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Noe11e_ch_09_FINAL.pptxChapter 9
Employee Development
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Learning Objectives 1 of 2
LO9-1 Explain how employee development contributes to strategies related to employee retention, development of intellectual capital, and business growth.
LO9-2 Discuss the steps in the development planning process.
LO9-3 Explain the employees’ and company’s responsibilities in planning development.
LO9-4 Discuss current trends in using formal education for development.
LO9-5 Relate how assessment of personality type, work behaviors, and job performance can be used for employee development.
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Learning Objectives 2 of 2
LO9-6 Explain how job experiences can be used for skill development.
LO9-7 Develop successful mentoring programs.
LO9-8 Describe how to train managers to coach employees.
LO9-9 Discuss what companies are doing to melt the glass ceiling.
LO9-10 Use the 9-box grid for identifying where employees fit in a succession plan and construct appropriate development plans for them.
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The Relationship among Development, Training, and Careers 1 of 2
Development and Training
Critical for talent management
Prepares Millennials to replace Baby Boomers
Provides opportunities for employees to grow their skills
Contributes to high levels of engagement and satisfaction
LO 9-1
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The Relationship among Development, Training, and Careers 2 of 2
Development and Careers
Protean career
Employees take responsibility for managing their own careers
Psychological success
Career patterns provide opportunities for employees to
Determine their interests, skills strengths and weaknesses
Seek development experiences
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A protean career is based on self-direction with the goal of psychological success in one’s work.
The goal of the new career is psychological success: the feeling of pride and accomplishment that comes from achieving life goals that are not limited to achievements at work (such as raising a family and having good physical health).
The emphasis on continuous learning has altered the direction and frequency of movement within careers (known as a career pattern).
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Figure 9.1 Steps and Responsibilities in the Development Planning Process LO 9-2
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Development Planning Systems 1 of 2
Self-Assessment
Psychological tests
Development needs are identified
May determine skill needs or interests
Reality Check
Usually comes from a performance appraisal
360 degree feedback
LO 9-3
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Self-assessment refers to the use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies.
Reality check refers to the information employees receive about how the company evaluates their skills and knowledge and where they fit into the company’s plans (potential promotion opportunities, lateral moves).
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Development Planning Systems 2 of 2
Goal Setting
Desired positions
Level of skill application
Work setting
Skill acquisition
Action Planning
Depends on needs and developmental goal
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An action plan is a written strategy that employees use to determine how they will achieve their short- and long-term career goals. Action plans may involve any one or a combination of development approaches such as enrolling in courses and seminars, getting additional assessment, obtaining new job experiences, or finding a mentor or coach and long-term development objectives.
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Table 9.2 Design Features of Effective Development Systems 1 of 2
System is positioned as a response to a business need or supports the business strategy.
Employees and managers participate in development of the system.
Employees are encouraged to take an active role in career management and development.
Evaluation is ongoing and used to improve the system.
Business units can customize the system for their own purposes (with some constraints).
SOURCE: Based on B. Kaye and C. Smith, “Career Development: Shifting from Nicety to Necessity,” T+D, January 2012,
pp. 52–55; M. Weinstein, “Paths to Success: Responsibility vs. Promotion,” Training, July/August 2014, pp. 52–54; D.
Hall, Careers in and out of Organizations (Thousand Oaks, CA: Sage, 2002)
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Table 9.2 Design Features of Effective Development Systems 2 of 2
Employees have access to development and career information sources (including advisors and positions available).
Senior management and the company culture support the development system.
The development system is linked to other human resource practices such as performance management, training, and recruiting systems.
A large, diverse talent pool is created.
Development plans and talent evaluation information are available and accessible to all managers.
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Figure 9.3 Frequency of Use of Employee Development Practices
Jump to long description in appendix
SOURCE: EFMD, Network of Corporate Academies, Society for Human Resource Management, “Leadership Development: The Path to Greater Effectiveness,” 2016, www.shrm.org.
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Approaches to Employee Development 1 of 12
Formal Education
Off-site or on-site
Lecture, business games and simulations, adventure learning, meeting with customers
Custom programs
Tuition reimbursement programs
LO 9-4
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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, and university programs in which participants live at the university while taking classes.
Tuition reimbursement refers to the practice of reimbursing employees’ costs for college and university courses and degree programs.
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Approaches to Employee Development 2 of 12
Assessment
Identify employees with managerial potential and measure current managers’ strengths and weaknesses.
Used with work teams to identify the strengths and weaknesses of individual team members and the decision processes or communication styles that inhibit the team’s productivity.
Can help employees understand their tendencies, their needs, the type of work environment they prefer, and the type of work they might prefer to do.
LO 9-5
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Assessment involves collecting information and providing feedback to employees about their behavior, communication style, or skills.
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Approaches to Employee Development 3 of 12
Assessment continued
Personality Tests and Inventories
Myers-Briggs Type Inventory (MBTI)
Measures 16 personality types
Each type has implications for work habits and interpersonal relationships
DiSC assessment
Measures personality and behavioral style
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The Myers-Briggs Type Inventory (MBTI) refers to an assessment that is based on Carl Jung’s personality type theory. This theory emphasizes that we have a fundamental personality type that shapes and influences how we understand the world, process information, and socialize.
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Approaches to Employee Development 4 of 12
Assessment continued
Assessment center
Leaderless group discussion
Interview
In-basket
Role-play
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At an assessment center, multiple raters or evaluators (assessors) evaluate employees’ performance on a number of exercises.
In a leaderless group discussion, a team of five to seven employees is assigned a problem and must work together to solve it within a certain time period.
In the interview, employees answer questions about their work and personal experiences, skill strengths and weaknesses, and career plans. An in-basket is a simulation of the administrative tasks of the manager’s job.
In a role-play, the participant takes the part or role of a manager or another employee.
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Approaches to Employee Development 5 of 12
Assessment continued
Performance Appraisals and 360-Degree Feedback Systems
Must tell employees specifically about their performance problems and how they can improve their performance.
Managers must be trained in frequent performance feedback.
Upward feedback
360-degree feedback
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Upward feedback refers to appraisal that involves collecting subordinates’ evaluations of managers’ behaviors or skills. The 360-degree feedback process is a special case of upward feedback. In 360-degree feedback systems, employees’ behaviors or skills are evaluated not only by subordinates but also by peers, customers, their bosses, and the employees themselves.
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Table 9.6 Activities Involved in Using 360-Degree Feedback for Development
Understand strengths and weaknesses Review ratings for strengths and weaknesses Identify skills or behaviors where self and others’ (manager’s, peers’, customers’) ratings agree and disagree
Identify a development goal Choose a skill or behavior to develop Set a clear, specific goal with a specified outcome
Identify a process for recognizing goal accomplishment
Identify strategies for reaching the development goal Establish strategies such as reading, job experiences, courses, and relationships Establish strategies for receiving feedback on progress Establish strategies for reinforcing the new skill or behavior
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Approaches to Employee Development 6 of 12
Job Experiences
Stretch assignments
May be positive or negative stressors
May include enlarging the current job, job rotation, transfers, promotions, downward moves, and temporary assignments.
LO 9-6
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Stretch assignments refer to assignments in which there is a mismatch between the employee’s skills and past experiences and the skills required for success on the job.
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Figure 9.4 How Job Experiences Are Used for Employee Development
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Approaches to Employee Development 7 of 12
Job Experiences continued
Job enlargement
Special project assignments, switching roles within a work team, or researching new ways to serve clients and customers
Job rotation and lateral moves
Helps employees gain an overall appreciation of the company’s goals, increases their understanding of different company functions, develops a network of contacts, and increases employees’ skills
May affect employee satisfaction and motivation
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Job enlargement refers to adding challenges or new responsibilities to employees’ current jobs.
Job rotation gives employees a series of job assignments in various functional areas of the company or movement among jobs in a single functional area or department. Job rotation involves a planned sequence of jobs that the employee is expected to hold.
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Approaches to Employee Development 8 of 12
Job Experiences continued
Transfers, promotions, and downward moves
Employees are more willing to accept promotions than lateral or downward moves.
May involve relocation within the United States or to another country; can provoke anxiety.
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Approaches to Employee Development 9 of 12
Job Experiences continued
Temporary assignments, projects, volunteer work, and sabbaticals
Employee exchange
Volunteer assignments
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Temporary assignments refer to job tryouts such as employees taking on a position to help them determine if they are interested in working in a new role.
A sabbatical refers to a leave of absence from the company for personal reflection, renewal, and skill development.
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Approaches to Employee Development 10 of 12
Interpersonal Relationships
Mentoring
Usually start informally, but may be part of a formal mentoring program.
Developing successful mentor programs
LO 9-7
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A mentor is an experienced, productive senior employee who helps develop a less experienced employee (the protégé).
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Table 9.9 Characteristics of Successful Formal Mentoring Programs 1 of 2
Mentor and protégé participation is voluntary. Relationship can be ended at any time without fear of punishment.
The mentor–protégé matching process does not limit the ability of informal relationships to develop. For example, a mentor pool can be established to allow protégés to choose from a variety of qualified mentors.
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.
Mentor–protégé matching is based on how the mentor’s skills can help meet the protégé’s needs.
The purpose of the program is clearly understood. Projects and activities that the mentor and protégé are expected to complete are specified.
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Table 9.9 Characteristics of Successful Formal Mentoring Programs 2 of 2
The length of the program is specified. Mentor and protégé are encouraged to pursue the relationship beyond the formal period.
A minimum level of contact between the mentor and protégé is specified. Mentors and protégés need to determine when they will meet, how often, and how they will communicate outside the meetings.
Protégés are encouraged to contact one another to discuss problems and share successes.
The mentor program is evaluated. Interviews with mentors and protégés give immediate feedback regarding specific areas of dissatisfaction. Surveys gather more detailed information regarding benefits received from participating in the program.
Employee development is rewarded, which signals to managers that mentoring and other development activities are worth their time and effort.
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Approaches to Employee Development 11 of 12
Interpersonal Relationships continued
Mentoring continued
Benefits of mentoring relationships
Career support
Psychosocial support
Reverse mentoring
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Reverse mentoring refers to mentoring in which younger employees mentor more senior employees.
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Approaches to Employee Development 12 of 12
Interpersonal Relationships continued
Coaching
One-on-one or help employees learn for themselves
Provide resources
LO 9-8
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A coach is a peer or manager who works with employees to motivate them, help them develop skills, and provide reinforcement and feedback. There are three roles that a coach can play
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Special Issues in Employee Development 1 of 2
Melting the Glass Ceiling
Women are underrepresented in all levels of management.
May be due to stereotypes, lack of access to training programs, appropriate developmental job experiences, and developmental relationships
LO 9-9
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Glass ceiling A barrier to advancement to higher-level jobs in the community that adversely affects women and minorities. The barrier may be due to lack of access to training programs, development experiences, or relationships.
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Table 9.10 Recommendations for Melting the Glass Ceiling
Make sure senior management supports and is involved in the program.
Make a business case for change.
Make the change public.
Gather data on problems causing the glass ceiling using task forces, focus groups, and questionnaires.
Create awareness of how gender attitudes affect the work environment.
Force accountability through reviews of promotion rates and assignment decisions.
Promote development for all employees.
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SOURCES: Based on B. Groysberg and K. Connolly, “Great Leaders Who Make the Mix Work,” Harvard Business Review, September 2013, pp. 68–76; D. McCracken, “Winning the Talent War for Women,” Harvard Business Review, November–December 2000, pp. 159–67.
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Special Issues in Employee Development 2 of 2
Succession Planning
Requires senior management to systematically review leadership talent in the company
Ensures that top-level managerial talent is available
Provides a set of development experiences that managers must complete to be considered for top management positions
Helps attract and retain managerial employees by providing them with development opportunities
Dependent on other human resource systems, including compensation, training and development, and staffing
LO 9-10
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Succession planning refers to the process of identifying and tracking high-potential employees who are capable of moving into different positions in the company resulting from planned or unplanned job openings due to turnover, promotion, or business growth.
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Table 9.11 The Process of Developing a Succession Plan
Identify what positions are included in the plan.
Identify the employees who are included in the plan.
Develop standards to evaluate positions (e.g., competencies, desired experiences, desired knowledge, developmental value).
Determine how employee potential will be measured (e.g., current performance and potential performance).
Develop the succession planning review.
Link the succession planning system with other human resource systems, including training and development, compensation, performance management, and staffing systems.
Determine what feedback is provided to employees.
Measure the effectiveness of the succession plan.
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SOURCES: Based on A. Cremo & T. Bux, “Creating a Vibrant Organizational Leadership Pipeline”, TD (July 2016): 76-77; W. Rothwell, “The Future of Succession Planning,” T + D, September 2010, pp. 51–54; B. Dowell, “Succession Planning,” in Implementing Organizational Interventions, ed. J. Hedge and E. Pulaskos (San Francisco: Jossey-Bass, 2002), pp. 78–109; R. Barnett and S. Davis, “Creating Greater Success in Succession Planning,” Advances in Developing Human Resources 10 (2008), pp. 721–39.
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Figure 9.5 Example of a 9-Box Grid
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Appendix of Image Long Descriptions
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Appendix 1 Figure 9.1 Steps and Responsibilities in the Development Planning Process
Four boxes are connected by one way arrows: Self-assessment, reality check, goal setting, and action planning.
Employee responsibility for self-assessment is Identify opportunities and needs to improve; for reality check is Identify what needs are realistic to develop; for goal setting is Identify goal and method to determine goal progress; and for action planning is Identify steps and timetable to reach goal.
Company responsibility for self-assessment is Provide assessment information to identify strengths, weaknesses, interests, and values; for reality check is Communicate performance evaluation, where employee fits in long-range plans of the company, changes in industry, profession, and workplace; for goal setting is Ensure that goal is SMART (specific, measurable, attainable, relevant, and timely); commit to help employee reach the goal, and for action planning is Identify resources employee needs to reach goal, including additional assessment, courses, work experiences, and relationships.
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Appendix 2 Figure 9.3 Frequency of Use of Employee Development Practices
Percentage of Specific Practices Used
Classroom courses 80%
Coaching 79%
Mentoring 68%
Leadership forums 56%
High-visibility assignments 42%
Matching employees with “stretch” opportunities 35%
Job rotation 30%
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Appendix 3 Figure 9.5 Example of a 9-Box Grid
A 9-box grid is a three-by-three matrix, with the Y axis performance and the x-axis labeled potential or promotability. The boxes are labeled, from left to right and bottom to top: 1. poor employee, 2. inconsistent employee, 3. potential or may be replaced, 4. strong contributor, 5. core employee, 6. rising star, 7. technical or subject expert, 8. agile nonperformer, and 9. star.
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