Developing Employeesfor Future Success HRM
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The document discusses employee development approaches and career management systems. It describes how training focuses on current job skills while development prepares employees for future roles that may not yet exist. Development involves activities like education, assessment, job experiences, and relationships. Career management involves data gathering, feedback, goal setting, and action planning to help employees and organizations identify development needs. The challenges of glass ceilings and effective succession planning are also mentioned.
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Developing Employeesfor Future Success HRM
- 1. Developing Employees for Future Success FUNDAMENTALS OF HUMAN RESOURCE MANAGEMENT 5TH Ed. RA Noe, JR Hollenback, B. Gerhart, PM Wright Bernardo G. Bringas, MD HRM - MHM Sem 3
- 2. OVERVIEW 2. APPROACHES TO EMPLOYEE DEVELOPMENT 3. SYSTEMS FOR CAREER MANAGEMENT 4. DEVELOPMENT-RELATED CHALLENGES
- 4. DEVELOPMENT • May not be related to current job • Prepares employee for other jobs or jobs that may not yet exist within the organization. • Help employee prepare for changes in responsibilities in their current jobs
- 5. TRAINING • Help employees improve performance of current jobs TRAINING DEVELOPMENT Focus Current Future Use of work experiences Low High Goal Prepare for current job Fix current skill/deficit Prepare for changes Prepare for future work, demands Participation Required Voluntary Time Frame Immediate Long term
- 6. DEVELOPMENT FOR CAREERS • Traditional view, career consists of sequence of positions within an occupation or organization. • Recently, today’s employees are more likely to have a protean career
- 7. • Career- sequence of position within an occupation or organization
- 8. PROTEAN CAREER • Career that frequently changes based on changes in the person’s interests, abilities, values and work environment • Employees look for organizations to provide, not job security and a career ladder to climb, but instead development opportunities and flexible work arrangements. • Jobs are less likely to last a lifetime, so employees have to prepare for newly created positions.
- 9. • To remain marketable, employee must continually develop new skills. • Beyond knowing job requirements, employees need to: 1. understand the business in which they are working and be able to cultivate valuable relationships with co-workers, managers, suppliers, and customers. 2. follow trends in their field and industry and gain experience
- 10. More employees will follow a spiral career path in which they cross the boundaries between specialties and organizations. Career management helps employees select development activities that prepare them to meet their career goals. It helps employers select development activities in line with their human resource needs.
- 11. PEDIA PEDIA NEPHRO SKIN SPECIALIST ENTREPRENEUR
- 13. OVERVIEW 1. TRAINING, DEVELOPMENT, AND CARREER MANAGEMENT 3. SYSTEMS FOR CAREER MANAGEMENT 4. DEVELOPMENT-RELATED CHALLENGES
- 14. 1. Formal education 2. Assessment 3. Job experiences 4. Interpersonal relationships 2.
- 15. Workshops Short courses University programs Master’s degree Executive educations Collecting info and providing feedback on employee behavior, communication style, skills Combination of relationships, problems, demands tasks and other features of an employee’s job Interacting with more experienced organization member Mentoring Coaching 2.
- 16. FORMAL EDUCATION • Workshops • Short courses/ Lectures • Simulations • Business games • Experiential programs 2. APPROACHES TO EMPLOYEE DEVELOPMENT 2.
- 17. 1. Formal education 3. Job experiences 4. Interpersonal relationships 2.
- 18. ASSESSMENT • Collecting information and providing feedback about their behavior, communication style, or skills – share with employee being assessed • Info may come from employees, managers, peers, customers • Frequently use is to Identify managers’ strengths and weaknesses and potential promotions. • Try to correct weaknesses through training courses and new job experiences. • Assessment tools: try to measure employee’s skill, personality type and communication styles. 2.
- 19. ASSESSMENT TOOLS: • Myers-Briggs Type Indicator • Assessment centers • Benchmark • Performance appraisal • 360-degree feedback 2.
- 20. Myers-Briggs Type Indicator- identifies individuals’ preferences for source of energy, means of information gathering, way of decision making, and lifestyle. The assessment consists of more than 100 questions about how the person feels or prefers to behave in different situations. Source of energy Means of information gathering Way of decision making Lifestyle Provides information for team building and leadership development 2.
- 21. Myers-Briggs Type Indicator Energy Info-gathering Decision making Lifestyle
- 22. Assessment tool: MBTI Best Jobs
- 23. Benchmarks • Measurement tool that gathers ratings of a manager’s use of skills. Association with success in managing.
- 26. 1. Formal education 2. Assessment 4. Interpersonal relationships 2.
- 27. • JOB EXPERIENCES The combination of relationships, problems, demands, tasks and other features of an employee’s job. 1. Job enlargement 2. Job rotation 3. Transfers, promotions and downward moves 4. Temporary assignment with other organizations 2.
- 29. Job enlargement • Adding challenges or new responsibilities to employees’ current job. Ie. Special projects • Makes job more interesting and creates opportunity to develop new skills and more productive. 2.
- 30. Transfer, Downward move and promotion. TRANSFER • the organization assigns an employee to a position in a different area of the company. • Transfers do not necessarily increase job responsibilities or compensation. • They are usually lateral moves, moving to a job with a similar level of responsibility. • They may involve relocation to another part of the country or even to another country. DOWNWARD MOVE • occurs when an employee is given less responsibility and authority. • The organization may demote an employee because of poor performance or move the employee to a lower-level position in another function so that the employee can develop different skills. PROMOTION • involves moving an employee into a position with greater challenges, more responsibility, and more authority than in the previous job. • Usually promotions include pay increases. 2.
- 31. Job rotation • moving employees through a series of job assignments in one or more functional areas. helps employees gain an appreciation for the company’s goals, increases their understanding of different company functions, develops a network of contacts, and improves problem-solving and decision-making skills. also helps employees increase their salary and earn promotions faster. 2.
- 32. Temporary Assignments with Other Organizations • Externship – a position at another organization. – The company makes the employees’ expertise available to many parts of the company at the same time it keeps them more engaged because they see many ways they contribute to the company’s success. – These employees are challenged to learn as they apply their skills to a more diverse set of business problems. 2.
- 33. 2. • Sabbatical - LOA to renew or acquire or develop skills - usually with full pay and benefits
- 34. 1. Formal education 2. Assessment 3. Job experiences 2.
- 35. Interpersonal Relationships • Employees can also develop skills and increase their knowledge about the organization and its customers by interacting with a more experienced organization member. • Mentor – Experienced productive senior employee who helps develop a less-experienced employee (protégé). – Protégés receive career support, including coaching, protection, sponsorship, challenging assignments, and visibility among the organization’s managers 2.
- 36. Interpersonal Relationships • Coach – A peer or manager who works with the employee to motivate and help develop skills and provide reinforcement and feedback – Roles: 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. 2.
- 37. OVERVIEW 1. TRAINING, DEVELOPMENT, AND CARREER MANAGEMENT 2. APPROACHES TO EMPLOYEE DEVELOPMENT 4. DEVELOPMENT-RELATED CHALLENGES
- 38. Systems for Career Management
- 39. 3. SYSTEMS FOR CAREER MANAGEMENT DATA GATHERING • Identify a development need • 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. • Self-assessment tools helps an employee consider his or her current career status, future plans, and the fit between the career and the employee’s current situation and resources. 2.
- 41. FEEDBACK • Employees receive information about their skills and knowledge and where these assets fit into the organization’s plans. • Employer communicate the performance evaluation and the opportunities available to the employee. Opportunities might include promotions or transfers. 2.
- 42. GOAL SETTING • Based on the information from the self-assessment and reality check, the employee sets short- and long-term career objectives. These goals are usually specific and time bound and usually involve one or more of the following categories: – Desired positions, such as becoming sales manager within three years. – Level of skill to apply—for example, to use one’s budgeting skills to improve the unit’s cash flow problems. – Work setting—for example, to move to corporate marketing within two years. – Skill acquisition, such as learning how to use the company’s human resource information system. 2.
- 43. ACTION PLANNING AND FF-UP • 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. • Progress monitored by both employee and manager. 2.
- 44. • Action plans may involve any one or a combination of the development methods discussed earlier in the chapter—training, assessment, job experiences, or the help of a mentor or coach. 2.
- 46. OVERVIEW 1. TRAINING, DEVELOPMENT, AND CARREER MANAGEMENT 2. APPROACHES TO EMPLOYEE DEVELOPMENT 3. SYSTEMS FOR CAREER MANAGEMENT
- 47. Development-related Challenges Glass Ceiling • Circumstances resembling an invisible barrier that keep most women and minorities from attaining the top jobs in organizations. Succession Planning • Process of identifying and tracking high- potential employees who will be able to fill top management positions. Dysfunctional Managers • Manager who is otherwise competent may engage in some behaviors that make him or her ineffective or even “toxic” – stifles ideas and drives away good employees.
- 48. GLASS CEILING • Invisible barrier is keeping women and minorities from reaching the top jobs • caused by a lack of access to training programs, appropriate developmental job experiences, and developmental relationships such as mentoring ( managers may prefer to interact with people who have similar status and avoiding interaction with certain people due to discomfort or negative stereotypes) • Organizations can use development systems to help break through the glass ceiling. • Managers making developmental assignments need to carefully consider whether stereotypes are influencing the types of assignments men and women receive. 2.
- 49. SUCCESSION PLANNING • 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. • Research shows that an effective program for developing high-potential employees has three stages. 1. Selection of high-potential employees —ie. Master’s degree 2. Developmental experiences —organization identifies those who succeed in the experiences. 3. Active involvement with the CEO —High-potential employee seen by top mgt.as fitting to the culture of the org and have personal char.necessary for representing the company. 2.
- 50. Figure 9.6: Process for Developing a Succession Plan 2.
- 51. DYSFUNCTIONAL MANAGERS • A manager who is otherwise competent may engage in some behaviors that make him or her ineffective or even “toxic”—someone who stifles good ideas and drives away employees. • These dysfunctional behaviors include insensitivity to others, inability to be a team player, arrogance, poor conflict-management skills, inability to meet business objectives, and inability to adapt to change. 2.
- 52. • When a manager is an otherwise valuable employee and is willing to improve, the organization may try to help him or her change the dysfunctional behavior. The usual ways to provide this type of development include assessment, training, and counseling 2.
- 53. SUMMARY • Employee development is the combination of formal education, job experiences, relationships, and assessment of personality and abilities to help employees prepare for the future of their careers. • Training is more focused on improving performance in the current job, but training programs may support employee development.
- 54. SUMMARY • The concept of a career is fluid – a protean career that changes along with changes in a person’s interests, abilities, and values and changes in the work environment. • It requires active career management, which includes planning for employee development.
- 55. SUMMARY • Assessment tools combine a variety of methods to provide assessment information. Managers must share assessments to employees, along with suggestions for improvement. • Job experiences contribute to development through a combination of relationships, problems, demands, tasks, and other features of an employee’s jobs. • Organizations must consider that women and minority employees receive access to development resources such as coaches and mentors.
- 56. SUMMARY • Effective succession planning includes methods for selecting high-potential employees, providing them with developmental experiences, and getting the CEO actively involved with these employees. • For dysfunctional managers who have the potential to contribute to the organization, the organization may offer development targeted at correcting the areas of dysfunction.
- 57. Thank you…..
Editor's Notes
- Research on the validity, reliability, and effectiveness of the MBTI is inconclusive. 13 People who take the MBTI find it a positive experience and say it helps them change their behavior. However, MBTI scores are not necessarily stable over time. Studies in which the MBTI was administered at two different times found that as few as one-fourth of those who took the assessment were classified as exactly the same type the second time. Still, the MBTI is a 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.
- A development method that focuses on measuring management skills is an instrument called Benchmarks. This measurement tool gathers ratings of a manager’s use of skills associated with success in managing. The items measured by Benchmarks are based on research into the lessons that executives learn in critical events of their careers. 18 Items measure the 16 skills and perspectives listed in Table 9.2 , including how well managers deal with subordinates, acquire resources, and create a productive work climate. Research has found that managers who have these skills are more likely to receive positive performance evaluations, be considered promotable, and be promoted.