The document discusses various topics related to employee development, including: 1. Formal education, assessments of personality and skills, job experiences, and mentoring relationships can be used for employee development. 2. Successful development involves identifying individual needs, setting goals, and providing resources and feedback to support growth. 3. Both employees and companies share responsibilities in development - employees identify goals and take actions, while companies provide assessments, training opportunities, experiences, and feedback.

1. 9 - 1
Employee Development

2. 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.
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3. 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.
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4. 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.
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5. 9 - 5
Development refers to formal
education, job experiences,
relationships, and assessments of
personalities and abilities that help
employees prepare for the future.

6. Training Development
Focus Current Future
Use of work
experiences
Low High
Goal Preparation for current job Preparation for changes
Participation Required Voluntary
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7.  Employee development is a necessary
component of a company’s efforts to:
 Improve quality
 Retain key employees
 Meet the challenges of global
competition and social change
 Incorporate technological advances and
changes in work design
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8. 9 - 8
Formal Education
Assessment
Job Experiences
Interpersonal
Relationships

9.  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
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10. Program Description Target Audience Courses
Executive
Development
Sequence
Emphasis on strategic
thinking, leadership,
cross-functional
integration, competing
globally, customer
satisfaction
Senior professionals and
executives identified as
high-potential
Management Development
Global Business
Executive Development
Core Leadership
Program
Development of
functional expertise,
business excellence,
management of change
Managers Corporate Entry
Leadership
Professional Development
New Manager
Development
Experienced Manager
Professional
Development
Program
Emphasis on preparation
for specific career path
New Employees Audit Staff
Financial Management
Human Resources
Technical Leadership
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11.  Increasing use of distance learning by many
companies and universities.
 Companies and the education provider create
short, custom courses, with content designed
specifically to needs of the audience.
 Supplementing formal courses from consultants
or university faculty with other types of training
and development activities.
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12.  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
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13. 9 - 13
Benchmarks
Myers-Briggs Type
Indicator (MBTI)
Assessment
Center
Performance
Appraisals & 360-
Degree Feedback

14.  Most popular psychological test for employee
development.
 Used for understanding such things as:
 Communication
 Motivation
 Teamwork
 Work styles
 Leadership
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15.  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

16.  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.
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17. SKILLS In-basket Scheduling
Exercise
Leaderless
Group
Discussion
Personality
Test
Role Play
Leadership X X X X
Problem
solving
X X X X
Interpersonal X X X
Administrativ
e
X X X
Personal X X X
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EXERCISES

18.  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.
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19.  Resourcefulness
 Doing whatever it
takes
 Being a quick study
 Building and mending
relationships
 Leading subordinates
 Compassion and
sensitivity
 Straightforwardness
and composure
 Setting a
developmental climate
 Confronting problem
subordinates
 Team orientation
 Balance between
personal life and work
 Decisiveness
 Self-awareness
 Hiring talented staff
 Putting people at ease
 Acting with flexibility
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20.  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.
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21.  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.
 Developing action plans to improve
performance.
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22.  Managers must be trained in providing
performance feedback.
 Managers must frequently give employees
performance feedback.
 Managers also need to monitor employees’
progress in carrying out the action plan.
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23. 9 - 23
Rating
Form
Rating
Form
Rating
Form
Rating
Form
Self
Peers
Customers Subordinates
Manager

24. 1. Understand strengths and weaknesses.
 Review ratings for strengths and weaknesses.
 Identify skills or behaviors where self and
others’ ratings agree and disagree.
2. Identify a development goal.
 Choose a skill or behavior to develop.
 Set a clear, specific goal with a specified
outcome.
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25. 3. Identify a process for recognizing goal
accomplishment.
4. 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 receiving
reinforcement for new skills or behavior.
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26.  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.
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27.  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.
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28. 9 - 28
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.

29. Making transitions Unfamiliar responsibilities
Proving yourself
Creating change Developing new directions
Inherited problems
Reduction decisions
Problems with employees
Having high level of responsibility High stakes
Managing business adversity
Job overload
Being involved in non-authority
relationships
Influencing without authority
Facing obstacles Adverse business conditions
Lack of top management support
Lack of personal support
Difficult boss
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30. 9 - 30
Enlargement of
Current
Job
Experiences
Promotion
Job Rotation
(Lateral Move)
Transfer
(Lateral Move)
Downward
Move
Temporary
Assignment
with
Another
Organizatio
n
Externship

31.  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.
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32.  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.
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33.  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
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34.  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.
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35.  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.
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36.  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
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37.  An emerging trend in development is that the
employee must initiate the development
planning process.
 The development approach used is dependent
on the needs and development goal.
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38. Development
Planning Process
Employee Responsibility Company Responsibility
Opportunity How do I need to improve? Assessment information to identify
strengths, weaknesses, interests and values
Goal Identification How do I want to develop? Company provides development planning
guide. Manager has developmental
discussion with employee
Criteria How will I know I am making
progress?
Manager provides feedback on criteria
Actions What will I do to reach my
development goal?
Company provides assessment, courses,
job experiences, and relationships
Time What is my timetable? Managers follows up on progress toward
developmental goal and helps employees
set a realistic timetable for goal achievement
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39. 9 - 39
Individualization
Learner Control
Ongoing Support