their organizations through how they deliver HR services, play different HR roles, and make
contributions to an organization.
Furthermore, this study also intended to reveal how two different types of stressors at work
influence the performance and outcomes of HR managers. In practice, HR professionals seem to
be abandoned to get the attention of top management because the feature and scope of their job
require them to take care of each employee in organizations, not themselves. Also, they directly or
indirectly link to any positive and negative incidents happen in organizations regarding workforce
involvement. Probably, this type of working environment itself can create various kinds of work-
related stresses which may affect the productivity of HR managers differently. Based on the above
concept in mind, the researcher purposed as the independent variable of this research model is HR
competencies whereas the dependent variable is HR effectiveness. Challenge and Hindrance
stressors are the moderators on the relationship between HR competencies and HR effectiveness.
35
Figure 3.1. Research framework
Research Approach
Quantitative Research
Researchers in the social science can use two approaches to examine or build a theory with two
different directions, namely deductive and inductive approach (Neuman, 2014). The principal
objective of this study is to investigate the relationship between HR competencies and HR
effectiveness, and also how Challenge and Hindrance stressors moderate the relationship between
independent and dependent variable. Based on a review of the previous studies, three main
hypotheses and nine small sub-hypotheses were built directly from existing literature. Moreover,
the purpose of this study is also the emphasis on testing the HRCS model 2012 in Mongolian
context instead of focusing on developing a new model or theory. Thus, it is probably clear that
deductive approach is supported to apply in this study.
Moreover, there are two research approaches named quantitative and qualitative (Neuman,
2014). The quantitative approach is used in this study. Generally speaking about the quantitative
approach in brief: firstly, in accordance to Neuman (2014), there are two sorts of data (hard and
HR COMPETENCIES
Strategic Positioner
Credible Activist
Capability builder
Change champion
HR innovator
Technology proponent
H1
H2 H3 HR EFFECTIVENESS
HR service
HR role
HR contribution
Challenge
stressors
Hindrance
stressors
36
soft) that can be applied in research: hard data (in the form of numbers) represent a quantitative
approach. Secondly, it is a language of study ("variable and hypothesis" or "cases and contexts")
in the quantitative approach variable and hypotheses are utilized. Thirdly, a way of creating
hypotheses in a study, for example, in quantitative research, researchers try to verify a relationship
or hypotheses they already have in their mind. In qualitative research, researchers often generate
new hypotheses after or during their research process. Finally, in quantitative research,
investigators need to follow a linear research path (Neuman, 2014).
A quantitative research entails a deductive approach and can be seen as a strategy that
emphasizes quantitative in gathering and analyzing of data (Bryman & Bell, 2007). In specific, for
the quantitative approach, there is a chance to collect a large number of data to see the general
trend of the phenomenon. In other words, the quantitative method usually generalizes the findings
through the broader population.
The research approach as stated earlier in this chapter, the quantitative research was chosen as
a research approach since this study attempted to gather data from a certain number of HR
practitioners as well as employees in the private sector in Mongolia using two separate
questionnaires.
Research Procedure
The following research flow chart (Figure 3.2) was developed in order to reach the proposed
outcome of this study. Each step is briefly described as follows.
Research Idea
In this stage, the general research framework of this study has been formed and finalized based
on the researcher’s previous working experience and guidance from the thesis advisor and a
professor at IHRD program.
Review of Literature
After the research framework was approved by the thesis advisor, the previous studies, topic
relevant books, and statistic information were reviewed by the researcher in order to support the
37
theoretical framework and to provide the precise and concrete background information to the
research topic.
Identify Research Questions and Hypotheses
Once the research framework and literature review were constructed, the researcher developed
the study questions about the literature had been reviewed. After forming the research questions,
the research hypotheses were built in order to examine the proposed relationship between
variables.
Design the Research Questionnaire
Based on the existing validated questionnaires in previous studies, two separate surveys (HR
professional's questionnaire and Employee's questionnaire) were selected from three different
articles. In order to finalize the research questionnaires, four steps have been carried out namely:
a translation from English to Mongolia, a back translation from Mongolia to English, a peer review
as well as a expert review. In this research, the expert review played a significant role to finalize
questionnaires for distribution.
Collect Data
Since the researcher finalized the questionnaires after the evaluation of the peer and expert
review, the official data collection has been conducted in Mongolia.
Analyze Data
After officially collecting data in Mongolia, the data analysis process has been performed by
using SPSS 22 in order to test the purposed hypotheses.
Conclusion and Implication
Based on research findings, conclusion and the implication have been delivered to readers.
38
Figure 3.2. Research procedure
Data Collection
Since the quantitative approach has fulfilled with the general requirements of this research, a
survey is a quantitative method, and the most widely used social science data-gathering technique
to compile the standardized data from a selected sample of a particular group of people who can
represent the whole population was employed in this study. According to Neuman (2014), if
researchers put more efforts and thoughts on surveys, they can get accurate, reliable and valid data.
A survey also provides researchers an opportunity to test multiple hypotheses by a single survey.
Develop research
framework
Review literature
Identify research
questions and
hypotheses
Design the research
questionnaire
Collect data
Analyze Data
Make conclusion and
Implication
Develop the
questionnaire based on
the literature review
The questionnaire is
translated from English
to Mongolia by the
researcher
The peer review is
accomplished by two
Mongolian graduate
students at IHRD
program
The back translation
version is completed by
two English reviewers
The HR expert review is
fulfilled by two
Mongolian two senior
HR practitioners
39
In order to reach the objectives of this study, it was vital to determine the target population
specifically. This study aimed to get involved the exactly precise number of an HR practitioner
and employees from the same company in different private sectors in Mongolia.
Furthermore, the survey of this research consists of two separated questionnaires in order to
prevent single-response bias and ensure more reliable measurements by drawing data from
multiple respondents in an organization (Gerhart, Wright, McMahan, & Snell, 2000). Also, Khatri
and Budhwar (2002) clearly pointed out that the majority of the previous studies has been
conducted data from only HR professionals, which could be biased and inadequate. Therefore,
multiple sampling populations (HR professionals and employees) has been applied in this study.
More specifically, an HR manager was asked to evaluate her/his own HR competencies by using
an HR questionnaire, whereas three employees from the same organization were requested to
assess the effectiveness of their HR manager by using an employee’s questionnaire at the same
time.
The researcher found the research population through her network connections in Mongolia,
which could be divided into two channels: the first channel was her former colleagues, and their
connections as well. The researcher worked as a Human resource manager in two different
companies (Altain chowder LLC-Mining and Ensada Tractron LLC-Agricultural company) in
Mongolia. In particular, her ex-colleagues carefully invited their counterparts with providing a
brief instruction about the survey then only after getting permission from their friends to participate
in this survey; they forwarded the questionnaire to the final respondents. The second channel was
to use the network of young HR professional association named "HR club" that is the widely
functioning professional club in Mongolia. Since 2015 the researcher has been a member of this
club and has built some connection among their members. Using this network, the researcher
contacted and invited some of the HR professionals to take part in her survey. After the participants
accepted the survey invitation, the researcher shared the online survey link with them or passed
the hard copy of her questionnaire in hand to hand.
In general, a paper-based or online questionnaire was distributed to HR professionals to fill out
in the first place. At the same time, three employees in the organization were requested to complete
the employee’s questionnaire as well. As for employee's questionnaire, one way of restricting the
biases of being selected HR professional's favorite employees for the survey within a company
40
was to provide HR managers clear instructions about the employee's questionnaire verbally or by
email.
With regard to HR professional's questionnaire that was printed out on A3 paper contains three
parts including the measurements of HR competencies and Challenge and Hindrance stressors as
well as the demographic questions to be filled in by HR professionals. Likewise, an employee's
questionnaire was published on A4 paper requests to be rated by three employees who work in the
same company as the HR professional does. The employee's questionnaire aimed to evaluate HR
effectiveness of their employees. It has four parts including HR service, role, and contributes as
well as the demographic questions.
Overall, snowball and convenience approaches were applied to compile data since the researcher
has utilized her network to access the research population. The data collection was organized from
August 2017, until April 2018.
Sample and Sampling Plan
The initial target of the sample size in this research was to collect 50 pairs of data in private
sectors in Mongolia, however, the number has been extended from 50 to 90 due to the fact that
very weak and limited correlations were found between independent and dependent variables after
running the correlation analysis with the dataset of 50 private sectors. In order to increase the
number of sample size, the small cash incentive was offered to respondents at the second round of
the data collection between January 2018 to April of the same year.
With regard to the sampling criteria for HR respondents, who have to serve for a private
company in Mongolia, with at least one year of working experience as an HR manager in their
current organizations. Likewise, employees who are required to have over one year of seniority in
the same company where HR professionals work for.
As for the demographic section that was developed and arranged based on the importance of
each question along with the research purposes. The seniority was included to help the researcher
check whether the respondents meet the basic requirement to participate in the survey. Also,
accumulating at least one year of working experience in the current organization makes
participants respond to each survey question more objectively.
41
All operational fields are accepted in this study cause every HR professionals must possess
necessary and general HR competencies in order to be effective managers in their firms ( Han et
al., 2006).
Survey Design and Measurements
Two separate questionnaires contain the measurements of four variables, namely: HR
competencies, HR effectiveness, and the challenge and hindrance stressors. All validated scales
were collected from the previous investigations in the existing literature. The scales are
summarized and illustrated in Table 3.1 below.
42
Table 3.1.
The Review of Survey Scales
Variables Subdomains Cronbach’s
Alpha
Type of scale and its
construction Adapted from
Number of
items
included
HR competencies
(HRCS model
2012)
Strategic positioner
Credible Activist
Capability builder
Change Champion
HR innovator
(Integrator)
Technology proponent
Greater than
.70
5-point Likert scale
anchored by
(1) Very poorly
(5) Very well
The scales developed by
The RBL group (2012)
75
Challenge stressors
Hindrance
stressors
Workload
Time urgency
Job responsibility
Job complexity
Red tape
Role ambiguity
Role conflict
Hassles
.92
.83
5-point scale anchored
by
(1) Strongly disagree
(5) Strongly agree
The scales created by
Rodell, & Judge, (2009)
based on prior validated
scales from
(Cavanaugh et
al., 2000; Ivancevich &
Matteson, 1980; LePine,
LePine, & Jackson, 2004)
4
4
(continued)
43
Table 3.1. (continued)
Variables Subdomains Cronbach’s
Alpha
Type of scale and its
construction Adapted from
Number of
items
included
HR effectiveness HR Services .87 for Line
managers and
.79 for HR
managers
7-point Likert scale
anchored by
(1) Very Ineffective
(7) Very Effective
The scales generated by
Wright et al., (2001).
15
HR role .87 for Line
managers and
.89 for HR
managers
10-point Likert scale
anchored by
(1) No meeting needs
(10) All needs met
The scales developed by
McMahan et al., (1996)
5
HR contribution .91 for line
managers and
.90 for HR
managers
7-point Likert scale
anchored by
(1) Not at all
(7) To a very great extent
The scales generated by
Wright et al., (2001)
10
Note. The summary of the survey scales
44
The sample population was targeted in Mongolia. Its official language is Mongolian. As a
result, the questionnaires had to be translated from English to Mongolian. Also, the peer and
expert validity were adopted in this study.
In particular, after the questionnaires were translated by the researcher, two English
reviewers who use English every day at their work (a movie translator at Mongol TV, and a
certified lawyer with master degree from India) were invited to do the back translation from
Mongolia to English and brought substantial significant corrections such as paraphrasing,
reversing, adding and eliminating some words, for instance, "Ensure that line managers spend
time developing their staff” was translated by the researcher into “Дунд шатны менежерүүд
өөрсдийн ажилтнуудаа хөгжүүлэхэд цаг гаргаж ажиллаж байгаа эсэхийг
баталгаажуулах", but one of the reviewers recommended to modify the sentence into “Дунд
шатны менежерүүд хэлтсийнхээ ажилтнуудыг хөгжүүлэхэд цаг гарган ажилладаг
эсэхийг хянадаг”. After that, the researcher carefully examined the difference between the
original version and the back-translated version and refined all the necessary changes for two
questionnaires.
When the back translation part was finalized by the researcher, two Mongolian graduate
students were invited to review and check the content of the Mongolian questionnaires. The
reviewers all had some working experience in the HR field in Mongolia. One of them is
recently holding an HR specialist position at a mining company in Mongolia after graduating
from the International Human Resource Development which is an English taught degree
program at National Taiwan Normal University (NTNU) in 2017. The other one is currently
studying at the IHRD program. Based on the reviewers' comments, the researcher did some
arrangements and adaptations for improvement.
Lastly, the final version of the translated questionnaires was examined by two senior HR
practitioners who have over 15 years of working experience in HR field and worked for two
highly prestigious organizations in Mongolia (Ulaanbaatar BUK and Mongolian customer).
Although all the items used for this study have been previously validated, it was the most
significant step for the researcher to conduct an expert review in order to verify the content
validity of the questionnaires. After checking whether both questionnaires were still
corresponding and consistent by two HR expert, the researcher looked over once more and
finalized the questionnaires in order to send out for the real data collection.
A pair study design and complexity of data collection from 90 different organizations made
this study challenging and complicated for the researcher, therefore, in order to save actual
45
respondents for an official data collection, the peer and expert review conducted to validate the
consistency and accuracy of the questionnaires in this study.
Data Analysis
Since the research method of this research is a quantitative approach, the statistical package
for the social cience (SPSS) was employed to analyze the gathered data. There were two
separate questionnaires utilized to measure the variables in this research. The HR questionnaire
was measured using 5 point Likert scales. On the other hand, the employee's questionnaire was
assessed by using 7 and 10 points Likert-scales. After the raw quantitative data were collected,
all purposed statistical analyses, shown in Table 3.2 were carried out in order to reveal the
results of this study.
Table 3.2.
The Review of Research Methodology
Research methodology Selected research design and method in the study
Data coding and input SPSS 22.0
Research approach Quantitative
Data gathering technique Survey
Data gathering method Paper-based and online questionnaire
Data gathering, sampling Snowball sampling
Convenience sampling
Statistical data analysis method Descriptive statistics
Confirmatory factor analysis
Cronbach’s alpha analysis
Pearson Correlation analysis
Simple Linear Regression analysis
Hierarchical regression analysis
Note. The summary of selected research approach
46
CHAPTER IV RESULTS AND DISCUSSIONS
In this chapter, the findings of the study are revealed with the overall highlights of the
analysis processes in the confirmatory factor analysis, reliability, correlation, simple linear
regression analysis as well as hierarchical regression analysis utilized and the demographics of
the multiple populations studied. In a later part, the research results and the discussions are
introduced.
Demographic Statistics
Sample Characteristics for HR Managers
On account of the fact that the pair design was applied in this research, the data were drawn
from multiple respondents in the targeted study population in Mongolia. Overall, putting a
tremendous effort from the researcher brought data from 90 different private sectors in
Mongolia including the dataset of 90 HR managers as well as 270 employees in this study.
In the demographic statistics for HR managers, the sample characteristics of gender, career
seniority, job title, and education level were contained to release the background information
about the representative sample size of HR managers in Mongolia. Table 4.1 provides the
summary of the profile of HR professionals.
Among the 90 HR participants, 21 males (23.3%) and 69 females (76.7%) participated in
this study. Altogether 36 participants (40 %) of the total respondents have 3-5 years of career
seniority in an HR related position in their current company. With regards to the rest of
respondents, 33 have 1-2 years (36.7%), 16 have 6-10 years (17.8%), 2 have 11-15 years
(2.2%), 2 have 16-20 years (2.2%), while only 1 participant responded that she has 21 years
and above HR related job seniority in her current organization (1.1%). Also, the data drew that
the most of HR survey respondents were either HR staffs (44.4%) or HR managers (32.2%).
Apart from the majority, there were 7 participants at HR supervisor positions (7.8%) and 14 at
HR professional (14 %). Of the respondents 35 have not possessed a degree or vocational
training in HR (38.9%), 17 have completed only a vocational course or training program in HR
(18.9%), 26 have a bachelor degree (28.9%), and 12 have a Master degree (13.3%) in HR.
47
Table 4.1.
Demographics for HR Managers
Variable Category Frequency %
HR position
HR chief 7 7.8
HR professional 14 15.6
HR manager 29 32.2
HR staff 40 44.4
Career_Seniority
1-2 years 33 36.7
3-5 years 36 40.0
6-10 years 16 17.8
11-15 years 2 2.2
16-20 years 2 2.2
21 or above 1 1.1
Gender Male 21 23.3
Female 69 76.7
Education level
Non-Vocational course/degree in HR 35 38.9
Only vocational course/Training in HR 17 18.9
Bachelor degree in HR 26 28.9
Master degree in HR 12 13.3
Note. N(HR managers)=90.
With regard to the demographic statistics for employees, a few questions about the personal
characteristics (gender, job level, and career seniority as well as education level) were asked to
reveal the background details about the representative sample size of employees in Mongolia.
In Table 4.2 an overview of the profile of employee is shown.
Among the 270 employees who participated in this study, a total of 166 participants were
female (64.5%) and 104 were male participants (38.5%). The most of the data was gathered
from 186 respondents at the staff positions (68.9%) compared 84 respondents at supervisor
positions (31.1%). Besides, a total of 127 respondents reported with having 1-2 years of service
at their current organization (47%), 73 reported 3-5 years of career seniority (27%), 43
reported in 6-10 years of career seniority (15.9%) while altogether 10 reported as having 16-
20 as well as 21 or above years of career seniority in their current organizations (3% and 0.7%
respectively). Along with this, a total of 191 participants earned a bachelor degree (70.7%), 32
48
earned a Master degree (11.9%), and only 1 earned a Ph.D. degree (0.4%) while altogether 46
respondents earned junior high school or below, senior high school and college or specialized
training program (23.3%).
Table 4.2.
Demographics for Employees
Variable Category Frequency %
Position Supervisor 84 31.1
Staff 186 68.9
Career_Seniority 1-2 years 127 47.0
3-5 years 73 27.0
6-10 years 43 15.9
11-15 years 17 6.3
16-20 years 8 3.0
21 or above 2 0.7
Gender Male 104 38.5
Female 166 61.5
Education level Junior High School or Below 8 3.0
Senior High School 2 0.7
College or Specialized training
program 36 13.3
Bachelor degree 191 70.7
Master degree 32 11.9
PhD 1 0.4
Note. N(employee)=270.
49
Validity and Reliability
To address face and content validity, all measurements utilized in this study are previously
established scale in the existing literature. Owing to the fact that all established scales were
initially established and published in English, the back translation, the peer-review as well as
the expert review were conducted in this research. The confirmatory factor analysis (CFA) is
another type of structural equation modeling (SEM) and an essential tool of construct validity,
usually attempts to deal with the measurement models (Brown, & Moore, 2012). One of the
common goals of these two approaches is to assess whether a specified model represents or fits
the data collected in the study (Hooper, Coughlan, & Mullen, 2008). Following this, CFA also
determines "quality of the factor structure by statistically testing the significance of the overall
model and items loadings on factors" (Hinkin, 1998, p. 13).
Confirmatory Factor Analysis
The Confirmatory Factor Analysis (CFA) was conducted to check the validity of the
measurement model for each variable of this study in Mplus7. When items on the measurement
model have a factor loading lower than 0.4, were considered to be the poor items to measure
the construct validity and were deleted from the measurement model (Hinkin, 1998; Kim &
Mueller, 1978). The items were removed based on the following criteria and conditions in this
study: first, the model fitness indices were examined for each variable whether these fit-indices
were achieved the required levels. The criteria for the good model–fit indices are shown in
Table 4.3. Particularly, once the model fit-indices are met the satisfactory levels, these items
which have a lower factor loading than 0.4, are still kept in the measurement model such as
second items of HR Role (R2). Secondly, these items HS1, S5, S10, S11, C1, C3 and C5 that
produced non-significant value at p>.05, were deleted in the first place. Finally, the statement
of each item with low factor loading was reviewed by the researcher based on the importance
of the item along with the purpose of this study, for instance, the second item of Challenge
stressors (CS2) has remained in the measurement model.
50
Table 4.3.
Summary of Good-Fit Criteria
Fit index Acceptable levels
Chi-Square X2 Less than. 05 (Hooper et al., 2008)
CFI and TLI > .90 Reasonable fit
> .95 Good model fit
(Hu &Bentler, 1999)
RMSEA < .03 Excellent fit
< .05 Good model fit
> 05 but <. 08 Reasonable fit
(MacCallum, Browne, &
Sugawara, 1996; Hu & Bentler,
1999)
SRMR 0 indicates an Excellent fit
>. 05 Good fit
> .05 but <. 08 Reasonable fit
(Byrne, 1998; Diamantopoulos
and Siguaw, 2000)
Note. Adapted from “Structural Equation Modelling: Guidelines for Determining Model Fit.”
By D. Hooper, J. Coughlan, and M. Mullen, 2008. Economic Journal of Business Research
Methods, 6(1), p. 53-60. Copyright 2008 by the Academic Conferences Ltd.
On account of following two reasons, each variable was selected to run separately in Mplus
in order to produce CFA results accurately; first, since the pair design was utilized in this study,
data from multiple respondents were entered into two datasets in SPSS, which restricted the
researcher to have all variables performed together in Mplus at the same time. Secondly, the
number of total items used in this study was 113, which exceeded the capacity of Mplus to be
functioned accurately. To address the limitations mentioned above, the item parcel was applied,
and each variable was employed and reported separately in Table 4.5-Table 4.7.
The first round of the CFA, all items of each variable were entered in Mplus and estimated.
However, the results did not pass the requirements for model-fit indexes, except HR
Competencies. Therefore, several items were deleted, and modifications were applied to the
original scales of Hindrance stressors and HR Effectiveness based on the value of the factor
loading and significance of each item in the model. After the modification stage in each model,
the second round of the CFA was conducted and revealed the acceptable model fit indexes,
illustrated in Table 4.4. Consequently, all models were significant, and all these indexes passed
the fundamental criteria for the acceptable fit for each measurement model.
51
Table 4.4.
Model-Fit Indices for Alternative Factor Models of HR Competencies, Challenge Stressors,
Hindrance Stressors and HR Effectiveness
Variables X2 Df CFI TLI RMSEA SRMR
HR Competencies 214.9* 137 .927 .909 .085 .049
HR Effectiveness 235.6* 149 .954 .947 .080 .052
Challenge and Hindrance
stressors
15.1 13 .982 .971 .043 .050
Note. X2=chi square goodness of fit statistic. df=degree of freedom. RMSEA= Root-Mean-
Square Error of Approximation. AIC=Akaike Information Criterion. CFI= Comparative Fit
Index. TLI=Tucker Lewis Index. SRMR=Standardized Square Root Mean Residual. *p.05.
HR competencies. In the first round of the CFA, a total of 19 parceled items of HR
Competencies went through the confirmatory factor analysis in Mplus to check the validity of
the measurement. The result presented that the model fit indices achieved the required levels,
as shown in Table 4.5. In addition to the model fit results, all factor loadings were statistically
significant, and the standardized loading estimations were all above 0.4 (ranging from 0.67 to
0.88). Moreover, all the constructs’ AVEs for sub-dimensions of HR competencies were
greater than 0.5 (ranging from 0.47 to 0.77), except HRCCA (Human Resource Competency
Credible Activist) at 0.47, however, which is very close to 0.5 considered to be accepted in the
model. Altogether, it can be assured that the convergent validity was established since AVE is
greater than 0.5 and CR is larger than 0.6 (Hair, Black, Babin & Anderson, 2010). The overall
fit of this measurement model was X2 (137) = 214.9; X2/ d.f=1.56; CFI and TLP were 0.92 and
0.90 respectively. Besides, SRMR and RMSEA were 0.04 and 0.08 respectively. All things
considered, all these indexes of HR Competencies indicated an acceptable fit for the
measurement model.
52
Table 4.5.
CFA Results for HR Competencies
Variables Means Factor
Loadings
Reliability
Coefficient
AVE
0.963 0.616
Human Resource Competency Strategic
Positioner (HRCS)
0.52 0.77
HRCSPa 3.52 0.756
HRCSPb 3.54 0.694
HRCSPc 3.71 0.732
Human Resource Competency Credible
Activist (HRCCA)
0.73 0.477
HRCCAa 3.94 0.679
HRCCAb 3.99 0.680
HRCCAc 3.81 0.714
Human Resource Competency Capability
Builder (HRCCB)
0.86 0.67
HRCCBa 3.67 0.815
HRCCBb 3.69 0.831
HRCCBc 3.72 0.820
Human Resource Competency Change
Champion (HRCCC)
0.71 0.56
HRCCCa 3.69 0.739
HRCCCb 3.75 0.760
Human Resource Competency Innovator
and Integrator (HRCII)
0.92 0.71
HRCIIa 3.53 0.869
HRCIIb 3.52 0.886
HRCIIc 3.56 0.834
HRCIId 3.7 0.827
HRCIIe 3.62 0.819
Human Resource Competency Technology
Proponent (HRCTP)
0.84 0.65
HRCTPa 3.53 0.790
HRCTPb 3.55 0.860
HRCTPc 3.67 0.766
Note. N(HR managers)=90. Factor loading > 0.4, Average Variance Extracted (AVE)>0.5, and
Composite Reliability (CR)>0.6 are acceptable. All factor loadings are significant at p.001.
The parceled items were applied.
53
HR effectiveness. In the first round of CFA test, 30 items of HR Effectiveness went through
the confirmatory factor analysis in Mplus to check the validity of the measurement. The result
presented that the model fit indices failed to achieve the required levels, and 11 items on three
dimensions of HR Effectiveness were modified concerning the outputs of the modification
indexes. Specifically, 6 items from HR service; S1(0.273), S5(0.126, not significant), S8
(0.385), S9 (0.395), S10 (-0.016, not significant), S11(-0.029, not significant), and 5 items from
the HR contribution; C1 (0.061, not significant), C3 (-0.039, not significant), C4 (0.182), C5
(0.109, not significant), C10 (0.22) were deleted in order to improve the model-fit indexes for
the measurement model. Also, all items of HR Role were kept even though the second item
(R2) was not qualified to be retained in the model due to the poor factor loading at 0.309. After
the modification stage, AVE and CR were produced at the satisfactory levels of 0.7 and 0.9
respectively, as illustrated in Table 4.6. The overall fit of this measurement model was X2 (149)
=235.6; X2/ d.f =1.58; CFI and TLP were 0.95 and 0.94 respectively. Also, SRMR and RMSEA
were 0.05 and 0.08 respectively. Taking everything into consideration, all these indexes of HR
Effectiveness indicated an acceptable fit for the measurement model.
54
Table 4.6.
Modified CFA Result for HR Effectiveness
№ Variables Means Factor
Loadings
Reliability
Coefficient
AVE
Service (S) 0.95 0.723
1 S2 4.504 0.784
2 S3 4.719 0.828
3 S4 4.700 0.871
4 S6 4.537 0.869
5 S7 4.490 0.810
6 S12 4.726 0.899
7 S13 4.644 0.902
8 S14 4.526 0.878
9 S15 4.604 0.805
Role (R ) 0.915 0.704
10 R1 6.285 0.870
11 R2 4.926 0.307
12 R3 6.259 0.936
13 R4 6.211 0.943
14 R5 6.485 0.951
Contribution (C) 0.955 0.812
15 C2 4.363 0.765
16 C6 4.552 0.929
17 C7 4.556 0.954
18 C8 4.504 0.860
19 C9 4.563 0.982
Note. N(employees)=270. Factor loading >0.4, the assessment for Convergent Validity
(AVE)>0.5, and Composite Reliability (CR)>0.6 are acceptable. All factor loading are
significant at p<.001 except R2 at p<.01.
Challenge and Hindrance Stressors. In the first round of CFA test, eight items of
Challenge and Hindrance stressors went through the confirmatory factor analysis in Mplus to
check the validity of the measurement. The result presented that the model fit indices failed to
achieve the required criteria. Thus, the first item of Hindrance stressors (HS1=0.069, not
55
significant) was removed from the measurement model in order to improve the model-fit
indexes. Even though the second item (CS2) of Challenge stressors was not qualified to be
retained because of the poor factor loading at 0.379, it is considered to be kept in the
measurement model owing to the importance of the statement with the purpose of this study.
After the modification stage, AVE and CR were produced at the acceptable levels of 0.42
(closer to 0.5) and 0.78 respectively, illustrated in Table 4.7. The overall fit of this measurement
model was X2 (13) =15.1; X2/ d.f=1.16; CFI and TLP were 0.98 and 0.97 respectively. In
addition, SRMR and RMSEA were 0.05 and 0.04 respectively. Overall, all these good model
fit indices of Challenge and Hindrance stressors indicated an acceptable fit for the measurement
model.
Table 4.7.
Modified CFA Results for Challenge and Hindrance Stressors
Variables Means Factor
Loadings
Reliability
Coefficient
AVE
0.78 0.42
Challenge stressors (CS) 0.78 0.34
CS1 3.88 0.54
CS2 3.04 0.37
CS3 3.55 0.86
CS4 3.67 0.44
Hindrance stressors (HS) 0.75 0.52
HS2 2.88 0.47
HS3 2.57 0.73
HS4 2.88 0.91
Note. N(HR Managers)=90. Factor loading >0.4, the assessment for Convergent Validity
(AVE)>0.5, and Composite Reliability (CR)>0.6 are acceptable. All factor loading are
significant at p<.001.
56
Discriminant validity. Discriminant validity is the extent to which a construct is truely
divergent from all other constructs in the study model. Basically, it is tested by comparing
AVE for any other two contructs with the square of the correlation scores between them (Hair
et al., 2010). More specifically, if all variables’ AVE exceed the squarred correlation scores of
the pairs of variables; hence, the discriminant validity is established. According to Table 4.8,
all variables’ AVE in the model of this study were found to be larger than the squared
correlation scores of the pairs of variables. Therefore, it is possible to conclude that the
discriminant validity of the study model was confirmed to be established.
Table 4.8.
The Result of the Discriminant Validity
Variable AVE AVE is larger than the squared correlation
scores of the pairs of variables
Overall HR Competencies 0.61 >
HRCSP 0.77 >
HRCCA 0.47 >
HRCCB 0.67 >
HRCCC 0.56 >
HRCII 0.71 >
HRCTP 0.65 >
Challenge stressors 0.34 >
Hindrance stressors 0.52 >
HR service 0.72 >
HR Role 0.70 >
HR contribution 0.81 >
Note. < = AVE is smaller than all squared correlation scores of the pairs of variables. >= AVE
is larger than all squared correlation scores of the pairs of variables. N(HR managers)=90,
N(employees)=270.
57
Reliability Analysis
According to the results of the reliability analysis, reported in Table 4.9, The Cronbach
alpha’s values of the six dimensions of HR Competencies and three dimensions of HR
Effectiveness were higher than 0.70 (ranged from 0.84 to 0.90), which is considered to be
modest internal consistency. However, the internal consistency with a Cronbach alpha of 0.6-
0.7 is also considered to be acceptable (Churchill, 1979; George & Mallery, 2003). Therefore,
the Cronbach alpha of Challenge stressors at 0.61 was accepted to be qualified for the internal
consistency test as a variable in this study.
Table 4.9.
Cronbach’s Alpha Analysis
Variables Number of items Cronbach's Alpha
Overall HR Competencies 75 .97
Strategic Positioner 12 .87
Credible Activist 13 .84
Capability Builder 11 .90
Change Champion 8 .89
Innovator and Integrator 20 .95
Technology Proponent 11 .89
Overall Challenge Stressors 4 .61
Overall Hindrance Stressors 3 .74
Overall HR Effectiveness 19 .96
Service 9 .93
Role 5 .92
Contribution 5 .90
Note. N(HR managers)=90, N(employee)=270.
Common Method Variance
Common Method Variance (CMV) is the way to observe and attempt to determine the biases
which may proceed from the different circumstances, such as the survey instrument design,
complexity, ambiguity, scale, format, the item’s context, a rater’s motivation and the length of
survey instruments (Eichhorn, 2014).
58
In order to check common method variance (CMV), Harman's single factor test was utilized.
The results (Table 4.10) showed that the percentage of variance of each factor is smaller than
50%, which indicated that no a single factor accounts for the majority of the variance in the
variables.
Table 4.10.
The Results of Harman’s Single Factor Score
Initial Eigenvalues
Extraction Sums of
Squared Loadings
Item Total
% of
Variance
Cumulative
% Total
% of
Variance
Cumula
tive %
HR Competencies 75 26.240 34.987 34.987 26.240 34.987 34.987
Challenge and
Hindrance
stressors
7 2.314 33.064 33.064 2.314 33.064 33.064
HR effectiveness 19 19.769 34.682 34.682 19.769 34.682 34.682
Note. Extraction Method: Principal Component Analysis.
Intraclass Correlation Coefficient Analysis
An intraclass correlation coefficient (ICC) can be a common calculation of inter-rater
reliability on quantitative data. In other words, it is a common statistical method to estimate
the degree of agreement among various raters. Since the pair design was employed in this study,
the ICC was conducted to assess the consistency of measurements rated by three emplyees
measuring the same .
The result of the ICC analysis reported in Table 4.11 provided that a high degree of reliability
was found among raters in this study. The average measure ICC was .964 with a 95%
confidence interval from .953 to .974 (F(88,4928)= 28.141, p<.001). Particularly, if the ICC is
above 0.74, it is considered to be good reliability in the social science (Portney, & Watkins,
2000). More specifically, the result of ICC analysis in this study confirmed that three raters
(employees) who have similar perception of the effectiveness of their HR professional and
therefore we aggregate those individual evaluations for later analysis .
59
Table 4.11.
Intraclass Correlation Coefficient Analysis
Intraclass
Correlationb
95 %
Confidence interval
F Test with True Value 0
Lower
Bound
Upper
Bound
Value df1 df2 sig
Single Measures .323a .263 .399 28.141 88 4928 0.000
Average Measures .964c .953 .974 28.141 88 4928 0.000
Note. Two-way mixed model where people effects are random and measures effects are
fixed, N(employees)=270.
a. The estimator is the same, whether the interaction effect is present or not
b. Type C interclass correlation coefficients using a consistency definition. The between-
measure variance is excluded from
c. This estimate is computed assuming the interaction effect is absent, because it is not
estimable otherwise.
Correlation Analysis
The Pearson coefficient correlation analysis was performed to examine the correlations
among sub-dimensions of independent and dependent variables as well as moderators in the
theoretical framework of this study.
According to the results of the correlation analysis, shown in Table 4.12, Strategic
Positioner, Credible Activist, Capability builder, Change Champion, Innovator/Integrator, and
Technology Proponent have a significant positive relationship with overall HR Effectiveness,
and the correlation values of them were between .005 and .038, which clearly indicates that the
six dimensions of HR Competencies are highly correlated with overall HR Effectiveness. As
for an overall correlation between independent and dependent variable, HR Competencies is
positively correlated with HR Effectiveness, (r= 0.302, p<.01); however, HR Service and Role
these are two sub-dimensions of HR Effectiveness, are not significantly correlated with two
sub-dimensions of HR Competencies named HR Innovator and Technology Proponent (r=.203,
n.s. for HR service and HR innovator, r=.149, n.s. for HR service and Technology proponent,
r=.193, n.s. for HR role and HR innovator, r=.186, n.s. for HR role and Technology proponent,
n.s). Similarly, HR Service is also not significantly correlated with a sub-dimension of HR
Effectiveness named credible Activist (r=.147, n.s.). In contrast to HR Service and HR Role,
60
HR Contribution has a positive relationship with each sub-dimension of HR Competencies
with correlation values between .001 and .015.
As for the moderating variables, the challenge stressors is positively correlated with only
one sub-dimension of HR Competencies named Technology Proponent, (r=0.308, p<.01).
Except for the above-reported correlation, Challenge, as well as Hindrance stressors, do not
have a significant and positive relationship with the dependent variable.
61
Table 4.12.
Pearson Correlation Analysis
Mean S.D. 1 2 3 4 5 6 7 8 9 10 11 12 13
1 Strategic Positioner 3.58 0.542
2 Credible Activist 3.91 0.423 .599**
3 Capability Builder 3.71 0.568 .729** .745**
4 Change Champion 3.71 0.521 .413** .621** .691**
5 HR Innovator 3.6 0.62 .632** .689** .757** .673**
6
Technology
Proponent 3.56 0.645 .678** .603** .690** .483** .737**
7
Overall HR
Competencies 3.68 0.467 .805** .825** .912** .760** .896** .846**
8 Challenge Sressors 3.54 0.572 .028 .114 .102 .119 .146 .308** .169
9 Hindrance Stressors 2.78 0.904 .026 .096 .077 .062 .149 .116 .106 .180
10 Overall_Stressors 3.16 0.576 .034 .132 .111 .108 .189 .243* .167 .637** .873**
11 Service 4.6 0.892 .243* .147 .250* .245* .203 .149 .245* .126 .158 .186
12 Role 6.25 1.53 .257* .209* .250* .245* .193 .186 .263* .109 .187 .201 .782**
13 Contribution 4.52 0.868 .329** .255* .312** .280** .275** .304** .349** .118 .120 .152 .786** .801**
14
Overall HR
Effectiveness 5.13 1.02 .293** .220* .286** .274** .233* .222* .302** .124 .174 .198 .905** .955** .913**
Note. **. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
62
Hypothesis Tests
Simple Linear Regression Analysis
Apart from the correlation analysis, Hypothesis 1 and its nine sub-hypotheses from H1:1 to
H1:9 were tested by conducting the simple linear regression. Based on the proposed
relationship direction between sub-dimensions of independent and dependent variables, the
results of these nine hypotheses were split into three tables shown in Table 4.13- Table 4.15.
H1: HR competencies are positively related to HR effectiveness. A simple linear
regression analysis was carried out to predict the overall HR Effectiveness based on overall
HR Competencies. According to Table 4.13, a significant and positive regression equation was
found (F(1, 88) = 8.809, p< .01), with an R2 of .091. Employees’ perceived HR Effectiveness
increased .660 unit for each unit of overall HR Competencies. In other words, ‘Overall HR
Competencies’ is a statistically significant predictor of HR Effectiveness (β=.302, p<.01).
Approximately 9 % of the variance in overall HR Effectiveness can be predicted by Overall
HR Competencies. Therefore, the main hypothesis (H1) was supported.
Table 4.13.
The Linear Regression Result for the Relationship between Overall HR Competencies and
Overall HR Effectiveness
Unstandardized
Coefficients
Standardized
Coefficients
Sig. F Sig. R2
Model B
Std.
Error Beta
(Constant) 2.698 .826
.302**
.002
Overall HRCompetencies .660 .223 .004 .809 .004 .091
Note. Dependent variable: HR Effectiveness
*p< .05, **p< .01, ***p< .001.
63
H1: 1: Strategic positioner is positively related to HR effectiveness. The result of
regression analysis shown in Table 4.14 reported that ‘Strategic Positioner’ is a statistically
positive and significant predictor of overall HR Effectiveness (β= .293, p<.01), which can be
accounted for 8.6 % of the variation of overall HR Effectiveness. Therefore, the hypothesis
H1:1 was confirmed.
H1-2: Credible activist is positively related to HR effectiveness. The result of regression
analysis shown in Table 4.14 revealed that ‘Credible Activist’ is a statistically positive and
significant predictor of overall HR Effectiveness (β =.220, p<.05). 4.8 % of the variance in
overall HR Effectiveness can be predicted by ‘Credible Activist.' Thus, the hypothesis H1:2
was accepted.
H1-3: Capability builder is positively related to HR effectiveness. The result of
regression analysis, shown in Table 4.14 indicated that ‘Capability Builder’ is a statistically
positive and significant predictor of overall HR Effectiveness (β=.286, p<.01), which accounts
for 8.2 % of the variation of overall HR Effectiveness. Thus, the hypothesis H1:3 was supported.
H1-4: Change champion is positively related to HR effectiveness. The result of regression
analysis shown in Table 4.14 reported that ‘Change Champion’ is a statistically positive
significant predictor of overall HR Effectiveness (β=.274, p<.01). The finding also tells that
this competency predicts 7.5% of overall HR Effectiveness individually. Therefore, the
hypothesis H1:4 was supported.
H1-5: HR innovator (Integrator) is positively related to HR effectiveness. The result of
regression analysis shown in Table 4.14 revealed that ‘HR Innovator/Integrator’ is a
statistically positive and significant predictor of overall HR Effectiveness (β= .233, p<.05). The
result of linear regression analysis also indicates that 8.2% of Overall HR Effectiveness can be
predicted by ‘HR Innovator’ independently. Therefore, the hypothesis H1:5 was confirmed.
H1-6: Technology proponent is positively related to HR effectiveness. The result of
regression analysis reported in Table 4.14 indicated that ‘Technology Proponent’ is a
statistically positive and significant predictor of overall HR Effectiveness (β=.222, p<.05),
which accounts for 4.9 % of the variation of overall HR Effectiveness. Therefore, the
hypothesis H1:6 was accepted.
64
Table 4.14.
The Linear Regression Results for the Relationship between Sub-dimensions of HR
Competencies and Overall HR Effectiveness
Unstandardized
Coefficients
Standardized
Coefficients
Sig. F Sig. R2
Model B
Std.
Error Beta
(Constant) 3.154 .696
.293**
.000
Strategic Positioner .552 .192 .005 8.24 .005 .086
(Constant) 3.055 .988
.220*
.003
Credible Activist .530 .251 .038 4.46 .038 .048
(Constant) 3.216 .691
.286**
.000
Capability Builder .515 .184 .006 7.853 .006 .082
(Constant) 3.135 .755
.274**
.000
Change Champion .536 .201 .009 7.118 .009 .075
(Constant) 3.746 .624
.233*
.000
HR Innovator .385 .171 .027 5.064 .027 .054
(Constant) 3.874 .597
.222*
.000
Technology proponent .352 .165 .035 4.579 .035 .049
Note. Dependent Variable: Overall HR Effectiveness
*p.05, **p.01. ***p.001.
H1-7: HR competencies are positively related to HR Service. Simple linear regression was
computed to predict the employees' perceived HR Service based on overall HR Competencies.
According to Table 4.15, a significant regression equation was found (F (1, 88) = 5.610, p<.05),
with an R2 of .060. Employees' perception of HR Service increased .468 unit for each unit of
overall HR Effectiveness. In other words, Overall HR Competencies' is a statistically
significant predictor of HR service. 6 % of the variance in HR Service can be predicted by
‘Overall HR Competencies.' Thus, the hypothesis 1:7 was confirmed.
H1-8: HR competencies are positively related to HR role. Simple linear regression was
conducted to predict the employees' perceived HR Role based on Overall HR Competencies.
According to Table 4.15, a significant regression equation was revealed (F (1, 88) = 6.547,
p<.05), with an R2 of .060. Employees’ perception of HR Role increased .865 unit for each unit
65
of overall HR Effectiveness. In this case, Overall HR Competencies’ is a statistically significant
predictor of HR Role. Overall HR Competencies accounts for 6 % of the variance of HR
Service, Therefore; the hypothesis 1:8 was accepted.
H1-9: HR competencies are positively related to HR Contribution. Simple linear
regression was estimated to predict the employees' perceived HR Contribution based on overall
HR Competencies. According to Table 4.15, a significant regression equation was reported
(F(1, 88) = 12.171, p<.001), with an R2 of .012. Employees' perception of HR Contribution
increased .648 unit for each unit of overall HR Effectiveness. Put it another way, Overall HR
Competencies' is a statistically significant predictor of HR service. Around 12% of HR Service
can be predicted by Overall HR Competencies. Thus, the hypothesis H1:9 was supported.
Table 4.15.
The Linear Regression Results for the Relationship between Sub-dimensions of HR
Effectiveness and Overall HR Competencies
Unstandardized
Coefficients
Standardized
Coefficients
Sig. F Sig. R2
Model B
Std.
Error Beta
(Constant) 2.883 .733
.245*
.000
HR Service .468 .198 .020 5.610 .020 .060
(Constant) 3.069 1.256
.263*
.017
HR Role .865 .338 .012 6.547 .012 .069
(Constant) 2.141 .690
.349**
.003
HR Contribution .648 .186 .001 12,171 .001 .121
Note. Independent Variable: Overall HR Competencies
*p<.05, **p<.01, ***p<.001.
66
Hierarchical Regression Analysis
The hierarchical regression analysis is a method to use for testing the hypotheses, and
examining how the independent variables impact the dependent variable under the moderating
effects. In the case of this study, the researcher conducted to test the moderating effects of
Challenge and Hindrance stressors on the relationship between overall HR Competencies and
Overall HR Effectiveness.
H2:Challenge stressors have a positive moderating effect on the relationship between
HR competencies and HR effectiveness. Two steps were performed in the hierarchical
regression analysis in order to test the second hypothesis of this study; Overall HR
Competencies and Challenge stressors were standardized before calculating the interaction
terms. In the first step, an independent variable (overall HR Competencies) and a moderating
variable (Challenge stressors) were entered in the analysis. In the second stage, the interaction
term was added in the analysis.
According to the result of hierarchical regression analysis, shown in Table 4.16, “Challenge
stressors” does not moderate the relationship between overall HR Competencies and overall
HR Effectiveness. However, it is noticeable to report that there exists a non-significant and
negative association in the proposed moderating effect of this study (β = -.029, n.s). Thus,
hypothesis two (H2) was rejected.
67
Table 4.16.
Summary of Hierarchical Regression for Moderating Effect of Challenge Stressors on The
relationship between Overall HR Competencies and Overall HR Effectiveness
Variables Model (1) Model (2)
HR Competencies .289** .292**
Challenge stressors .076 .076
HR Competencies x Challenge stressors
-.029
R2 .097 .097
∆R2 .097 .001
F 4.649* 3.094*
∆F 4.649* .082
Total R2 .311 .312
Note. Dependent variable=HR Effectiveness, Values other than R2 and F statistic are
standardized regression coefficients
**p.01, *p.05.
H3: Hindrance stressors have a negative moderating effect on the relationship between
HR competencies and HR effectiveness. Two steps were conducted in the hierarchical
regression analysis to test the third hypothesis of this study. To begin with, before computing
the interaction terms, Overall HR Competencies and Challenge stressors were standardized. In
the first step, an independent variable (overall HR Competencies) and a moderating variable
(Hindrance stressors) were entered in the analysis. In the second stage, the interaction term
between Overall HR Competencies and Hindrance stressors was added in the analysis.
Following the result of the hierarchical regression analysis, shown in Table 4.17, "Hindrance
stressors" does not moderate the relationship between overall HR Competencies and overall
HR Effectiveness as well. Similarly, a non-significant and negative association found in the
proposed moderating effect of Hindrance stressors in this study (β = -.080, n.s.). Therefore,
hypothesis three (H3) was rejected.
68
Table 4.17.
Summary of Hierarchical Regression for Moderating Effect of Hindrance Stressors on The
relationship between Overall HR Competencies and Overall HR Effectiveness
Variables Model (1) Model (2)
HR Competencies .286** .295**
Hindrance stressors .143 .148
HR Competencies x Hindrance stressors
-.080
R2
.111
.117
∆R2 .111 .006
F 5.445** 3.817*
∆F 5.445** .608
Total R2 .334 .343
Note. Dependent variable=HR Effectiveness, Values other than R2 and F statistic are
standardized regression coefficients
**p. 01, *p.05.
Summary of the Analysis Results
Based on the proposed hypotheses, the simple linear regression and hierarchical regression
analyses were carried out and produced the following results, shown in Table 4.18. Hypothesis
1 and its nine sub-hypotheses from H1-1 to H1-9 were accepted. The hypotheses 2 and 3 were
rejected.
69
Table 4.18.
Results of the Study
Hypotheses
Models
Results
Accepted Rejected
H1 HR competencies are positively
related to HR effectiveness.
X HRC Y HRE √ Supported
H1-1 Strategic Positioner is positively
related to HR effectiveness.
X HRCSP Y HRE √ Supported
H1-2 Credible Activist is positively
related to HR effectiveness.
X HRCCA Y HRE √ Supported
H1-3 Capability Builder is positively
related to HR effectiveness.
X HRCCB Y HRE √ Supported
H1-4 Change champion is positively
related to HR effectiveness.
X HRCCC Y HRE √ Supported
H1-5 HR innovator (Integrator) is
positively related to HR
effectiveness.
X HRCII Y HRE
√ Supported
H1-6 Technology Proponent is
positively related to HR
effectiveness.
X HRCTP Y HRE
√ Supported
H1-7 HR competencies are positively
related to HR Service
X HRC YHR Service √ Supported
H1-8 HR competencies are positively
related to HR role
X HRC Y HR Role √ Supported
H1-9 HR competencies are positively
related to HR Contribution
X HRC YHR Contribution √ Supported
H2 Challenge stressors have a
positive moderating effect on the
relationship between HR
competencies and HR
effectiveness
X HRC *ZCS Y HRE
√ Not
supported
H3 Hindrance stressors have a
negative moderating effect on the
relationship between HR
competencies and HR
effectiveness
X HRC *ZHS Y HRE
√ Not
supported
Note. HRC=HR Competency. HRE= HR Effectiveness. CS=Challenge Stressors. HS=
Hindrance Stressors. N(HR manager) = 90, N(employees) = 270.
70
Discussions of the Results
From the demographic data accumulated in this study, it can be concluded that the dominant
gender analyzed was female accounted for 76 % of HR participants and 61.5 % of employees, and
the range of one to 10 years of working experience in their current companies revealed for both
HR participants as well as employees. Approximately, the most of HR respondents (76.6%) and
employees (68.9%) were employed as a manager or a lower position in their organizations during
the period of data collection. Additionally, almost 83% of employees reported that they had earned
a higher degree; bachelor, master as well as Ph.D. degree, whereas about 57.8% of HR managers
have not earned an HR degree; therefore, having an overall general information about HR
managers as well as employees from the private sectors in Mongolia made the researcher eligible
to evaluate the self-evaluated HR competencies, and employee perceived HR effectiveness.
Discussion of the Correlation Analysis
From the correlation analysis; First, overall employees’ perceived HR Effectiveness has a
positive and significant relationship with all sub-dimensions of self-evaluated HR Competencies;
however, Strategic Positioner, Capability Builder and Change Champion have a significantly
stronger relationship with overall HR Effectiveness than other competencies. This main result is
also supported by the findings of Ulrich et al., (2011). In other words, Mongolian HR managers
may tend to possess all six HR competencies in order to be perceived by their employees as an
effective HR manager in their organizations. Secondly, when taking a closer look at the
relationship between sub-dimensions of HR competencies and HR Effectiveness; HR contribution
has a stronger positive and significant relationship with all six competencies. In this case,
according to the surveyed HR managers and employees, if Mongolian HR managers are more
strategic positioner, credible activist, capability Builder, change champion, HR innovator and
technology proponent, they will be perceived to be more contributor HR managers by their
employees. Thirdly, with regard to HR service as well as HR Role, both have a positive and
significant relationship with three sub-HR competencies named strategic positioner, capability
builder and change champion. Put it all together, if HR managers are more in being as a strategic
positioner, capability builder and change champion in their organizations, they will be regarded as
more effective, especially when HR service and role are evaluated by their internal clients in the
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private sector in Mongolia. The finding regarding ‘Strategic Positioner’, ‘Capability builder’ and
‘change champion’ found above is very notable to the researcher, as the most of business in
Mongolia is family-owned, small-medium size business (Chimeddosrj, 2013; Tudev & Damba,
2015) and their management practices are in still developing level (Corporate Governance
Development Center of Mongolia, 2011); therefore, it can be assumed that the reason why these
three sub-competencies of an HR professional are considered to be equally important and
significantly correlated with HR effectiveness in the perceptions of the surveyed HR managers as
well as employees, it may be because of the fact that the country is in the transition stage to
development. Probably, at this transition stage, these three HR competencies can play an important
role in an organization in Mongolia regarding its’ unique role and distinctive contribution.
Lastly, the proposed relationship between moderators and dependent variable are not consistent
with the findings of LePine et al., (2005) where the authors found that the performance is positively
associated with Challenge stressors and negatively associated with Hindrance stressors. In other
words, according to the surveyed HR managers and employees, Challenge and Hindrance stressors
may not affect the outcome of HR managers in Mongolia.
Discussions of Hypotheses
Generally, in accordance with the findings of HRCS 2012 model (Ulrich et al., 2011), all six
competencies of HRCS model 2012 can explain around 42 % of the effectiveness of an HR
professional. Also, the impact of each competency on the perception of HR Effectiveness was
reported by the authors at the same time, which has been discussed in chapter two. Interestingly,
the authors also claimed that around the world the similar pattern of HR competencies applies
across different levels of HR positions, and in all different size companies. For this reason, the
researcher decided to bring their findings in this study and to see how these six self-evaluated HR
competencies found in Mongolia have an impact on the employees’ perception of HR
Effectiveness compared to the authors’ findings.
Furthermore, the main finding of this study on the relationship between overall HR
Competencies and overall HR Effectiveness is also supported by these investigations have been
done in some Asian countries such as in Taiwan by Han et al., (2006) and in Pakistan by Ahmad
et al., (2015). Specifically, a significantly high correlation between two different groups of social
and technical competencies of HR professional and HR professionals' effectiveness was confirmed
72
by the study conducted in Taiwan. Likewise, two HR competencies out of three were revealed to
be strongly related to HR Effectiveness as perceived by line managers and employee in Taiwan.
Discussion: Hypothesis H1:1. The competency of Strategic Positioner is reported to have 17%
of the impact on HR effectiveness by HRCS 2012 model (Ulrich et al., 2011); however, 29.3 % is
found in this study.
Discussion: Hypothesis H1:2. According to the result of correlation analysis in Table 4.10,
‘Credible Activist’ is not significantly and positively associated with one of the sub-dimensions of
HR Effectiveness named HR Service. Contrarily, the study was done by Ahmad et al., (2015) in
Pakistan found that Credible Activist has a higher and stronger relationship with HR Effectiveness.
However, this competency is found to have 22 percent impact on overall HR effectiveness in this
research, which is precisely in agreement with the finding of HRCS 2012 model (Ulrich et al.,
2011).
Discussion: Hypothesis H1:3. According to Ulrich et al., (2011), the competency of Capability
builder impacts on the perception of HR Effectiveness by 16%, however, this study found that
there is 28% of the impact on the perception of HR effectiveness. Out of six competencies, this is
one of the strongly correlated competencies with each sub-dimension of HR Effectiveness in this
research.
Discussion: Hypothesis H1:4. The result of the correlation analysis indicated that Change
Champion is one of the stronger associated competencies with each sub-dimensions of HR
Effectiveness, which is in agreement with the previous study done by collecting data from line
managers as well as employees in the Taiwanese high-tech companies by Han et al., (2006).
Besides, it is also determined as one of the highly required competencies for HR professionals in
Hong Kong in the future (Selmer & Chiu, 2004; Yeung, Cheung, Lui, & Lui, 1998). Based on all
above statements, one's ability to make and manage a change in an organization can be one of the
major competencies of an HR professional in the Asian context. According to the result of
correlation and simple linear regression in this study, the same pattern applies to Mongolian HR
managers.
Discussion: Hypothesis H1:5. As seen from the result of the correlation analysis, the
competency of HR Innovator is only significantly correlated with one of the sub-dimensions of
HR Effectiveness named HR contribution. On the other hand, the study conducted in Hong Kong
context noted that the HR Innovation could be one of the highly demanded HR competencies in
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the future; however, the data of this study generated that HR innovator is not significantly
associated with HR Service and HR Role.
Additionally, 23% of the impact on the perception of HR effectiveness was produced by this
study; however, 17 % was reported by HRCS 2012 model (Ulrich et al., 2011).
Discussion: Hypothesis H1:6. Although the statistically significant relationship between the
competency of Technology proponent and overall HR Effectiveness was confirmed once again
with the result of the simple regression analysis, which is entirely consistent with the finding of
Ulrich et al., (2011); however, this competency is not significantly correlated with all of the sub-
dimensions of HR Effectiveness named HR service and HR role. Among six competencies, the
competencies of Technology proponent and HR Innovator have only a significant and positive
relationship with HR contribution. In other words, they are statistically weak relevant
competencies to HR effectiveness than other HR competencies, which is not in line with what is
expected in this globally technological era. Alemayehu (2004) explained that human resource and
technological development processes are not always at the same stage of the progress within
organizations concerning the information technology systems.
While Ulrich et al., (2011) stressed 12% of the impact on the perception of Overall
Effectiveness, 22.2% was found in this research.
Discussions of moderating effects of Challenge and Hindrance stressors. Generally
speaking, as known by social science researchers, a non- significant result found in the analysis
does not mean that there is no effect in the population. It may be that there are other influencing
factors should be considered in research. According to Aguinis, Gottfredson, and Wright, (2011),
design and measurement issues make researchers unable to detect the existing moderating effect,
even though the analyses following best practices are conducted in their studies. Regarding the
design issue, when the moderator is a continuous variable, the total sample size matters, for
instance, a smaller size brings the lower power. Regarding the measurement issue, the criteria of
the reliability or dependent variable is important in order to have the sufficient statistical power in
a social science study. In connection with the above statements, the unexpected results on the
moderating effects of Challenge and Hindrance stressors on the relationship between HR
Competencies and HR Effectiveness may be explained by following reasons; first, the moderating
variables were measured by collecting data from the sample size of 90 HR managers, which may
be considered to be a smaller sample size in a social science research. Second, a smaller sample
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size of 90 HR participants may be able to lead into the lower reliability on Challenge stressors. All
things considered, concluding from the reviewed literature above and the results of the study,
Challenge and Hindrance stressors do not moderate the relationship between HR Competencies
and HR Effectiveness.
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CHAPTER V CONCLUSION AND IMPLICATIONS
This chapter includes three sections. First, it summarizes all the results of this study. Secondly,
the research limitations and implications are discussed. Lastly, suggestions for future research also
are provided.
Conclusions
The main purpose of this study was to examine how six different types of competencies of an
HR professional may have an impact on HR effectiveness in private sectors in Mongolia. The
research aimed to understand the relationship of six different self-evaluated HR competencies and
its’influences on three types of employees perceived HR effectiveness (HR Service, role, and
contribution) with the impacts of Challenges and Hindrance stressors. Specifically, all six HR
competencies of HRCS 2012 model (Strategic Positioner, Credible Activist, Capability Builder,
Change Champion, HR innovator, and Technology Proponent) were found to have a positive and
significant impact on overall employees' perceived HR effectiveness. This overall finding of the
study is precisely consistent with the main concept and result of HRCS 2012 model (Ulrich et al.,
2011). According to the authors, each competency of this model was found to show impact on the
individual effectiveness of an HR professional as well as the business performance; however, this
study revealed that, among these six competencies, the competencies of Strategic Positioner,
Capability Builder and Change champion have a stronger and positive predicting power as well as
an impact on each element of HR effectiveness. It means that if HR professionals in Mongolia
obtain these three competencies mentioned above, they can be more effective, and productive
managers in their organizations when HR Service, role, and contribution are concerned to be
measurement indicators of their performance and contribution. Also, it is possible to assume that
these three competencies can be highly demanded competencies for HR managers in the private
sector in Mongolia.
HR contribution is the third element of HR effectiveness found to have a significant and positive
relationship with all six competencies of an HR professional. It means that the employees who
participated in this study agreed that their HR managers could add some contribution to the
organization with the current competencies they have earned so far.
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Even though HR managers in the private sector in Mongolia are perceived and valued to be
effective managers by their employees through the service they provide, the role they play, and the
overall contribution they add; however, HR service and HR Role are found to be less associated
elements of HR effectiveness with each competency of an HR professional. It may mean that HR
managers in Mongolia lack some necessary competencies to be either a good HR service provider
or a skillful HR role player in their organizations. According to Ulrich et al., (2011), if HR
managers possess and demonstrate these six core competencies, their performance and
contribution are supposed to be recognized as effective and valuable by their employees.
Concerning challenge and hindrance stressors, the data of this study did not support moderating
effects of Challenge and Hindrance stressors on the relationship between overall HR competencies
and overall HR effectiveness. The stressors did not serve to influence all five different types of
HR competencies except the competency of Technology proponent. It means that these stressors
at work may be not entirely sufficient to impact the overall individual effectiveness of an HR
professional together with the current competencies HR managers have gained. The result may
infer that the ‘challenge stressors’ is not a single factor that pushes HR managers to produce
effective outcomes. Similarly, ‘Hindrance stressors’ is also not a factor alone that obstructs HR
managers to perform better in the private sector in Mongolia.
Implications
Based on the findings of this study, some implications and recommendations for top
management as well as HR managers are discussed as follows:
Implications for Top Management
Top management in Mongolia needs to realize that an HR position should be filled with
professional and qualified people who have gained the necessary competencies to manage HR
functions strategically and professionally. The demographic finding of this study indicated that
57.8% of HR participants are non-professional to carry an HR job because of the fact that they do
not have a degree in HR. Khatri (2000) stated that pursuing a non-specialist career path could be
resulted in reaching a counterproductive in the long run.
77
The demographic data also revealed that 76.7% of HR participants have 1 to 5 years of seniority
at an HR related job in their current organizations. Therefore, top management is suggested to
encourage their HR managers to pursue a degree program in HR, and push them to perform better
in order to add more values to their organizations. A degree program in HR can be recognized as
competency-based (Yeung, 1996).
Furthermore, when it comes to recruite a new HR manager, top management should evaluate
whether candidates could have acquired these six HR competencies of HRCS 2012 model. In this
way, they can hire the best candidate who can function effectively in their organization.
When a company invests in a training and development program for its HR manager, top
management should consider whether the program focuses on developing or strengthening these
competencies.
The performance appraisal system for an HR manager can be linked to the six tested
competencies in this study in order to maximize the effectiveness of an HR manager in an
organization as well.
Implications for HR Managers
Regarding HR service and HR role, HR managers in the private sector in Mongolia are assumed
to be not a credible activist, HR innovator as well as a technology proponent in their organizations.
In other words, the finding of this study can say that the surveyed HR managers may lack some of
the necessary competencies to be a competent service provider and role player in their current
organizations. Therefore, the following steps can be suggested for HR managers to take: the first
step is to evaluate your competencies in order to identify your exact degree of competencies. After
that, taking an appropriate and efficient action to develop your lacked competencies is necessary.
In this stage, pursuing a degree program in HR (Yeung, 1996) or reading HR related academic
materials (Rynes, Colbert, & Brown, 2002; Sanders, van Riemsdijk, & Groen, 2008) are highly
recommended. Ulrich (1997) stated that HR professional could not influence the business
outcomes cause they lack the knowledge of business and management related theories. For this
reason, the academic and theory-based approaches are recommended for HR managers to use.
Finally, being proactive and self-initiative is essential for HR managers in order to be a productive
and valuable player in an organization.
78
Limitations
First, with regard to the sample size, the data collected from 90 HR managers in the private
companies in Mongolia have a limited power to test HR competencies as well as Challenge and
Hindrance stressors. According to the National Statistic Office of Mongolia (2016), there are
officially registered 141,502 enterprises operating a business in Mongolian territory. Compared to
the overall sampling population, the data accumulated for this study may not be able to represent
the whole population.
Secondly, all scales utilized in this study were established and developed in the Western context.
For this reason, some items are not entirely presented what they are supposed to measure in the
Mongolian context. In other words, there may be occurred some misinterpretation between the
original items and the translated items due to the cultural difference and the development stage of
HRM in the surveyed country.
Thirdly, in this study, the researcher intended to bring the different points of view of HR
effectiveness by collecting data from multiple levels of employees within organizations. However,
different levels of employees may perceive the effectiveness of their managers differently
regarding their general knowledge about HR functions and HR activities. Therefore, it causes
inconsistent assessment results across different respondents from one organization.
Fourth, this research did not control the number of HR managers in an organization as a control
variable. Although the most data gathered in this study came from the companies in where only
one HR manager takes care of HR functions and activities, it might be better to consider this factor
in order to see how it influences the results of this study.
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Suggestions for Future Research
Based on the research limitations discussed above, some recommendations are introduced as
follows:
First, this study did not include these reasonable control variables such an organization size and
an industry difference. HR effectiveness may vary across the different industries and the size of
enterprises (Yeung, 1996). Therefore, it is suggested to control these two variables.
Secondly, this study is allowed for all levels of employees to evaluate the effectiveness of their
HR managers. In fact, the bottom level- employees may be not truly right participants to assess the
performance of HR managers because some HR functions can not directly be observed by all level
of employees in an organization (Han et al., 2006). Thus, collecting data from the middle-level
employees is strongly recommended.
Thirdly, this study utilized the HRCS competency model 2012 and other established items
created in the Western context to measure HR competencies as well as HR effectiveness. On the
other hand, Management style in Mongolia is heavily influenced by a nomadic life so that it is
highly recommended for future researchers to consider the cultural difference while choosing the
measurements.
Fourth, it can be more efficient and useful to conduct a study to reveal what kinds of HR
competencies are truly required for HR managers in order to perform effectively in the strategically
key sectors in Mongolia such as mining, agriculture, the construction.
Fifth, when it comes to the workplace stressors, it can be more practical and effective to conduct
qualitative research in order to explore what kinds of stressors truly influence the contribution as
well as the performance of HR managers in Mongolia. As we know, the qualitative study helps
researchers to "measure and create new concepts simultaneously with the process of gathering
data" (Neuman, 2014, p.203).
Finally, it would be a good beginning in the HR filed in Mongolia to conduct research how HR
managers upgrade their professional competencies and cultivate their skills and abilities in order
to catch up the rapid changes in today's competitive market.
80
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87
APPENDIX A: ENGLISH QUESTIONNAIRES
HR Professional’s Questionnaire
INVITATION LETTER FOR SURVEY PARTICIPANTS
Dear HR professional,
I am a graduate student in Graduate Institution of International Human
Resource Development program at National Taiwan Normal University (NTNU),
and have a real desire to collect data in order to explore the competencies of HR
professionals and their individual contribution to business in Mongolia.
One of the main objectives of this study is to make a contribution in The
Mongolian HR field by discovering what kind of HR competencies mostly
influences individual’s outcomes, and recommending the research result to HR
programs of Mongolia universities. Your dedicated time and honest responses will
help prepare future HR practitioners.
Additionally, this academic questionnaire is collected for research
purposes only. All your responses and personal information will be kept
confidential at all times.
Without your valuable contribution, this study can’t be fulfilled. So, it is
really grateful for us to have you as our respondents in this study. Thank you so
much for your time and effort. If you have any question related to this
questionnaire, please do not hesitate to contact me directly.
Sincerely yours,
Graduate student: Tumentsetseg Enkhjav
Advisor: Dr. Vera Wei-Wen Chang
Cell phone: 976 94949497
Email:[email protected]
88
Human resource professionals’ survey
Human Resource competency:
Part one: Please rate your HR competencies in terms of the following items: The options are
explained as follows.
1. Very poorly: You evaluate that you totally don't have the ability to perform in
this item at all
2. Poorly: You evaluate that you are not performing well in this item.
3. Neutral: You evaluate that you are performing average in this item.
4. Well: You evaluate that you are performing well in this item.
5. Very well: You evaluate that you have the ability to perform excellently on this
item
Statements
Very
poorly Poorly Neutral Well
Very
well
STRATEGIC POSITIONER
1
Global business environment (e.g.,
emerging markets or shifts in traditional
markets) ☐1 ☐2 ☐3 ☐4 ☐5
2
Technology trends that influence your
business (e.g., social media, cloud
computing, mobile technology) ☐1 ☐2 ☐3 ☐4 ☐5
3 Competitor analysis ☐1 ☐2 ☐3 ☐4 ☐5
4 How your business makes money (e.g.,
who, where, how) ☐1 ☐2 ☐3 ☐4 ☐5
5 Expectations of external customers ☐1 ☐2 ☐3 ☐4 ☐5
6 Help articulate a customer value proposition
that guides internal organization actions ☐1 ☐2 ☐3 ☐4 ☐5
7 Focus the culture on meeting the needs of
external customers ☐1 ☐2 ☐3 ☐4 ☐5
8
Ensure that the culture (firm brand) of your
business is recognized in the minds of
external stakeholders (e.g., customers,
shareholders)
☐1 ☐2 ☐3 ☐4 ☐5
9 Operations within your business ☐1 ☐2 ☐3 ☐4 ☐5
10 Spot opportunities for business success ☐1 ☐2 ☐3 ☐4 ☐5
11 Identify and help solve problems central to
business strategy ☐1 ☐2 ☐3 ☐4 ☐5
12
Translate business strategy into a talent
(workforce) or culture (workplace) set of
initiatives ☐1 ☐2 ☐3 ☐4 ☐5
CREDIBLE ACTIVIST
13 Meets commitments ☐1 ☐2 ☐3 ☐4 ☐5
89
14 Has track record of results ☐1 ☐2 ☐3 ☐4 ☐5
15 Demonstrates personal integrity and ethics ☐1 ☐2 ☐3 ☐4 ☐5
16 Has earned trust with key internal
stakeholders ☐1 ☐2 ☐3 ☐4 ☐5
17 Appropriately influences others ☐1 ☐2 ☐3 ☐4 ☐5
18 Shows a genuine interest in others ☐1 ☐2 ☐3 ☐4 ☐5
19 Acts with appropriate balance of confidence
and humility ☐1 ☐2 ☐3 ☐4 ☐5
20 Has an appropriate sense of humor at work ☐1 ☐2 ☐3 ☐4 ☐5
21 Takes appropriate risks ☐1 ☐2 ☐3 ☐4 ☐5
22 Seeks to learn from both successes and
failures (e.g., is curious) ☐1 ☐2 ☐3 ☐4 ☐5
23 Is aware of how he or she comes across to
others ☐1 ☐2 ☐3 ☐4 ☐5
24
Plays an active role in professional bodies
and works toward strengthening the
profession ☐1 ☐2 ☐3 ☐4 ☐5
25 Invests in developing the HR function ☐1 ☐2 ☐3 ☐4 ☐5
CAPABILITY BUILDER
26 Craft a culture that encourages innovation ☐1 ☐2 ☐3 ☐4 ☐5
27 Craft a culture that encourages speed of
implementation ☐1 ☐2 ☐3 ☐4 ☐5
28 Craft a culture that insists on high ethical
standards ☐1 ☐2 ☐3 ☐4 ☐5
29 Craft a culture of accountability for
performance ☐1 ☐2 ☐3 ☐4 ☐5
30 Measure the influence of culture on
achieving sustained business performance ☐1 ☐2 ☐3 ☐4 ☐5
31
Have a clear concept of the culture that is
required to deliver the strategy of your
business ☐1 ☐2 ☐3 ☐4 ☐5
32
Design and deliver integrated HR practices
(e.g., staffing, training, rewards and
recognition, performance management, etc.)
that create and sustain the desired culture
☐1 ☐2 ☐3 ☐4 ☐5
33 Craft a culture that integrates global
standards with local conditions ☐1 ☐2 ☐3 ☐4 ☐5
34 Craft a culture that encourages work/life
balance ☐1 ☐2 ☐3 ☐4 ☐5
90
35 Craft a culture that helps employees find
meaning and purpose in their work ☐1 ☐2 ☐3 ☐4 ☐5
36 Craft a culture that gives people a positive
identity from doing their work ☐1 ☐2 ☐3 ☐4 ☐5
CHANGE CHAMPION
37 Help people understand why change is
important (i.e., create a sense of urgency) ☐1 ☐2 ☐3 ☐4 ☐5
38 Identify and overcome sources of resistance
to change ☐1 ☐2 ☐3 ☐4 ☐5
39 Help set the direction of change with clear
outcomes ☐1 ☐2 ☐3 ☐4 ☐5
40 Build commitment of key people to support
change efforts ☐1 ☐2 ☐3 ☐4 ☐5
41
Ensure the availability of resources to stick
with the change (e.g., money, information,
technology, people) ☐1 ☐2 ☐3 ☐4 ☐5
42 Help sustain change ☐1 ☐2 ☐3 ☐4 ☐5
43 Monitor and communicate progress of
change processes ☐1 ☐2 ☐3 ☐4 ☐5
44 Adapt learning’s about change to new
settings ☐1 ☐2 ☐3 ☐4 ☐5
HR INNOVATOR AND INTEGRATOR
45 Create a business case that leadership
matters ☐1 ☐2 ☐3 ☐4 ☐5
46 Invest in future leaders ☐1 ☐2 ☐3 ☐4 ☐5
47 Measure or track leadership effectiveness ☐1 ☐2 ☐3 ☐4 ☐5
48 Integrate leadership development efforts ☐1 ☐2 ☐3 ☐4 ☐5
49 Establish standards or competencies for
required talent ☐1 ☐2 ☐3 ☐4 ☐5
50 Assess key talent ☐1 ☐2 ☐3 ☐4 ☐5
51 Manage and optimize workforce diversity ☐1 ☐2 ☐3 ☐4 ☐5
52 Build a global talent management process ☐1 ☐2 ☐3 ☐4 ☐5
53 Design and deliver training programs ☐1 ☐2 ☐3 ☐4 ☐5
54 Design meaningful developmental work
experiences ☐1 ☐2 ☐3 ☐4 ☐5
55 Ensure that line managers spend time
developing their staff ☐1 ☐2 ☐3 ☐4 ☐5
56 Develop local talent for local markets ☐1 ☐2 ☐3 ☐4 ☐5
57 Help establish reporting relationships ☐1 ☐2 ☐3 ☐4 ☐5
91
Challenge and Hindrance stressors: Part two: The below is a list of statements dealing with your general feelings about your daily work
at a workplace. Please indicate how strongly you agree or disagree with each statement
Instruction:How to evaluate: Give “ Strongly disagree” 1 point, “Disagree”2 point, “Neutral” points,
“Agree” 4 points, and “Strongly agree” 5 points. The number doesn’t represent any definite meaning.
58 Facilitate the design of organizational
structure ☐1 ☐2 ☐3 ☐4 ☐5
59 Know how to form and leverage teams ☐1 ☐2 ☐3 ☐4 ☐5
60 Use business metrics to guide HR decisions ☐1 ☐2 ☐3 ☐4 ☐5
61 Facilitate establishment of clear
performance standards ☐1 ☐2 ☐3 ☐4 ☐5
62 Ensure that performance standards adapt to
changing strategic demands ☐1 ☐2 ☐3 ☐4 ☐5
63
Design measurement systems that
distinguish high-performing individuals
from low-performing individuals ☐1 ☐2 ☐3 ☐4 ☐5
64 Deal with non-performance in a fair and
timely way ☐1 ☐2 ☐3 ☐4 ☐5
TECHNOLOGY PROPONENT
65 Design non-financial reward/recognition
systems ☐1 ☐2 ☐3 ☐4 ☐5
66 Design appropriate benefits systems ☐1 ☐2 ☐3 ☐4 ☐5
67 Manage health care costs ☐1 ☐2 ☐3 ☐4 ☐5
68 Formulate a comprehensive communication
strategy ☐1 ☐2 ☐3 ☐4 ☐5
69 Remove low value-adding or bureaucratic
work ☐1 ☐2 ☐3 ☐4 ☐5
70 Provide alternative/flexible policies to
motivate different generations of employees ☐1 ☐2 ☐3 ☐4 ☐5
71 Align HR practices with external customer
criteria ☐1 ☐2 ☐3 ☐4 ☐5
72 Leverage technology for HR processes
(HRIS) ☐1 ☐2 ☐3 ☐4 ☐5
Statements Very
poorly Poorly Neutral Well
Very
well
73 Leverage social media for business
purposes ☐1 ☐2 ☐3 ☐4 ☐5
74 Use technology to facilitate remote and
mobile workforce ☐1 ☐2 ☐3 ☐4 ☐5
75 Coordinate social media policy and
practices ☐1 ☐2 ☐3 ☐4 ☐5
92
DEMOGRAPHIC INFORMATION:
Can you please provide your personal information that will be kept confidential, and is very valuable
for us to have in order to make this thesis research more effectively?
Instruction: Please carefully read each of the following statements and respond by ticking the
response box that best matches your information.
This survey ends here with sincere expressions of gratitude for your support and help.
Statements Strongly
disagree Disagree Neutral Agree
Strongly
agree
2.1. Feelings about daily tasks
1 Today, my job has required me to
work very hard ☐1 ☐2 ☐3 ☐4 ☐5
2 Today, I have experienced severe time
pressures in my work ☐1 ☐2 ☐3 ☐4 ☐5
3
Today, I have felt the weight of the
amount of responsibility I have at
work ☐1 ☐2 ☐3 ☐4 ☐5
4
Today, my job has required me to use
a number of complex or high-level
skills ☐1 ☐2 ☐3 ☐4 ☐5
2.2. Feelings about daily tasks
5 Today, I have had to go through a lot
of red tapes to get my job done ☐1 ☐2 ☐3 ☐4 ☐5
6 Today, I have not fully understood
what is expected of me ☐1 ☐2 ☐3 ☐4 ☐5
7 Today, I have received conflicting
requests from two or more people ☐1 ☐2 ☐3 ☐4 ☐5
8
Today, I have had many hassles to go
through to get projects/assignments
done ☐1 ☐2 ☐3 ☐4 ☐5
Position
☐
HR
Chief ☐
HR
professional ☐
HR
manager ☐ HR staff
Career
seniority
☐
1 - 2
years ☐ 3-5 years ☐ 6-10 years ☐
11-15
years ☐
16-20
years ☐
21 or
above
Gender
☐ Male ☐ Female
Education
level
☐
Non-
vocation
al
course/
Degree
in HR
☐
Only
vocational
course/
Training in
HR
☐
Bachelor
degree in
HR ☐
Master
Degree
in HR ☐
Ph.D in
HR
93
Employee’s Questionnaire
INVITATION LETTER FOR SURVEY PARTICIPANTS
Dear Sir/Madam,
I am a graduate student in Graduate Institution of International Human
Resource Development program at National Taiwan Normal University
(NTNU) and I am interested in conducting a study on how HR managers bring
benefit at workplace.
By participating in this study you will be contributing to the
development of your organization. Additionally, this academic questionnaire is
collected for research purposes only. All your responses and personal
information will be kept confidential at all times.
Without your valuable contribution, this study can’t be fulfilled. So, it is
really grateful for us to have you as our respondents in this study. Thank you so
much for your time and effort. If you have any question related to this
questionnaire, please do not hesitate to contact me directly.
Sincerely yours,
Graduate student: Tumentsetseg Enkhjav
Advisor: Dr. Vera Wei-Wen Chang
Cell phone: 0966-678494
Email:[email protected]
94
HR service:
Part one: Please assess your HR managers through HR service in terms of the following items:
Instruction: Please be completely open and honest in your responses. Takeas long as you need.
How to evaluate: Give “ Very ineffective” 1 point, “Ineffective” 2 point, “Some what ineffective” 3
points, “Neutral” 4 points,“ Somewhat effective” 5 points, “Effective” 6 points, and “Very effective” 7
points.
1. Maintaining an equitable compensation system which controls costs while ensuring that top
performers are retained.
2. Maintaining performance-based incentives to motivate individuals to focus on achieving
strategic goals
3. Providing labor relations and preventative labor support to business partners and front-line
managers
4. Providing training and development programs to enable front-line managers to maximize their
performance potential
5. Providing performance management programs to develop and motivate business partners and
front-line managers
6. Communicating and marketing key business and human resource initiatives to business partners
and front-line managers
7. Maintaining effective staffing systems and succession plans to ensure a steady supply of
managerial talent.
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewha
t effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewha
t effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
95
8. Controlling benefits costs, particularly health care and sick leave.
9. Developing HR initiatives that contribute to achieving current and future business goals
10. Tracking important measures and trends (e.g., productivity, turnover, sick leave) to identify
potential problem areas
11. Developing HR initiatives to respond to potential problem areas as noted above.
12. Developing initiatives that help build employee commitment.
13. Maintaining employee/user-friendly benefits administration programs.
14. Maintaining programs and providing support to business partners and front-line managers to
ensure compliance with legal regulations (OSHA, EEO, etc)
15. Developing initiatives to exploit the value of a diverse workforce
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewha
t effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewh
at
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
96
HR role:
Part two: Please assess your HR managers through HR role in terms of the following items:
Instruction: Please be completely open and honest in your responses. Take as long as you need.
Very
ineffective Ineffective
Somewhat
ineffective Neutral
Somewhat
effective
Effective
Very
effective
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
1. Can you please indicate HR services based on your true feeling by circling a point
from 1 (no meeting needs) to 10 (All needs met)
No meeting needs 1 2 3 4 5 6 7 8 9 10 All needs met
2.
Can you please indicate how HR provides a change consulting by circling a point
from 1 (no meeting needs) to 10 (All needs met)
No meeting needs 1 2 3 4 5 6 7 8 9 10 All needs met
3.
Can you please indicate how HR can be a business partner in your organization by
circling a point from 1 (no meeting needs) to 10 (All needs met)
No meeting needs 1 2 3 4 5 6 7 8 9 10 All needs met
4.
Can you please indicate How HR develops organization skills and capabilities by
circling a point from 1 (no meeting needs) to 10 (All needs met)
No meeting needs 1 2 3 4 5 6 7 8 9 10 All needs met
5.
Can you please indicate How HR tailor HR practices to fit business needs by circling
a point from 1 (no meeting needs) to 10 (All needs met)
No meeting needs 1 2 3 4 5 6 7 8 9 10
All needs met
97
HR contribution:
Part three: Please assess your HR managers through HR contribution in terms of the following items:
Instruction: Please be completely open and honest in your responses. Take as long as you need.
How to evaluate: Give “ 0 percent ” 1 point, “20 percent” 2 point, “40 percent” 3 points, “50 percent”
4 points,“60 percent” 5 points, “80 percent” 6 points, and “100 percent” 7 points. The number doesn’t
represent any definite meaning.
Statements Not
at all
To a
very
small
extent
To a
small
extent
To a
moderate
extent
To a
fairly
great
extent
To a
great
extent
To a
very
great
Extent
HR contribution
1
The HR department is
performing its job the way I
would like it to be performed. ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
2
This department is very
responsive to meeting
customer (front-line managers
and employees) needs
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
3
This department provides me
with useful and timely
information regarding HR
issues
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
4
This department has helped to
enhance the firm’s
competitive position. ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
5
This department provides
value-added contributions to
the firm’s bottom line ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
6
This department contributes
to building and/or maintaining
the firm’s core competence. ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
7
This department contributes
to building the firm’s human
capital (employees/managers)
as a source of competitive
advantage.
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
8
The policies, practices, and
procedures coming from the
HR department help front-line
business partners in their jobs.
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
9
The HR department has
developed a well-coordinated
set of policies, practices, and
procedures
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
10
The HR policies, practices,
and procedures help support
the firm’s business plan. ☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
98
DEMOGRAPHIC INFORMATION:
Can you please provide your personal information that will be kept confidential, and is very valuable
for us to have in order to make this thesis research more effectively?
Instruction: Please carefully read each of the following statements and respond by ticking the
response box that best matches your information.
This survey ends here with sincere expressions of gratitude for your support and help.
Position
☐ Supervisor ☐ Staff
Career
seniority
☐ 1 - 2 years ☐
3-5
years ☐ 6-10 years ☐
11-15
years ☐
16-20
years ☐
21 or
above
Gender
☐ Male ☐ Female
Education
level
☐
Junior
High
school or
below
☐
Senior
high
school ☐
College or
specialized
training
program
☐ Bachelor
degree ☐
Master
Degree ☐ PhD
99
APPENDIX B: MONGOLIAN QUESTIONNAIRES
Хүний Нөөцийн Мэргэжилтний Судалгаа ХҮНИЙ НӨӨЦИЙН МЭРГЭЖИЛТНИЙ СУДАЛГАА
Тайваний Багшийн Их Сургуулийн (NTNU)-Олон Улсын Хүний Нөөцийн Хөгжил Хөтөлбөр
(IHRD)-ийн Бизнесийн Удирдлагын Магистрын зэргийн оюутан Энхжав овогтой Түмэнцэцэг
миний бие “Монголын Хүний Нөөцийн Мэргэжилтэнгүүдийн мэргэжлийн ур чадварууд болон
тэдгээрийн бизнест оруулж буй хувь нэмрийг тодорхойлон гаргах” зорилготойгоор хоёр хэсгээс
бүрдсэн энэхүү судалгааг авч байгаа болно. Тус судалгаа нь зөвхөн магистрын зэрэг горилсон
судалгааны ажилд ашиглагдах бөгөөд холбогдох бүх мэдээлэл нууцын өндөр зэрэглэлд
хадгалагдах болно.
Энэхүү судалгаанд хамрагдсанаар ТА судалгааны санал, дүгнэлтийг доорх и-мэйл хаягаараа
хүлээн авах болно.
НЭГ.Хүний нөөцийн мэргэжилтэн ТА мэргэлжлийн ур чадваруудаа дараах асуултуудад
тулгуурлан үнэлнэ үү.
Хүний нөөцийн мэргэжилтний ур чадваруудыг тодорхойлох асуултууд: Үнэлгээ өгөх зааварчилгаа:
Маш тааруу :Би энэ үүрэг даалгаврыг гүйцэтгэх ур чадвар маш дутмаг.
Дутмаг: Би энэ үүрэг даалгаврыг сайн гүйцэтгэгдэггүй.
Дундаж хэмжээнд: Би энэ үүрэг даалгаврыг дундаж хэмжээнд гүйцэтгэдэг.
Сайн: Би энэ үүрэг даалгаврыг сайн гүйцэтгэдэг.
Маш сайн: Би энэ үүрэг даалгаврыг маш сайн гүйцэтгэдэг.
АСУУЛТУУД Маш
тааруу Дутмаг Дундаж Сайн
Маш
сайн
СТРАТЕГИЙН ХАМТРАГЧ
1
Олон улсын бизнесийн орчин(жнь:
хөгжиж буй зах зээл, уламжлалт зах
зээлийн өөрчлөлт шилжилт)-г
ойлгож бизнестээ хөрвүүлдэг
☐1 ☐2 ☐3 ☐4 ☐5
2
Танай байгууллагын бизнест
нөлөөлөхүйц технологийн чиг
хандлага (жнь: олон нийтийн хэвлэл
мэдээллийн хэрэгсэл(social media),
клоүд компютинг(сloud
computing),гар утасны
технологи(mobile technology)-ийг тус
тус ойлгож бизнестээ ашигладаг
☐1 ☐2 ☐3 ☐4 ☐5
3 Өрсөлдөгчийн анализ, дүн
шинжилгээ хийдэг ☐1 ☐2 ☐3 ☐4 ☐5
4
Танай байгууллага хэрхэн үр ашиг
бий болгодог талаарх ойлголтыг
бизнестэйгээ уялдуулдаг(жнь: хэн,
хаана, хэрхэн)
☐1 ☐2 ☐3 ☐4 ☐5
5
Байгууллагын гадаад бусад
хэрэглэгчдийн хүлээлт(хэрэгцээ)-г
ойлгож мэдэрдэг ☐1 ☐2 ☐3 ☐4 ☐5
100
6
Танай байгууллагын дотоод үйл
ажиллагааны үндсэн чиг болох
“CVP” үзүүлэлт буюу “Хэрэглэгч
яагаад танай байгууллагыг сонгон
үйлчлүүлэх ёстой”томьёолон
гаргахад тусладаг
☐1 ☐2 ☐3 ☐4 ☐5
7
Гадаад хэрэглэгчдийн эрэлт
хэрэгцээнд тохирсон байгууллагын
соёл дээр анхаарлаа хандуулдаг ☐1 ☐2 ☐3 ☐4 ☐5
8
Бизнесийн тань соёл хувьцаа
эзэмшигч болохоор сонирхогч
бүлгүүдийн санаа бодолд танигдаж
нийцсэн байх дээр анхаарч, ойлгож
мэдэрдэг
☐1 ☐2 ☐3 ☐4 ☐5
9
Стратегийн хөтөлбөртөө
тулгуурласан бизнесийн дотоод үйл
ажиллагаануудыг хамтран
боловсруулдаг
☐1 ☐2 ☐3 ☐4 ☐5
10 Байгууллаа бизнесийн амжилтанд
хүрэх боломжуудыг олж хардаг ☐1 ☐2 ☐3 ☐4 ☐5
11
Бизнесийн стратегит тулгуурласан
асуудлуудыг тодорхойлох болон
шийдвэрлэхэд тусалдаг ☐1 ☐2 ☐3 ☐4 ☐5
12
Байгууллагынхаа бизнесийн
стратегийг авъяас чадвар(ажиллах
хүч)болон соёлын(ажлын
газар)шинийг санаачлах багц болгон
төлөвшүүлдэг
☐1 ☐2 ☐3 ☐4 ☐5
ИТГЭЛ ДААСАН ИДЭВХТЭН
13 Үүрэг, амлалтандаа хүрдэг ☐1 ☐2 ☐3 ☐4 ☐5
14 Удаа дараалан амжилт гаргасан
туршлагатай ☐1 ☐2 ☐3 ☐4 ☐5
15 Хувь хүнийхээ шударга байдал
болон ёс зүйгээр үлгэрлэдэг ☐1 ☐2 ☐3 ☐4 ☐5
16
Компанийнхаа үндсэн хувьцаа
эзэмшигчдийнхээ итгэлийн хүлээж
чаддаг ☐1 ☐2 ☐3 ☐4 ☐5
17 Бусдад зүй ёсоор нөлөөлдөг ☐1 ☐2 ☐3 ☐4 ☐5
18
Бусдыг чин сэтгэлээсээ ойлгохыг
хичээж байгаагаа илэрхийлэн
харуулдаг ☐1 ☐2 ☐3 ☐4 ☐5
19
Өөртөө итгэлтэй байдал болон төлөв
даруу занг зүй ёсны тэнцвэртэйгээр
хадгалж ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
101
20 Ажил дээрээ тодорхой хэмжээний
хошин шогийн мэдрэмжтэй байдаг ☐1 ☐2 ☐3 ☐4 ☐5
21 Зохих ёсны эрсдлийг гаргадаг ☐1 ☐2 ☐3 ☐4 ☐5
22 Амжилт болон алдаа онооноосоо
суралцахыг оролддог ☐1 ☐2 ☐3 ☐4 ☐5
23 Ажилтнууд нэг нэгэнтэйгээ ямар
харилцаатай талаар мэддэг ☐1 ☐2 ☐3 ☐4 ☐5
24
Мэргэжил нэгтнүүдийнхээд дунд
идэвхтэй үүрэг роль гүйцэтгэдэг ба
Хүний нөөцийн салбараа өргөжүүлэн
хөгжүүлэхээр ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5
25 Хүний нөөцийн үйл ажиллагааг
хөгжүүлэхэд хөрөнгө оруулт хийдэг ☐1 ☐2 ☐3 ☐4 ☐5
АСУУЛТУУД Маш
тааруу Дутмаг Дундаж Сайн
Маш
сайн
УР ЧАДВАРЫГ БИЙ БОЛГОГЧ
26 Шинэ нээлт, санаа санаачлагийн
дэмждэг соёлыг бий болгодог ☐1 ☐2 ☐3 ☐4 ☐5
27
Хэрэгжүүлэлтийн хурдыг
урамшуулан дэмждэг соёлыг бий
болгодог ☐1 ☐2 ☐3 ☐4 ☐5
28
Ёс суртахууны өндөр стандарт, хэм
хэмжээг шаардсан соёлыг бий
болгодог ☐1 ☐2 ☐3 ☐4 ☐5
29 Гүйцэтгэл дээр тулгуурласан
хариуцлагын соёлыг бий болгох ☐1 ☐2 ☐3 ☐4 ☐5
30
Бизнесийн тогтвортой үйл
ажиллагаанд хүрэх соёлын
нөлөөллийг хэмждэг ☐1 ☐2 ☐3 ☐4 ☐5
31
Бизнесийн стратегийг хэрэгжүүлэхэд
шаардлагатай соёлын бүрдүүлэх
талаарх тодорхой ойлголттой байдаг ☐1 ☐2 ☐3 ☐4 ☐5
32
Төлөвшүүлэхийг зорьж буй соёлыг
бий болгох хүний нөөцийн ажлуудыг
төлөвлөж хэрэгжүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
33
Олон улсын стандарт болон
байгууллагын дотоод онцлогт
тохирсон нэгдсэн соёлыг бий болгож
ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5
34
Ажил, амьдралын тэнцвэртэй
байдлыг дэмжсэн соёл бий болгож
ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
35
Ажилтнуудад ажлын байрныхаа утга
учир болон зорилгыг олж мэдэхэд
тусалсан соёл бий болгож ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
102
36 Ажлаасаа эерэг хандлагыг мэдэрч
чадахуйц соёл бий болгож ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
ӨӨРЧЛӨЛТИЙГ МАНЛАЙЛАГЧ
37
Хүмүүст яагаад өөрчлөлт маш чухал
гэдгийг ойлгоход тусладаг (жнь:
өөрчлөлт нь зайлшгүй шаардлагатай
гэдэг мэдрэмжийг бий болгох)
☐1 ☐2 ☐3 ☐4 ☐5
38
Өөрчлөлтөнд саад болж буй хүчин
зүйлсийн уг улбааг тодорхойлж,
шийдвэрлэдэг ☐1 ☐2 ☐3 ☐4 ☐5
39
Яг тодорхой үр дүн бүхий
өөрчлөлтийг хийх чиглэл гаргахад
тусладаг ☐1 ☐2 ☐3 ☐4 ☐5
40
Өөрчлөлтийн төлөөх хүчин
чармайлалтыг дэмжсэн гол
хүмүүсийн итгэл үнэмшлийг олж авч
чаддаг
☐1 ☐2 ☐3 ☐4 ☐5
41
Өөрчлөлтийг тасралтгүйгээр хийх
боломжтой нөөцүүдийг
баталгаажуулж ажилладаг(жнь:
мөнгө, мэдээлэл, технологи болон
ажиллах хүч)
☐1 ☐2 ☐3 ☐4 ☐5
42 Өөрчлөлтийг хадгалахад тусладаг ☐1 ☐2 ☐3 ☐4 ☐5
43
Өөрчлөлтийн процессуудын явцын
талаарх мэдээлэлтэй байж, хянаж
ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
АСУУЛТУУД Маш
тааруу Дутмаг Дундаж Сайн
Маш
сайн
44
Өөрчлөлтийн талаарх мэдлэгийн
шинэ нөхцөл байдалд тааруулан
тохируулж ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
ХҮНИЙ НӨӨЦИЙН САНААЧЛАГЧ/ НЭГТГЭГЧ
45
Манлайлал чухал үүрэг гүйцэтгэдэг
бизнес тогтолцоог бий болгож
ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
46 Ирээдүй манлайлагчдад хөрөнгө
оруулалт хийдэг ☐1 ☐2 ☐3 ☐4 ☐5
47 Манлайллын үр өгөөжийн талаар
анализ хийж, дүгнэлт гаргадаг ☐1 ☐2 ☐3 ☐4 ☐5
48 Манлайллын хөгжлийн ололт, хүчин
чармайлтыг нэгтгэж ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
49
Шаардлагатай ур чадварт зориулсан
стандартууд болон мэдлэг, чадвар,
мэргэжлийн ур чадвар болон бусад ☐1 ☐2 ☐3 ☐4 ☐5
103
шаардлагатай үзүүлэлтүүдийг
тогтоодог
50 Байгууллагын үндсэн ур
чадваруудыг үнэлдэг ☐1 ☐2 ☐3 ☐4 ☐5
51
Ажиллах хүчний олон талт байдал
(diversity)-ыг оновчтой удирдан,
шийдвэр гаргадаг ☐1 ☐2 ☐3 ☐4 ☐5
52
Олон улсын “Талент менежмент”-
ийн процессийг бий болгон
хэрэгжүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
53 Сургалтын програмуудыг
боловсруулан ажилтнууддаа хүргэдэг ☐1 ☐2 ☐3 ☐4 ☐5
54
Үр өгөөжтэй хөгжлийн
туршлагуудыг боловсуулан
хэрэгжүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
55
Дунд шатны менежерүүд
хэлтсийнхээ ажилтнуудыг
хөгжүүлэхэд цаг гарган ажилладаг
эсэхийг хянадаг
☐1 ☐2 ☐3 ☐4 ☐5
56 Салбарын зах зээлд тааруулсан ур
чадварыг хөгжүүлэн ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
57 Ажлаа тайлагнах уялдаа холбооны
тогтолцоог бүрдүүлэхэд тусладаг ☐1 ☐2 ☐3 ☐4 ☐5
58 Байгууллагын бүтцийг
боловсруулахад дэмжлэг үзүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
59 Багийг хэрхэн бүрдүүлэх болон
хөхүүлэн дэмжих талаар мэддэг ☐1 ☐2 ☐3 ☐4 ☐5
60
Бизнесийн үзүүлэлтүүдийг (matrics)
ашиглан Хүний нөөцийн
шийдвэрүүдийг удирдан чиглүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
61
Тодорхой гүйцтэтгэлийн
стандартуудын тогтолцоог
хэрэгжүүлдэг ☐1 ☐2 ☐3 ☐4 ☐5
62
Гүйцэтгэлийн стандартууд
өөрчлөлтийн стратегийн шаардлагад
нийцсэн эсэхийг баталгаажуудаг ☐1 ☐2 ☐3 ☐4 ☐5
63
Сайн ажиллаж байгааг ажилтныг
хангалтгүй ажиллаж байгаа
ажилтнаас ялгах гүйцэтгэлийн
системийг боловсруулан ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5
АСУУЛТУУД Маш
тааруу Дутмаг Дундаж Сайн
Маш
сайн
64
Ажил цалгардуулах байдлыг
шударга, ёс зүйн журмаар
Шийдвэрлэдэг ☐1 ☐2 ☐3 ☐4 ☐5
ТЕХНОЛОГИЙГ ДЭМЖИГЧ
104
65
Мөнгөн бус болон сайшаан
урамшуулах системийг бий болгон
ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
66
Оновчтой хөнгөлөлт, тэтгэмжийн
системийг боловсруулан
ажилладаг(жнь: хөнгөлөлттэй
зээлийн нөхцөл, удаан ажилласны
урамшуулал, хөнгөлөлт гэх мэт)
☐1 ☐2 ☐3 ☐4 ☐5
67 Эрүүл мэндийн халамжийн зардлыг
удирдан ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
68 Цогц харилцаа холбооны стратегийг
боловсруулан ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
69
Бага үнэ цэнэ нэмэгдүүлж буй болон
хүнд суртал бүхий ажилбаруудыг
бууруулахыг зорьж ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
70
Уламжлалт бус, уян хатан үе үеийн
ажилтнуудыг идэвхжүүлэх бодлогыг
нэвтрүүлж ажилладаг ☐1 ☐2 ☐3 ☐4 ☐5
71
Хүний нөөцийн төсөл хөтөлбөр,
үндсэн үйл ажиллагааг гадаад
харилцагчдынхаа шаардлагад
нийцүүлэн хэрэгжүүлж ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5
72 Хүний нөөцийн процесст
технологийг ашигладаг (HRIS) ☐1 ☐2 ☐3 ☐4 ☐5
73
Бизнесийн зорилгодоо бүх төрлийн
мэдээллийг сувгууд(social media)-ыг
ашигладаг ☐1 ☐2 ☐3 ☐4 ☐5
74
Алсын зайны болон хөдөлгөөнт ажил
үүрэг гүйцэтгэгч ажилтнуудын
ажиллах нөхцлийг технологийг
ашиглан хөнгөвчилөдөг
☐1 ☐2 ☐3 ☐4 ☐5
75
Олон нийтийн мэдээллийн
хэрэгслийн бодлого болон
практикийг биенесийн онцлогтойгоо
уялдуулдан ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5
105
Ажлын байран дахь стресс үүсгэгч хүчин зүйлүүдийг тодорхойлох асуултууд: ХОЁР.Доорх судалгааны асуултууд нь таны өдөр тутмын ажил үүргийн талаарх
сэтгэгдэгдлийг тодорхойлох асуултууд бөгөөд ТА“Эрс эсэргүүцэх” болон “Эрс дэмжих” байгаа
эсэхээ тэмдэглэнэ үү.
Үнэлгээ өгөх зааварчилгаа:
“Эрс эсэргүүцэх” бол 1, “Эсэргүүцэх” бол 2, “ Дундаж” бол 3, “Дэмжих” бол 4, болон “Эрс
дэмжих” бол 5-ыг тус тус тэмдэгдэнэ үү.
АСУУЛТУУД Эрс
эсэргүүцэх Эсэргүүцэх Дундаж Дэмжих
Эрс
дэмжих
2.1.Таны өдөр тутмын ажил үүргийн талаарх сэтгэгдэл
1
Өнөөдөр маш их шаргуу
ажиллах шаардлагатай
болсон ☐1 ☐2 ☐3 ☐4 ☐5
2
Өнөөдөр би ажил дээрээ
цагийн дарамтыг
(ачаалалтай) мэдэрч
ажилласан
☐1 ☐2 ☐3 ☐4 ☐5
3
Өнөөдөр би өөрийнхөө
ажил үүрэгтэй
холбоотойгоор нилээд хүнд
үүрэг хариуцлагыг мэдэрч
ажлласан
☐1 ☐2 ☐3 ☐4 ☐5
4
Өнөөдөр ажил маань
тодорхой өндөр түвшний
цогц ур чадваруудыг
ашиглахыг шаардсан
☐1 ☐2 ☐3 ☐4 ☐5
2.2. Таны өдөр тутмын ажил үүргийн талаарх сэтгэгдэл
5
Өнөөдөр би үүрэгт ажлаа
хийж дуусгахын тул маш их
хүнд сурталыг даван гарах
шаардлагатай байсан
☐1 ☐2 ☐3 ☐4 ☐5
6
Өнөөдөр би надаас яг юу
хүсэн хүлээж байгааг сайн
ойлгоогүй ☐1 ☐2 ☐3 ☐4 ☐5
7
Өнөөдөр би 2 болон түүнээс
дээш тооны хүнтэй
зөрчилдөөнтэй нөхцөл
байдалд ажилласан
☐1 ☐2 ☐3 ☐4 ☐5
8
Өнөөдөр би үүрэгт ажлаа
хийж гүйцэтгэхийн тулд их
хэмжээний маргаантай
асуудлуудтай тулгарч даван
гарсан
☐1 ☐2 ☐3 ☐4 ☐5
106
ХУВИЙН МЭДЭЭЛЭЛ:
Таны доор дурьдсан хувийн мэдээллийн нууцлалыг хадгалах бөгөөд энэхүү магистрын зэрэг
горилсон судалгааны ажлыг үр дүнтэй болгоход ихээхэн хувь нэмэр оруулах тул ТА доорх
хувийн асуултуудад тохирох хариултаа тэмдэглэнэ үү.
Зааварчилгаа:Доорх хувийн мэдээллийг анхааралтай уншиж тохирох хариултынхаа өмнө
тэмдэглэгээ хийнэ үү.
Энэхүү судалгаанд оролцсон ТАНЬД чин сэтгэлээсээ талархаж байгааг минь хүлээн авна уу.
Баярлалаа
Судалгаатай холбоотой аливаа санал хүсэлт, тодруулгыг доорх хаягаар хүлээн авах боломжтой.
Судлаач оюутан: Энхжавын Түмэнцэцэг
Зөвлөх багш: Вера Чанг (Ph.D)
Холбогдох утас:976-94949497
Мэйл хаяг:[email protected]
Албан
тушаал
☐
Хүний
нөөцйн
ахлах
мэргэжилтэн
☐
Хүний
нөөцийн
мэргэжилтэн ☐
Хүний
нөөцийн
менежер ☐
Хүний
нөөцийн
ажилтан
Ажилласан
жил
☐
1-2 жил ☐
3-5 жил ☐
6-10 жил ☐
11-15
жил ☐
16-
20
жил
☐
21
түүн
ээс
дээш
жил
Хүйс
☐ Эрэгтэй ☐ Эмэгтэй
Боловсрол ☐
Мэргэжлийн
бус ☐
Зөвхөн
Хүний
Нөөцийн
Удирдлагын
курс,сургалт
☐
Хүний
Нөөцийн
Удирдлаг
ын
Бакалавр
☐
Хүний
Нөөцийн
Удирдлагын
Магистр
☐
Хүний
Нөөцийн
Удирдла
ын
Доктор
И-мэйл
хаяг
Компаний
нэр
107
Ажилтны Судалгаа АЖИЛТНЫ СУДАЛГАА Компанийн нэр:
Тайваний Багшийн Их Сургуулийн (NTNU)-Олон Улсын Хүний Нөөцийн Хөгжил хөтөлбөр
(IHRD)-ийн Бизнесийн удирдлагын Магистрын зэргийн оюутан Энхжав овогтой Түмэнцэцэг
миний бие “Монголын Хүний Нөөцийн Мэргэжилтэнгүүдийн бизнест оруулж буй хувь нэмрийг
тодорхойлон гаргах” зорилготойгоор энэхүү судалгааг авч байгаа болно. Тус судалгаа нь
зөвхөнмасгистрын зэрэг горилсон судалгааны ажилд ашиглагдах бөгөөд холбогох бүх мэдээлэл
нууцлалтайгаар хадгалагдах болно.
Энэхүү судалгаанд хамрагдсанаар ТА байгууллагынхаа Хүний нөөцийн хэлтэс/ мэргэжилтний
ирээдүйн хөгжил дэвшилтэнд үнэтэй хувь нэмэр оруулж байгаа болно.
Хүний нөөцийн хэлстийн зүгээс үзүүлж буй үйлчилгээг үнэлэх асуултууд: НЭГ:Хүний нөөцийн хэлтсийн зүгээс үзүүлж буй үйлчилгээг доорх асуултуудын дагуу үнэлнэ
үү.
Үнэлгээ өгөх зааварчилгаа:
“Маш үр өгөөжгүй”бол 1, “Үр дүнгүй” бол 2, “Зарим талаараа үр дүнгүй” бол 3, “Дундаж” бол
4, “Зарим талаараа үр өгөөжтэй” бол 5, “Үр өгөөжтэй” бол 6, болон “Маш үр өгөөжтэй” бол 7-г
тус тус тэмдэглэнэ үү.
1 Байгууллагын зардлыг хянахын сацуу, шилдэг гүйцэтгэгч нарыг тогтоон барьдаг
цалин урамшууллын системийг хэрэгжүүлдэг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
2
Ажилтнуудын хувийн зорилгодоо хүрэхэд дэмжлэг болохуйц гүйцэтгэлд
суурилсан урамшууллын системийн бий болгон ажилладаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
3
Бизнесийн түншүүд болон дунд шатны менежерүүдэд хөдөлмөрийн харилцаа
болон эрсдлээс урьдчилан сэргийлэх тодорхой хэмжээний мэдээлэл,
зааварчилгаа өгч ажилладаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
4
Дунд шатны менежерүүдийн ажиллах хүчин чадлаа хамгийн өндөр байлгах
сургалт, хөгжлийн хөтөлбөрийг бий болгодог
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа Дундаж
Зарим
талаараа
Үр
өгөөжтэй
Маш үр
өгөөжтэй
108
үр
өгөөжгүй
үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
5
Бизнесийн түншүүд болон дунд шатны менежерүүдийг хөгжүүлэх, урамшуулах
гүйцэтгэлийн менежментийн хөтөлбөрийг бий болгодог.
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
6
Бизнесийн түншүүд болон дунд шатны менежерүүддээ бизнесийнхээ болон
хүний нөөцийн бодлогын голлох санаа санаачилгуудыг сурталчилан таниулж
ажилладаг.
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
7 Менежментийн багийн залгамж халааг бэлтгэхийн тулд үр өгөөжтэй сонгон
шалгаруулалтын болон залгамж халааны тогтолцоог бий болгон ажилладаг.
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
8 Эрүүл мэнд сувилгаа болон өвчтэй чөлөө гэх мэт ажилтнуудын тэтгэмж,
хөнгөлөлтийн зардлуудыг анхаарч ажилладаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
9 Одоогийн болон ирээдүйн бизнесийн зорилгод хүрэхэд хувь нэмрээ оруулах
хүний нөөцийн санаа, санаачилгуудыг боловсруулан гаргадаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
109
10
Тулгарч болзошгүй асуудлуудыг тодорхойлохын тулд ажиллах хүчний чухал
үзүүлэлтүүд болон чиг хандлагуудыг анхааралдаа авч ажилладаг (жнь:бүтээмж,
ажлын байраа орхигсдын тоо, өвчний чөлөө)
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
11
10 дугаар асуултанд дурьдсан асуудалтай байгаа хэмжигдэхүүнүүдийг
шийдвэрлэхийн тулд хүний нөөцийн бодлого, журмыг боловсруулан
ажилладаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
12 Ажилтнуудын ажилдаа үнэнч шударгаар, чин сэтгэлээсээ хандан ажиллахад
туслах санаа, санаа санаачилгуудыг бий болгон хөгжүүлдэг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
13 Ажилтан / хэрэглэгчдэд үр өгөөжтэй удирдлагын хөтөлбөрүүдийг хэрэгжүүлдэг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа
үр
өгөөжгүй
Дундаж
Зарим
талаараа
үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
14
Бизнесийнтүншүүдболон дунд шатны менежерүүд
хуульэрхзүйнзохицуулалтыг хэрхэн дагажмөрдөх талаарх сургалт,
хөтөлбөрүүдийг зохион байгуулж, дэмжиж ажиллдаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа үр
өгөөжгүй
Дундаж
Зарим
талаараа үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
15 Үе үеийг хамарсан ажиллаххүчний цогц бүрдүүлэлтийг бий болгох санаа
санаачилгуудыг гаргаж ажилладаг
Маш үр
өгөөжгүй
Үр
өгөөжгүй
Зарим
талаараа үр
өгөөжгүй
Дундаж
Зарим
талаараа үр
өгөөжтэй
Үр
өгөөжтэй
Маш үр
өгөөжтэй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
110
Хүний нөөцийн хэлтэс / мэргэжилтний үүрэг ролийг үнэлэх асуултууд: ХОЁР:Хүний нөөцийн мэргэжилтний гүйцэтгэж буй үүрэг рольд доорх асуултуудаар
дамжуулан үнэлгээ өгч хамгийн тохиромжтой оноог дугуйлна уу.
1. Хүний нөөцийн хэлтэс/мэргэжилтний зүгээс үзүүлж буй үйлчилгээ нь
1(хэрэгцээ шаардлагад огт нийцээгүй)-ээс 10(Бүх хэрэгцээ шаардлагад
нийцсэн) хүртэл үзүүлэлтийн аль нэгийг дугуйлан үнэлгээ өгнө үү.
Хэрэгцээ
шаардлагад
огт
нийцээгүй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10
Бүх
хэрэгцээ
шаардлагад
нийцсэн
2. Хүний нөөцийн хэлтэс/мэргэжилтний зүгээс үзүүлж буй “Өөрчлөлт”-ийн
талаарх зөвлөлгөө нь 1(хэрэгцээ шаардлагад огт нийцээгүй)-ээс 10(Бүх хэрэгцээ
шаардлагад нийцсэн) хүртэл үзүүлэлтийн аль нэгийг дугуйлан үнэлгээ өгнө үү.
Хэрэгцээ
шаардлагад
огт
нийцээгүй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10
Бүх
хэрэгцээ
шаардлагад
нийцсэн
3. Хүний нөөцийн хэлтэс/мэргэжилтэн нь байгууллагын бизнесийн хамтрагч
болон ажиллаж чаддаг эсэх дээр 1(хэрэгцээ шаардлагад огт нийцээгүй)-ээс
10(Бүх хэрэгцээ шаардлагад нийцсэн) хүртэл үзүүлэлтийн аль нэгийг дугуйлан
үнэлгээ өгнө үү
Хэрэгцээ
шаардлагад
огт
нийцээгүй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10
Бүх
хэрэгцээ
шаардлагад
нийцсэн
4. Хүний нөөцийн хэлтэс/мэргэжилтэн нь байгууллагын чадамж болон
чадваруудыг хөгжүүлэн ажилладаг 1(хэрэгцээ шаардлагад огт нийцээгүй)-ээс
10(Бүх хэрэгцээ шаардлагад нийцсэн) хүртэл үзүүлэлтийн аль нэгийг дугуйлан
үнэлгээ өгнө үү
Хэрэгцээ
шаардлагад
огт
нийцээгүй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10
Бүх
хэрэгцээ
шаардлагад
нийцсэн
5. Хүний нөөцийн хэлтэс/мэргэжилтэн нь бизнесийн хэрэгцээ шаардлагад
тулгуурласан Хүний нөөцийн үйл ажиллагаагаа явуулдаг 1(хэрэгцээ
шаардлагад огт нийцээгүй)-ээс 10(Бүх хэрэгцээ шаардлагад нийцсэн) хүртэл
үзүүлэлтийн аль нэгийг дугуйлан үнэлгээ өгнө үү.
Хэрэгцээ
шаардлагад
огт
нийцээгүй
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10
Бүх
хэрэгцээ
шаардлагад
нийцсэн
111
Хүний нөөцийн хэлтэс/ ажилтны зүгээс компанид оруулж буй хувь нэмрийг үнэлэх
асуултууд: ГУРАВ:Хүний нөөцийн хэлтэс/мэргэжилтний зүгээс компанид оруулж буй хувь нэмрийн
талаар доорх асуултуудаар дамжуулан үнэлгээ өгнө үү.
Үнэлгээ өгөх зааварчилгаа: “0 хувь” бол 1, “20 хувь” бол 2, “40 хувь” бол 3, “50 хувь” бол 4,
“60 хувь” бол 5, “80 хувь” бол 6, харин “100 хувь” бол 7-г дугуйлна уу.
АСУУЛТУУД Огт
үгүй
Маш
бага
Бага
хэмжээ
гээр
Дундаж
Зохистой
хэмжээг
ээр
Их
хэм
жээг
ээр
Маш их
хэмжээг
ээр
1
Хүний нөөцийн хэлтэс/
мэргэжилтэнгийн ажлаа
гүйцэтгэж байгаа арга
барил нь яг л миний
хүлээлтийн дагуу байж
чаддаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
2
Хүний нөөцийн хэлтэс
хэрэглэгчид(дунд
шатны менежерүүд
болон ажилтнууд)-
ийнхээ эрэлт
хэрэгцээнд үнэхээр
уриалгахан ханддаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
3
Хүний нөөцийн
асуудлуудтай
холбоотой цаг үеээ
олсон, хэрэгцээт
мэдээллийг хүргэдэг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
4
Хүний нөөцийн хэлтэс
нь компанийн
өрсөлдөөний байр
суурийг сайжруулахад
тусалдаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
5
Хүний нөөцийн хэлтэс
нь компаний ашгийн
нэмүү өртөгт хувь
нэмэр оруулдаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
6
Хүний нөөцийн хэлтэс
нь байгууллагийн
түлхүүр чадваруудыг
бий болгох болон
хөгжүүлэхэд хувь
нэмрээ оруулдаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
7
Хүний нөөцийн хэлтэс
нь байгууллагийн
ажиллах хүчийг
өрсөлдөөний давуу тал
болгон хөгжүүлэхэд
хувь нэмрээ оруулдаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
112
ХУВИЙН МЭДЭЭЛЭЛ:
Таны доор дурьдсан хувийн мэдээллийн нууцлалыг хадгалах бөгөөд энэхүү магистрын зэрэг
горилсон судалгааны ажлыг үр дүнтэй болгоход ихээхэн хувь нэмэр оруулах тул ТА доорх
хувийн асуултуудад тохирох хариултаа тэмдэглэнэ үү.
Зааварчилгаа: Доорх хувийн мэдээллийг анхааралтай уншиж тохирох хариултынхаа өмнө
тэмдэглэгээ хийнэ үү.
Энэхүү судалгаанд оролцсон ТАНЬД чин сэтгэлээсээ талархаж байгааг минь хүлээн авна уу.
Баярлалаа.
Судалгаатай холбоотой аливаа санал хүсэлт, тодруулгыг доорх хаягаар хүлээн авах боломжтой.
Судлаач оюутан: Энхжавын Түмэнцэцэг
Зөвлөх багш: Вера Чанг (Ph.D)
Холбогдох утас:976-94949497
Мэйл хаяг:[email protected]
8
Хүний нөөцийн
хэлтсийн холбогдох
дүрэм журам болон
үндсэн үйл ажиллагаа
нь байгууллагын
бизнесийн хамтрагчдыг
дэмждэг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
9
Хүний нөөцийн хэлтэс
нь сайн зохион
байгуулалттай багц
дүрэм журам, дадлыг
бий болгож ажилладаг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7
10
Хүний нөөцийн
бодлого, дүрэм журам
болон үйл
ажиллагаанууд нь
байгууллагын
бизнесийн төлөвлөгөөг
дэмждэг
☐1 ☐2 ☐3 ☐4 ☐5 ☐6
☐7
Ажлын
байр ☐
Ахлах
ажилтан ☐ Ажилтан
Ажилласан
жил ☐ 1-2 жил ☐ 3-5 жил ☐ 6-10жил ☐
11-15
Жил ☐
16-20
жил ☐
21
түүнээс
дээш
жил
Хүйс ☐ Эрэгтэй ☐ Эмэгтэй
Боловсрол
☐
Дунд
сурууль
болон
түүнээс
доош
☐ Ахлах
сургууль ☐
Коллеж
эсвэл
тусгайлсан
сургалт
хөтөлбөр
☐
Бакал
авар
зэрэг ☐
Магистр
зэрэг ☐
Доктор
зэрэг
114
APPENDIX D: LIST OF COMPANIES
Company’s name
The number of HR
managers
The number of
Employees
1 Гранд Мед Эмнэлэг
2 Mon Bakery LLC
3 Метро Пласт ХХК
4 M-Oil LLC
5 Observe Consulting LLC
6 “Ач” АУИС
7 Golomt Bank
8 Ханбүргэдэй ХХК
9 АПУ ХХК
10 Блю Скай Эйжиа ХХК
11 Бэлүүтийн гол ХХК
12 Төрийн Банк
13 Фүжи Алтай ХХК
14 Санхүүгийн Тооцоолох ХХК
15 Наран Ресторан
16 Гэрэл Плас ХХК
17 Өгөөмөржет ХХК
18 Тэнгэрлэг Эх-Орон ХХК
19 Сутай До ХХК
20 Newmilestone tour
21 Наран Хөх Тэнгэр ХХК
22 Дарьганга Болорчулуун ХХК
23 Хаан Банк
24 Ариун Хутаг ХХК
25 Хүрмэн Цагаан Толгой ХХК
26 Талст Технологи ХХК
27 Тесо Мишка ХХК
(continued)
115
Company’s name
The number of HR
managers
The number of
employees
28 Cөүл Ресторан
29 Капитал Банк
30 Улаанбаатар Хотын Банк
31 Шоумедиа ХХК
32 HLB Mongolia Audit LLC 1 15
33 Empasoft LLC 1 12
34 Gyls LLC 1 80
35 Интерном ХХК 1 50
36 Соёмбо Принтинг ХХК 1 80
37 Финанс Лайк ХХК 1 13
38 IT ZONE LLC 2 262
39 Altainkhuder LLC 4 640
40 Күнз ХХК 1 10
41 Гацуурт Тариалан ХХК 4 120
42 BDO LLC 1 19
43 Алтай Агро Трейд ХХК 1 130
44 Модерн Кастл Модифаер
ХХК
2 80
45 Юнимед Интернейшл ХХК 2 84
46 Тэсо ХХК 1 57
47 Development solutions 1 36
48 Тэгшчанар ХХК
49 IIGNE ХХК
50 Наранрашаант ХХК
51 HBGO group ХХК 4 450
52 Dmdmongol LLC 1 80
53 Өнөөдрийн сонин ХХК 1 24
54 MPO ХХК 2 10
(continued)
116
Company’s name
The number of HR
managers
The number of
Employees
55 Сэлэнгэ Алтан Говь ХХК 1 10
56 Баян Дулаан Уул ХХК 1 11
57 Номгон Буудай ХХК 1 12
58 Гацуурт Хүнс ХХК 1 23
59 Сэлэнгэ Тариалан ХХК 1 10
60 Ашид Орших ХХК 1 12
61 М-Си-ЭсКока-Кола ХХК 4 650
62 Хүннү Молл ХХК 2 100
63 Хөвсгөл Алтан Дуулга ХХК 1 9
64 Тэс Трейд ХХК 2 85
65 "ХБХДТ" ХХК 1 15
66 Жмобайл ХХК
67 Капитрон банк
68 Мөнгөн Ганзай ХХК
69 Монгол Оймс ХХК
70 ВОСТОКНЕФТЕГАЗ ХХК
71 Монэнзимед ХХК
72 Enhsaram LLC
73 Sansartreid LLC
74 Nandinuhaan LLC
75 Sambarai LLC
76 Hongohaliun LLC
77 Chigesteiundraa LLC
78 Gan Tumur International LLC
79 Мөнгөн Ганзай ХХК 2 8
80 Лотус Kамп ХХК 1 5
81 Монгол Волгоар Гео ХХК 1 50
82 Дабель Пирамид ХХК 2 90
83 Пүжи Констракшин ХХК 1 34
84 Mongolian gvvd LLC 1 5
(continued)