Employee Development - PPT 9
Employee Development - PPT 9
9-1
1. Discuss current trends in using formal
education for development.
2. Relate how assessment of personality type,
work behaviors, and job performance can be
used for employee development.
3. Describe the benefits that protégés and
mentors receive from a mentoring
relationship.
9-2
4. Explain the characteristics of successful
mentoring programs.
5. Tell how job experiences can be used for skill
development.
6. Explain how to train managers to coach
employees.
9-3
7. Explain the key features of an effective
development strategy and how e-learning
incorporates them.
8. Describe the steps in the development
planning process.
9. Discuss the employee’s and company’s
responsibilities in the development planning
process.
9-4
Development refers to formal
education, job experiences,
relationships, and assessments of
personalities and abilities that help
employees prepare for the future.
9-5
9-6
Training Development
Focus Current Future
Use of work Low High
experiences
Interpersonal
Relationships
9-8
Formal education programs include:
off-site and on-site programs designed
specifically for the company’s employees
short courses offered by consultants or
universities
executive MBA programs
university programs in which participants
actually live at the university while taking
classes
9-9
9 - 10
9 - 11
Assessment involves collecting information and
providing feedback to employees about their
behavior, communication style, or skills.
Used most frequently to:
identify employees with managerial potential
measure current managers’ strengths and
weaknesses
identify managers with potential to move into
higher-level executive positions
Work with teams to identify members’
strengths and weaknesses, and factors that
inhibit productivity
9 - 12
Myers-Briggs Type
Indicator (MBTI)
Performance
Appraisals & 360-
Degree Feedback
9 - 13
Most popular psychological test for employee
development.
Used for understanding such things as:
Communication
Motivation
Teamwork
Work styles
Leadership
9 - 14
Examples of how used:
Can be used by salespeople who want to become
more effective at interpersonal communication by
learning things about their own personality styles
and the way they are perceived by others.
Can help develop teams by matching team
members with assignments that allow them to
capitalize on their preferences.
Can help employees understand how the different
preferences can lead to useful problem solving.
9 - 15
The assessment center is a process in which
multiple raters or evaluators evaluate
employees’ performance on a number of
exercises.
Usually held at an off-site location
Used to identify if employees have the
abilities, personality, and behaviors for
management jobs.
Used to identify if employees have the
necessary skills to work in teams.
9 - 16
9 - 17
EXERCISES
Problem X X X X
solving
Interpersonal X X X
Administrative X X X
Personal X X X
Benchmarks© is an instrument designed to
measure important factors in being a successful
manager.
Items measured are based on research that
examines the lessons executives learn at critical
events in their careers.
This includes items that measure managers’ skills
in dealing with subordinates, acquiring resources,
and creating a productive work climate.
9 - 18
Resourcefulness Confronting problem
Doing whatever it takes subordinates
Being a quick study Team orientation
Building and mending Balance between
relationships
personal life and work
Leading subordinates Decisiveness
Compassion and
sensitivity
Self-awareness
Straightforwardness Hiring talented staff
and composure Putting people at ease
Setting a Acting with flexibility
developmental climate
9 - 19
Performance appraisal is the process of measuring
employees’ performance.
Approaches for measuring performance:
Ranking employees
Rating work behaviors
Rating the extent to which employees have
desirable traits believed to be necessary for job
success (e.g., leadership)
Directly measuring the results of work
performance.
9 - 20
The appraisal system must give employees
specific information about their performance
problems and ways they can improve their
performance:
Providing a clear understanding of the
differences between current performance and
expected performance.
Identifying the causes of the performance
discrepancy.
Developingaction plans to improve
performance.
9 - 21
Managers must be trained in providing
performance feedback.
9 - 22
Peers Rating Rating Manager
Form Form
Self
Rating Rating
Customers Form Form
Subordinates
9 - 23
1. Understand strengths and weaknesses.
Review ratings for strengths and
weaknesses.
Identify skills or behaviors where self and
others’ ratings agree and disagree.
9 - 25
The system must provide consistent
(reliable) ratings.
Feedback must be job-related (valid).
The system must be easy to use,
understandable, and relevant.
The system must lead to managerial
development.
9 - 26
Job experiences refer to relationships, problems,
demands, tasks, or other features that
employees face in their jobs.
Most employee development occurs through
job experiences.
A major assumption is that development is
most likely to occur when there is a mismatch
between the employee’s skills and past
experiences and the skills required for the job.
9 - 27
To be successful in their jobs, employees must
stretch their skills.
They must be forced to learn new skills, apply
their skills and knowledge in a new way, and
master new experiences.
9 - 28
9 - 29
Enlargement of Current
Job Experiences
Temporary
Externship Downward Assignment
Move with Another
Organization
9 - 30
Job rotation is used to develop skills as well as
give employees experience needed for
managerial positions.
Employees understand specific skills that will
be developed by rotation.
Job rotation is used for all levels and types of
employees.
9 - 31
Job rotation is linked with the career management
process so employees know the development
needs addressed by each job assignment.
Benefits of rotation are maximized and costs are
minimized through managing time of rotations to
reduce workload costs and help employees
understand job rotation’s role in their
development plans.
All employees have equal opportunities for job
rotation assignments.
9 - 32
Employees can also develop skills and increase
their knowledge about the company and its
customers by interacting with a more
experienced organizational member.
Two types of interpersonal relationships used
to develop employees:
Mentoring
Coaching
9 - 33
Mentor and protégé participation is voluntary.
Relationship can be ended at any time without
fear of punishment.
Mentor-protégé matching process does not limit
the ability of informal relationships to develop.
Mentors are chosen on the basis of their past
record in developing employees, willingness to
serve as a mentor, and evidence of positive
coaching, communication, and listening skills.
9 - 34
The purpose of the program is clearly understood.
The length of the program is specified.
A minimum level of contact between the mentor
and protégé is specified.
Protégés are encouraged to contact one another to
discuss problems and share successes.
The mentor program is evaluated.
Employee development is rewarded.
9 - 35
The development planning process involves:
Identifying development needs
Choosing a development goal
Identifying the actions that need to be taken
by the employee and the company to
achieve the goal
Determining how progress toward goal
attainment will be measured
Establishing a timetable for development
9 - 36
An emerging trend in development is that the
employee must initiate the development
planning process.
9 - 37
9 - 38
Learner Control
Ongoing Support
9 - 39