MGMT 373 Chapter 9
Development is about preparing for change in the form of new jobs, new responsibilities, or new requirements.
Implies learning that is not necessarily related to the employee’s current job. It prepares employees for other positions in the organization and increases their ability to move into jobs that may not yet exist.
To remain marketable, employees must continually develop new skills.
Consistent with modern Psychological Contract
(2) seek development experiences involving jobs, relationships, and formal courses.
C Glass ceiling
D Dead end
Many companies operate training and development centers.
Information may come from the employees, their peers, managers, and customers.
Ex: assigning an activity to a team and seeing who brings what skills and strengths to the team
2. Assessment Center
3. Benchmarks Assessment
4. Performance Appraisal
5. 360-Degree Feedback
Most popular test for employee development.
Assessment consists of 100 + questions about how the person feels or prefers to behave in different situations.
valuable tool for understanding communication styles and the ways people prefer to interact with others. It is not appropriate for measuring job performance, however, or as the only means of evaluating promotion potential
-E: interperonal relation
-I: Inner thoughts and feelings
-Sensing: Gather facts/details
-Intuitive: Possibilities and Relationships
-Judging: Focus on goals, deadlines
-Perceiving: Enjoy surprises, changing decisions
is to identify whether employees have the personality characteristics, administrative skills, and interpersonal skills needed for managerial jobs. Organizations also use them to determine whether employees have the skills needed for working in teams.
The types of exercises used in assessment centers include leaderless group discussions, interviews, in-baskets, and role-plays.
based on research into the lessons that executives learn in critical events of their careers.
. Items measure the 16 skills and perspectives listed in including how well managers deal with subordinates, acquire resources, and create a productive work climate.
1. must tell employees specifically about their performance problems and ways to improve their performance.
2. Employees must gain a clear understanding of differences between current and expected performance.
3. Appraisal process must identify causes of performance discrepancy and develop plans for improving performance.
This method demands a significant amount of time for raters to complete the evaluations.
If raters, especially subordinates or peers, provide negative feedback, some managers might try to identify and punish them.
A facilitator is needed to help interpret results. Finally, simply delivering ratings to a manager does not provide ways for the manager to act on the feedback (for example, development planning, meeting with raters, or taking courses). Raters identify an area of behavior as a strength of the employee or an area requiring further development.
Results presented to employee show how rating on each item and how self-evaluations differ from other raters’ evaluations.
Individual reviews results, seeks clarification from raters, and sets specific development goals based on strengths and weaknesses identified.
Hiring talented Staff
Putting people at ease
Doing Whatever it takes
Being a quick study
B. Performance appraisal
C. Assessment Center
develop skills needed for teamwork, including conflict resolution, data analysis, and customer service. These experiences may occur when forming a team and when employees switch roles within a team. Various job assignments can provide for employee development. The organization may enlarge the employee’s current job or move the employee to different jobs.Through these experiences, managers learn how to handle common challenges, and prove themselves.
The organization may also use downward moves or promotions as a source
2. Interpersonal relationships
3. Types of transitions
Makes jobs more interest and creates an opportunity for employees to develop new skills
Helps employees gain appreciation for company goals
Lateral moves, where move to a job with a similar level of responsibility .
Develop informally as a result of interests or values shared by the mentor and protégé.
Organization’s planned effort to bring together successful senior employees with less-experienced employees. Help ensure access to mentors for all employees, regardless of gender or race and ensure that high-potential employees are matched with wise, experienced mentors in key areas.
1. Working one-on-one with an employee, as when giving feedback.
2. Helping employees learn for themselves—for example, helping them find experts
and teaching them to obtain feedback from others.
3. Providing resources such as mentors, courses, or job experiences.
a. Self Assessment
b. Reality Check
c. Goal Setting
d. Action Planning
The employee’s responsibility is to identify opportunities and personal areas needing improvement.
The organization’s responsibility is to provide assessment information for identifying strengths, weaknesses, interests, and values.
Strong-Campbell Interest Inventory: Occupational and Job interests
Self-Directed Search: Preference in different working environments
The employee’s responsibility is to identify what skills he or she could realistically develop in light of the opportunities available.
The organization’s responsibility is to communicate the performance evaluation and the opportunities available to the employee, given the organization’s long-range plans.
Level of skill to apply
2. Level of skill to apply,
3. Work setting
4. Skill acquisition.
Any one or a combination of development methods may be used, depending on development need and career objectives.
The employee is responsible for identifying the steps and timetable to reach the goals.
The employer should identify resources needed, including courses, work experiences, and relationships.
likely caused by a lack of access to training programs, appropriate developmental job experiences, and developmental relationships such as mentoring or may not participate in the “old boy’s network.”. Managers making developmental assignments need to carefully consider whether stereotypes are influencing the types of assignments men and women receive. A formal process for regularly identifying development needs and creating action plans can make these decisions more objective.
A typical approach to development of high-potential employees is to have them complete an individual development program including education, executive mentoring and coaching, and rotation through job assignments. Job assignments are based on the successful career paths of the managers whom the high-potential employees are preparing to replace. High-potential employees may also receive developmental experiences, special assignments, such as making presentations and serving on committees and task forces and active involvement with the CEO.
2. Identify Employees to include
3. Define Job Requirements
4. Measure Employee Potential
5. Review and Plan to meet development needs
6. Link succession planning with Other HR Systems
7. Provide Feedback to employees
8. Measure plan of effectiveness
1. insensitivity to others
2. inability to be a team player,
4. poor conflict-management skills, i
5. Inability to meet business objectives,
6. Inability to adapt to change
inability to be a team player
poor conflict management skills
inability to meet business objectives
inability to adapt to change
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