Explains Employee development in the context of Training.

1. 9-1

2. 9-2
Development
formal education, job experiences,
relationships, and assessments of
personality and abilities that help
employees perform effectively in their
current or future job and company.

3. 9-3

4. 9-4
◦ To improve quality.
◦ To meet the challenges of global
competition and social change.
◦ To incorporate technological advances
and changes in work design.

5. 9-5
 Development activities can help companies
reduce turnover by:
◦ showing employees that the company is investing in
the employees’ skill development.
◦ developing managers who can create a positive work
environment that makes employees want to come to
work and contribute to the company goals.

6. 9-6
 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.
 Tuition reimbursement - the practice of
reimbursing employees’ costs for college and
university courses and degree programs.

7. 9-7
 Assessment
◦ Collecting information and providing feedback to
employees about their behavior, communication style,
values, or skills.
◦ Used most frequently to identify employees with
managerial potential, and measure current managers’
strengths and weaknesses.
◦ Companies vary in the methods and sources of information
they use in developmental assessment.

8. 9-8
 Myers-Briggs Type Indicator (MBTI)
◦ Most popular psychological test for employee
development.
◦ Identifies individuals’ preferences for energy,
information gathering, decision making, and lifestyle.
◦ It is a valuable tool for understanding communication
styles and the ways people prefer to interact with
others.

9. 9-9
 Assessment center - multiple raters or
evaluators evaluate employees’ performance on a
number of exercises.
◦ It is used to identify:
 if employees have the abilities, personality, and behaviors for
management jobs.
 if employees have the necessary skills to work in teams.
◦ Types of exercises used include leaderless group
discussions, interviews, in-baskets, and role plays.

10. 9-10
 Benchmarks - instrument designed to measure
important factors in being a successful manager.
◦ Items that are measured include dealing with
subordinates, acquiring resources, and creating a
productive work climate.

11. 9-11
 Performance appraisal - process of measuring
employees’ performance.
◦ Different approaches for measuring performance:
 Ranking employees.
 Rating their work behaviors.
 Rating the extent to which employees have desirable traits
believed to be necessary for job success.
◦ The appraisal system must give employees specific
information about their performance problems and ways
they can improve their performance.
◦ Managers must be trained in providing performance
feedback.

12. 9-12
 Upward feedback - involves collecting
subordinates’ evaluations of managers’ behaviors
or skills.

13. 9-13

14. 9-14

15. 9-15
 Factors necessary for a 360-degree feedback
system to be effective:
◦ The system must provide consistent or 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.

16. 9-16
Job Experiences
relationships, problems, demands, tasks, or other
features that employees face in their jobs.
◦ 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.

17. 9-17

18. 9-18
 Job enlargement - adding challenges or
new responsibilities to an employee’s current
job.

19. 9-19
 Job rotation - providing employees with a series
of job assignments in various functional areas of
the company or movement among jobs in a single
functional area or department.

20. 9-20
 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
 All employees have equal opportunities for job rotation
assignments

21. 9-21

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

22. 9-22
 Transfer - an employee is given a different job
assignment in a different area of the company.
 Promotions - advancements into positions with
greater challenges, more responsibility, and more
authority than in the previous job.
 Downward move - occurs when an employee is
given a reduced level of responsibility and
authority.

23. 9-23
 Externships - employees take full-time,
temporary operational roles at another company.
 Employee exchange is one example of
temporary assignments in which two companies
agree to exchange employees.

24. 9-24
 Volunteer assignments offer employees
opportunities to manage change, to teach, to take
on a higher level of responsibility, or to be exposed
to other job demands.
 Interpersonal relationships
◦ Mentor - experienced, productive senior employee who
helps develop a less experienced employee (the
protégé).
◦ Mentors provide career support and psychosocial support
to the protégé.

25. 9-25
◦ Provide opportunities for mentors to:
Develop interpersonal skills, increase feelings
of self-esteem and worth to the organization,
and gain knowledge about important new
scientific developments.

26. 9-26
 Interpersonal relationships
◦ Purposes of Mentoring Programs
 To socialize new employees and to increase the likelihood of
skill transfer from training to the work setting.
 To enable women and minorities to gain the experience and
skills needed for managerial positions.
 To develop managers for top-level management positions or
to help them acquire specific skills.
◦ Group mentoring programs - successful senior
employee is paired with four to six less experienced
protégés.

27. 9-27
 Interpersonal relationships
Coach - a peer or manager who works with employees to
motivate them, help them develop skills, and provide
reinforcement and feedback.
The best coaches are empathetic, supportive, practical, and
self-confident but do not appear to know all the answers or want
to tell others what to do.

28. 9-28
 Interpersonal relationships
◦ Three roles that a coach can play:
 One-on-one with an employee, providing feedback based on
psychological tests, 360-degree assessment, or interviews
with bosses, peers, and subordinates.
 Help employees learn for themselves by putting them in
touch with experts who can help them with their concerns
and by teaching them how to obtain feedback from others.
 Provide the employee with resources such as mentors,
courses, or job experiences that the employee may not
otherwise have access to.

29. 9-29
 It 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.
◦ investing time and energy to achieve the goal.
◦ establishing a timetable for development.

30. 9-30
Individualization
Learner Control
Ongoing Support