four

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Training, Development, and Career Management Organizatirns and their employees must_constantly expand their knowledge,

skills,

and behavior to meet .urro*"r'rr.eds and compete'in today's demanding and rapidly

changing business environment. More and more companies operate internationally,

,"q"iii"i that employees undersrand different cultures and customs. More companies o.g"rrirJ*ork in ierms of projects or customers, rather than specialized functions,

so

.Jploy"", need to acquire a iroad range of technical and interpersonal skills' Many

companies expect .*ploy.., at all levels to perform roles once reserved for manage-

*".r,. Mod"rn organizatio* ur. expected to provide development opportunities to

employees without regard to their **, ,u.t' tiht'lt background' or age so that they haue .qu"l opport,rr-riiy for advancement. In this climate, organizations are

placing

greater.*plr"ii, o., ,.ri.rirrg and development. To do this, organizations must under'

Itarrd d.'o.iopment's relationship to training and career management'

Development and Training The definition of development indicates that it is future oriented' Development implies learning that is ,-ro, ,-r".".r"rlly r"i"i"J to the employee's current

job'1

Insread, it prepares "*fion"o for other jobs or positions in the-organization and

i.r.r"u.", their abihty; ;;t" into jobs thu, *"y not yet exist.Z Development also In"v n.rp .roploye.s prepafe for changes in responsibilities -and requirements

in

ih"ir.,-,.r"rrt iobr, ,u.i, u, changes resulting from new technology, work designs, or

cusfomefs' ln contrast, training traditionally focuses on helping emplo-yees improve perfor-

mance of their .u.r.rri jobs. Many organizations have focused on lilking training programs to business go"lr. It-, these organizations, the distinction between training

urrid.rr"lopmenr is m"ore blurred. Table q.t summarizes the traditional differences"

Development for Careers The concept of a career has changed in recent years. In the traditional

vieq a career

consists of a sequence ofpositions'within an occupation or organizatio'-''3 Fot example'

an academic care"r might begin with a position as a university's adjunct professor' It

conrinues with appoint"*".,r.-ro faculty iositions as assistant professor, then associate

;;;f;;;;;, and finally full professor. An e.gineer might start as a staff engineer, then

\;t/irh gr."r". experience earn promotions to the positions of advisory enginee! senior

engi.,".er, ^.rd

,,i." president of engineering. ln these examples, the career resembles a

,.Jof ,a"i* from the bottom of a profession or organization to the top'

Recently, however, changes ,,r.h u, downsizing and restructuring have become the

normr so the concepf Of "

.-u."", has become more fluid. Today's employees afe mofe

CHAPTER 9 Developing Employees for F Success 259

education, penences,

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Discuss how opment is related

ininq and careers.

Future

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Protean Career A career that frequently changes based on changes in the person's interests, abilities, and values and in the work environment.

260 PART 3 Assessing Performance and Developing Employees

L*l ldentify the rnethods organizations use for employee development.

likeiy to have a Protean career, one that frequentiy changes based on changes in the person's interests, abilities, and values and in the work environment. For example, an engineer rnight decide to take a sabbaticai from her job to become a manager u,irh Engineers without Borders, so she can develop managerial skills and decide wherher she likes rnanaging. As in this example, ernployees in protean careers take responsibil- ity for managing their careers. This practice is consisrenr wirh the rnodern piychotogl- cal contract described in Chapter 2. Employees look for organization, to pro.,,id", ,'rit job security and a career ladder to climb, br,rt instead development opporrunities and fl exible work arrangemenrs.

To remain marketable, employees must continually develop new skills. Fewer of todayt careers involve repetitive tasks, and more rely on an expanding base of klorvl- edge.a Jobs are less likely to last a lifetim., ,o .*pioy"., h"* ,o p.-"pu." for nervly created positions. Beyond knowing job requirements, empioyees need-to ,rr-rd..stanj the business in which they are rvorking and be able to cultivate valuable relationships rvith co-rvorkers, rnanagers, suppliers, and customers. They also need to foilow tr.r-ri, in their field and industry, so rhey can apply rechnology and knowledge rhat will match emerging priorities and needs. Learning such skills requires usef.,fiob experi- ences as rvell as effective rraining programs.

These relationships and experiences often take an employee along a career path that is far different from the traditional steps upr.r,ard throLrgh an organization or pro- fession. Although such careers wili not disappear, nore employees will foiiow a spiral career path in which they cross the boundaries between specialties and organizarions. As organizations provide for employee development (and as emplol'ees take control of their own careers), they rvill need to (1) determine their inreresrs, skills, and weak- nesses and (2) seek der,elopment experiences involving jobs, relationships, and formal courses. As discussed later in the chapter, organizations can meet these needs through a system {or career managemeftt or development planning. Career managernent helps employees select development activities that prepare then to meet their career goals. It helps employers select development activities in line with their human resource needs.

Appncaehes to ffmploye* Develaprrlent Children's Healthcare of Atlanta, a rnedical organizarion specializing in pediatric care, focuses development efforts on high-perfonning employees who have the potential to becorne managers. These employees complete a full day of assessrnent that includes taking a personaiity test and participating in a business simulation in which they take the role of rnanagers. Each year they also attend five workshops, where they learn about leading change, developing a business strategy, and creating a personal vision. They work in teams to solve a practical problem affecting Children's, and they receive coaching ro help them set and achieve their on'n goals.5

The many approaches to employee development fall into four broad categories: formal education, assessment, job experiences, and interpersonal relationships.6 Figure 9.1 summarizes these four methods. Many organizarions combine these approaches, as in the previous example of Children's Healthcare.

Formal Education organizations may support employee development thro,gh a variety of formal edu- cational programs, either at rhe rvorkplace or off-site. These rnay include work- shops designed specifically for the organization's employees, short courses offered

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by consultants or uiriversities, university pro- grans offered to ernployees rvho live ot-i catn- pus during the program, and executive MBA programs (rvhich enroll managers to meet on weekends clr evenings to earn a master's degree in business administration). These prograrrs may inrrolve lectures by business experts, busi- ness ganes and sirnulations, experiential pro- grams, and neetings with customers. Chapter 7 describecl most of these traiuing methods, inciuding their pros and cons.

Many companies, includlng Bank of Mon- treal and General Eiectric, operate training and development centers that offer serninars and longer-term programs. The Bank of Montreal operates its owr-r Institute {ot Leaming, featur- ing classrooms, a presentation hall, and guest accommodations for out-of-ton'n employees. Programs inciude training in management lead- ership, risk managernent, and project manage- lnent, as weli as courses tou,ard an MBA degree.T General Electric has or-re of the oldest ar-rd best- knorvn lnanagelnent developrnent centers, the

CHAPTER 9 Developing Employees for F

Figure 9" 1

Four Approaches to Employee Development

John F. Welch Leadership Center in Crotonviile, New York. Each year, GE managers choose employees with high perforrnance and potential and send thern to Crotonville for rnanagemeirt developm.r'ri progru*, cornbining courser'r,ork and lob experiences.s

Independent institutions offering executive edr-rcation include Harvard, the S7harton Schooi of Business, the University of Michigan, and the Center for Cre- arirre Leadership. A grorving number of cornpanies and universities are using dis- rance learning (discussed in Chapter 7) to reach executive audiences. For exampie, Duke University's Fuclua School of Business offers an electronic executive MBA program. Besides attending traditional classes, students use personal colnputers to vieu' lectures on CD-ROM, download study aids, discuss lectures, and u'ork on tealn projects online.

Another trend in executive education is for ernployers and the edr-rcati.on provider to create short courses rvith content designed specifically for the audience. Metlife rvorked with Babson College to develop a course in which facuity members discuss Lrusiness principles and then inrrite corporate execLltives to rliscuss how the principles rvork in Metlife and the insr.rrance industry. Small tean"rs of class participallts u'ork ou reiated class projects and develop recomnendations for cornpany executives. Metlife has irnplernented BZ percent of these projects.e

Assessment Arrother way to prorride for employee developrnent is assessment-collecting ln{or- narion and providing feedback to employees about their behavior, comlnunicatior-r style, or skills.10 Informatior-r for assessment rnay come frotn the employees, their peers, lnanagers, and customers. The most frerpent uses of assessment are to iden- rify employees rvith rnanagerial potential to [leasure crlrrent managers' strengths and lveaknesses. Organizations also use assessrnent to identify managers rvith potential tcl

re Success 261

changes ir-r or example, anager with de whether responsibil_ t pslchologt- rovide, not unities and

;. Fewer of : of knor,vl- for nelvly

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wolk behaviors, and job performance to flan employee derielopme nt.

Asqessment Collecting information

an{ providing feedback to employees

ab{ut their behavior,

corhmunication style, or {t<itls.

262 PART 3 Assessing Pe#ormance and Developing Employees

One way to develop empioyees is to begin with an assesstnent which may consist of assigning an actMgr to a team and seeing who brings what skills and strengths to the team. How can this assessment help enrployees?

Myers-Briggs Type lndicator (MBTI)@ Psychological test that identifies individuals' preferences f0r source of energy, means of information gatherlng, way of decision making, and lifestyle, providing information for team building and leadership development.

move into higher-level executive positions. Orga..l nizations that assign work to teams may use assess'i ment to identify Ih. ,tr.r-rgths and weakn.rr", of individual team members and the effects of thE tearn members' decision-making and communica, tion styles on the team's productivity.

For assessment to support development, the information nust be shared with the ernployee being assessed. Along rvith that assessment infor- mation, the employee needs suggestions for cor- recting skill weaknesses and for using skills already learned. The suggestions might be to participate in training courses or develop skills through new job experiences. Based on the assessment information and available development opportunities, employ- ees should develop action plans to guide their efforts at self- improvement.

Organizations vary in the methods and sources o{ information they use in der.'elopmental assess- ment (see the "Did You Knowl" box). Many orga- nizations appraise performance. Organizations with sophisticated development systems use psy- chological tests to measule employees' skills, per-

lf yc an try ( ers.

sonality types, and communication styles. They may collect self, peer, and manager ratings of employees' behavior and style of working with others. The tools used for these assessment methods include the Myers-Briggs Type Indicator, assessment cen- ters, the Benchmarks assessment, performance appraisai, and 360-degree feedback. Edward Jones assesses the ieadership potential of financial advisers working outside its St. Louis headquarters by combining personality assessment with peer apprais- als. Ernployees and their managers receive rhe results, which are used to evaluate whether employees have rhe behaviors and personaliry required for a leadership role at headquarters. l

I

Myers-Briggs'fype lndicator@ The most popular psychoiogical inventory for employee development is the Myers' Briggs Type lndicator (FlBTl)@. This assessment identifies individuals' prefer- ences for source of energy, means of information gathering, rvay of decision making, and lifestyle. The assessment consists of more than 100 questions about horv the person feels or prefers to behave in different situations (such as "Are you usually a good 'mixer' or rather quiet and reserved?"). The assessment describes these indi- viduals'preferences in the four areas:

1. The energy dichotomy indicares where individuals gain interpersonal strength and vitality, measured as their degree of inrroversion or extroversion. Extroverted types (E) gain energy through interpersonal relationships. Introverted types (l) gain energy by focusing on inner thoughts and feelings.

2. The informanon-gatheringdichotomy relates to the preparations individuals make before making decisions. lndividuals with a Sensing (S) preference tend to gather the facts and details to prepare for a decision. Intuitive types (N) tend to focus Iess on the facts and more on possibilities and relationships among then.

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3. In decision making, individuals differ in the amount of consideration they give to their own and orhers' values and feelings, as opposed to the hard facts of a situ- ation. Individuals with a Thinking (T) preference try always to be objective in making decisions. Individuals with a Feeling (F) pre{erence tend to evaluate the impact of the alternatives on others, as rvell as their own feelings; they are more subjective.

4. The lifestyle dichotomy describes an individual's tendency to be either flexible or srrucrured. Individuals with a Judging (J) preference focus on goals, establish deadlines, and prefer to be conclusive. Individuals rvith a Perceiving (P) pref' erence enjoy surprisesr are comfortable with changing a decision, and dislike deadlines.

The altematives for each of the four dichotornies result in 16 possible combina- tions. Of course people are likely to be mixtures of these types, but the point of the assessment is that certain types predominate in individuals.

As a result of their psychological types, people develop srengths and weaknesses. For example, individuals who are lntroverted, Sensing, Thinking, and Judging (known as ISTJs) tend to be serious, quiet, practical, orderly, and logical. They can organize tasks, be decisive, and follow through on plans and goals. But because they do

nor have the opposite preferences (Extroversion, Intuition, Feeling, and Perceiving),

gth ted (r)

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263