the human resource competencies and hr effectiveness: the

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


- 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)


dimensions

Dimen

sions Main findings

Total study

respondents

(HRCS

project team)

Participants

region

HRCS

2002

- Strategic

contribution


- 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



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



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



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


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


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


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

https://rbl-net.s3.amazonaws.com/hrcs/2012/New%20HR%20Competencies%C2%8BBusiness%20Partnering%20from%20the%20Outside-In.pdf



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


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


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


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


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


X HRCSP Y HRE √ Supported

H1-2 Credible Activist is positively


X HRCCA Y HRE √ Supported

H1-3 Capability Builder is positively


X HRCCB Y HRE √ Supported

H1-4 Change champion is positively


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


related to HR role

X HRC Y HR Role √ Supported


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.

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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


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewha

t effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewha

t effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


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


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewha

t effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


Somewhat

ineffective Neutral

Somewhat

effective

Effective

Very

effective

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

Very


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


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)


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)


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)


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



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



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


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


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



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

mailto:[email protected]

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


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


өгөөжгүй

Дундаж

Зарим


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


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


огт

нийцээгүй

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10

Бүх

хэрэгцээ


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


огт

нийцээгүй

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10

Бүх

хэрэгцээ


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


огт

нийцээгүй

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10

Бүх

хэрэгцээ


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


огт

нийцээгүй

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7 ☐8 ☐9 ☐10

Бүх

хэрэгцээ


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


нь компанийн

өрсөлдөөний байр

суурийг сайжруулахад

тусалдаг

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

5


нь компаний ашгийн

нэмүү өртөгт хувь

нэмэр оруулдаг

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

6


нь байгууллагийн

түлхүүр чадваруудыг

бий болгох болон

хөгжүүлэхэд хувь

нэмрээ оруулдаг

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

7


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


хэлтсийн холбогдох

дүрэм журам болон

үндсэн үйл ажиллагаа

нь байгууллагын

бизнесийн хамтрагчдыг

дэмждэг

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

9


нь сайн зохион

байгуулалттай багц

дүрэм журам, дадлыг

бий болгож ажилладаг

☐1 ☐2 ☐3 ☐4 ☐5 ☐6 ☐7

10


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

113

APPENDIX C: HRCS MODEL 2012

Figure 8.1. HRCS model 2012 (The RBL Group, 2012)

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)

117

Company’s name

The number of HR

managers

The number of

Employees

85 Глобал гор ХХК 1 10

86 Мехатроник Инженеринг

Экүйпмент ХХК

1 5

87 Bojangles LLC 1 10

88 Z24 LLC 1 50

89 Монгол Микрон Кашмер ХХК 1 75

90 Филтер Бокс ХХК 1 4

N = 90

the human resource competencies and hr effectiveness: the

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