Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

The Nuts & Bolts Of Constructing An Effective Individual Development Plan

3,643 views

Published on

Published in: Business, Technology

The Nuts & Bolts Of Constructing An Effective Individual Development Plan

  1. 1. <ul><li>The “Nuts and Bolts” </li></ul><ul><li>of Constructing an Effective </li></ul><ul><li>Individual Development Plan </li></ul><ul><li>Ron Weisinger © </li></ul><ul><li>Originally presented at the </li></ul><ul><li>New England Human Resources Association HR Invention Convention </li></ul><ul><li>November, 2006 </li></ul><ul><li>©2006 Ron Weisinger </li></ul><ul><ul><ul><li>(intellectual property of Ron Weisinger; may not be modified, copied or distributed without expressed permission) </li></ul></ul></ul>
  2. 3. “ Development is a series of small changes that, over time, result in a fundamental and enduring transformation of a behavior, competency, skill, or other personal characteristic.” What is Development?
  3. 4. <ul><li>Performance in a specific area is below the current requirements of the job </li></ul><ul><li>A weakness or gap in a skill that isn’t negatively impacting performance but might hold the employee back from future advancement </li></ul><ul><li>To leverage strengths in order to maximize performance in the current job </li></ul><ul><li>To acquire a new skill either for emerging business needs or to advance one’s career </li></ul>There Are Many Reasons To Have An Individual Development Plan (IDP) All of these are valid reasons to have an Individual Development Plan
  4. 5. <ul><li>Further development of a strength can be an untapped source of rewards and recognition </li></ul><ul><li>After all, our strengths are what got us to where we are. They are the drivers of our success </li></ul><ul><li>Sometimes it makes sense to find new ways to apply a strength so we can have a bigger impact in our current role </li></ul>Developing a Strength is Often Overlooked
  5. 6. <ul><li>In their annual review an employee is told: </li></ul><ul><ul><li>“ you need to improve your communication skills” </li></ul></ul><ul><li>What does this actually mean? </li></ul><ul><ul><li>Listening, showing interest, and responding to others’ ideas and concerns; </li></ul></ul><ul><ul><li>or… </li></ul></ul><ul><ul><li>Gathering and giving relevant information to others in a timely manner; </li></ul></ul><ul><li>or… </li></ul><ul><ul><li>Understanding the real needs of internal and external customers by asking the right questions, listening, and confirming </li></ul></ul>What Is The Message To An Employee?
  6. 7. <ul><li>If the manager isn’t able to isolate the right skill, how will s/he be sure that the employee’s IDP is on target? </li></ul>The Importance of Identifying the Right Skill
  7. 8. <ul><li>If you want an approach that is a bit more structured, you can use what is known as a “skills inventory” </li></ul><ul><li>Sometimes the skill gap is perfectly obvious, especially if you have received clear feedback </li></ul>Ways of Identifying the “Right” Skill <ul><li>You can think of the skills inventory as a toolbox of generic skills that apply to most exempt jobs </li></ul>
  8. 9. <ul><li>A list of skills that generically applies to most exempt jobs </li></ul><ul><li>The inventory is divided into seven sections: </li></ul><ul><ul><li>Managing work </li></ul></ul><ul><ul><li>Personal leadership </li></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><li>Commitment to learning </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><ul><li>Quality and customer focus </li></ul></ul><ul><ul><li>Leadership Skills (only for those who manage or supervise others) </li></ul></ul>The Skills Inventory ©Blessing-White
  9. 10. <ul><ul><li>A skill refers to a specific technique or method, such as knowing how to run a software program or how to execute a scientific experiment. Skills typically reflect a programmed sequence of steps </li></ul></ul><ul><ul><li>A competency is a listing of related knowledge, skills, abilities, and personal characteristics that help distinguish superior performance from average performance </li></ul></ul><ul><li>Skills are the building blocks of competencies </li></ul>Connecting Skills and Competencies to Development
  10. 11. <ul><ul><li>For example, the ability to play professional baseball could be viewed as a competency </li></ul></ul>Skills and Competencies: An Example <ul><ul><li>But the specific skills are hitting, fielding, pitching and running the bases </li></ul></ul>We’re #1!
  11. 12. <ul><li>Whether we’re focusing on skills, competencies, or behaviors, the approach is the same </li></ul>Assess Identify SKILLS COMPETENCIES BEHAVIORS Develop A Model of Development
  12. 13. <ul><li>Most development (whether skill or competency based) occurs through “on the job” activities vs. traditional classroom training </li></ul><ul><ul><li>70% on the job </li></ul></ul><ul><ul><ul><li>Role changes </li></ul></ul></ul><ul><ul><ul><li>Responsibilities enhanced </li></ul></ul></ul><ul><ul><ul><li>Practices, techniques, ideas to apply during one’s regular work </li></ul></ul></ul><ul><ul><li>20% from working with other people (for support) </li></ul></ul><ul><ul><ul><li>Feedback </li></ul></ul></ul><ul><ul><ul><li>Mentoring </li></ul></ul></ul><ul><ul><ul><li>Modeling </li></ul></ul></ul><ul><ul><ul><li>Coaching </li></ul></ul></ul><ul><ul><ul><li>Partnering </li></ul></ul></ul><ul><ul><li>10% from readings and course work </li></ul></ul><ul><ul><ul><li>Internal/external training </li></ul></ul></ul><ul><ul><ul><li>Reading/reference materials </li></ul></ul></ul>Sources of Development Activities
  13. 14. Constructing Your IDP
  14. 15. A development plan is a focused activity and typically an employee should be working on 1-2 identified needs at any one time. Each employee is responsible for his/her own development, with management and HR providing identification of needs and feedback, support, and resources as appropriate. Construction of this plan is a cooperative effort between the employee, manager and HR. SKILL/COMPETENCY: Conflict management and peer relationships. DEVELOPMENT OBJECTIVE: INDIVIDUAL DEVELOPMENT PLAN <ul><li>A “development objective” should: </li></ul><ul><ul><li>State a desired outcome or result </li></ul></ul><ul><ul><li>Be action oriented </li></ul></ul><ul><ul><li>Integrate the specific skill(s) being targeted </li></ul></ul>Skill Identification and Development Objective Improving my effectiveness as a project leader by actively listening and responding to others’ ideas, suggestions, and concerns; working effectively with those who have different ideas and perspectives.
  15. 16. <ul><li>Answering these three questions should help you determine if the planned development activities are meaningful and on target </li></ul><ul><li>They will also give you and your employee a common framework for recognizing progress </li></ul><ul><ul><li>How does the activity relate to the development need that has been identified? </li></ul></ul><ul><ul><li>How will you make it actionable? </li></ul></ul><ul><ul><li>How will you know if it’s having the desired impact? </li></ul></ul>The Three Questions of Highly Effective Development Activities
  16. 17. On-the-Job Experiences TIME FRAME(S) (By when?) SPECIFIC ACTIONS/ACTIVITIES (What will you do?) LEARNING MODE (How will you learn?) <ul><li>On-the-Job Experiences </li></ul><ul><ul><li>Role Change/Enhancements (New Projects, Assignments) </li></ul></ul><ul><ul><li>Practices, Techniques, Ideas to apply </li></ul></ul>
  17. 18. <ul><li>Conduct regular, individual Stop, Start, Continue dialogues with all team members and others across the organization as appropriate </li></ul><ul><ul><li>Identify the specific individuals </li></ul></ul><ul><ul><li>Identify what my objectives are </li></ul></ul><ul><ul><li>Develop an introductory “script” for explaining my objective and spinning up their receptivity </li></ul></ul><ul><ul><li>Solicit coaching from my manager or HR before implementing the above </li></ul></ul><ul><ul><li>Keep a journal of the feedback and on a monthly basis, discuss trends with my manager and/or HR. Develop follow-up steps based upon the feedback and these monthly coaching discussions </li></ul></ul>On-the-Job Activity (Example 1)
  18. 19. <ul><li>In partnership with my manager and HR implement methods to assess how the team is functioning and how I am functioning as the project leader </li></ul><ul><ul><li>Brief recaps at the end of each team meeting based upon a pre-determined set of questions </li></ul></ul><ul><ul><li>Quarterly use of a formal questionnaire to take a “snap shot” of team and team leader effectiveness </li></ul></ul>On-the-Job Activity (Example 2)
  19. 20. <ul><li>Prior to selected team meetings, meet with my manager to anticipate issues that may come up so I am better prepared to manage them </li></ul>On-the-Job Activity (Example 3)
  20. 21. <ul><li>Every few days take a step back and review the communications and interactions I have had with others. Enter these in a journal answering questions such as: </li></ul><ul><ul><li>Did I maximize my effectiveness? Why or why not? </li></ul></ul><ul><ul><li>Did I ask for the other person’s opinions or ideas? Why or why not? </li></ul></ul><ul><ul><li>If I was resistant to an idea was it because it was a poor one or because it was different from my own? </li></ul></ul><ul><ul><li>Did I ask open ended questions to gain more information? Why or why not? </li></ul></ul><ul><ul><li>Did I maintain the other person’s self esteem? Why or why not? </li></ul></ul><ul><ul><li>Was there a missed opportunity? Why or why not? </li></ul></ul><ul><ul><li>Is follow-up necessary with the other person? </li></ul></ul><ul><ul><li>On a monthly basis review the entries for trends. Review with my manager and/or HR as appropriate for on-going coaching. </li></ul></ul>On-the-Job Activity (Example 4)
  21. 22. Working With Other People for Support TIME FRAME(S) (By when?) SPECIFIC ACTIONS/ACTIVITIES (What will you do?) LEARNING MODE (How will you learn?) <ul><li>Working with Other People for Support </li></ul><ul><ul><li>Sources of Feedback, Mentoring, Modeling, Coaching & Partnering </li></ul></ul>
  22. 23. <ul><li>Coaching from my manager and/or HR </li></ul><ul><li>360 0 feedback </li></ul><ul><li>Team and Project Leader assessment tools </li></ul>Working with Other People For Support (Example)
  23. 24. <ul><li>Readings and course work typically supplement on-the-job development activities </li></ul><ul><li>If you incorporate these into your IDP, be sure to explain how you will make them actionable </li></ul>Readings and Course Work TIME FRAME(S) (By when?) SPECIFIC ACTIONS/ACTIVITIES (What will you do?) LEARNING MODE (How will you learn?) <ul><li>Readings and Course Work </li></ul><ul><ul><li>Internal/External Training </li></ul></ul><ul><ul><li>Reading/References </li></ul></ul>
  24. 25. <ul><li>Review three chapters in Leadership Through People Skills </li></ul><ul><ul><li>Chapter 8: Creating Receptivity to Your Ideas </li></ul></ul><ul><ul><li>Chapter 9: Probing </li></ul></ul><ul><ul><li>Chapter 10: Presentation Skills </li></ul></ul><ul><ul><li>Extract key points from these chapters and develop them into an action plan to augment the activities in the practices, techniques, ideas to apply section </li></ul></ul><ul><li>Attend Facilitation Skills (internal course) </li></ul><ul><ul><li>Extract key points from this course and develop them into an action plan to augment the activities in the practices, techniques, ideas to apply section </li></ul></ul>Readings and Course Work (Examples)
  25. 26. <ul><li>For each activity in your IDP you should indicate a timeframe for completion, or milestone dates </li></ul><ul><li>Without dates or milestones, how will you know you are on schedule? </li></ul><ul><li>Be realistic in terms of your “bandwidth” </li></ul><ul><li>Apply appropriate “urgency” </li></ul>Time Frames TIME FRAME(S) (By when?) SPECIFIC ACTIONS/ACTIVITIES (What will you do?) LEARNING MODE (How will you learn?)
  26. 27. Measures of Development Progress TIME FRAME(S) (By when?) SPECIFIC ACTIONS/ACTIVITIES (What will you do?) LEARNING MODE (How will you learn?) <ul><li>Measures of Development Progress </li></ul><ul><ul><li>(How will you know if you’ve made progress?) </li></ul></ul>
  27. 28. <ul><li>Don’t agonize over “hard” metrics for skill development; the so-called “soft” skills can be the hardest to measure </li></ul><ul><li>Transforming a weakness into a strength isn’t easy, nor is it realistic in the short term. Aim to “neutralize” a weakness first </li></ul><ul><li>Having a structured process in place to work on the skill is an acceptable “work in progress” metric </li></ul><ul><li>Periodic feedback from appropriate sources (i.e., your manager, co-workers, customers, etc.) can be a good measure of developmental progress </li></ul><ul><li>Ask those your work with for examples of what “improvement” would look like to them </li></ul><ul><li>See if you can describe or define the gap between “what currently is” and “what should be” </li></ul>Tips for Measures and Metrics
  28. 29. <ul><li>The various sources of feedback have enabled me to identify specific behaviors that I want to change in order to meet my development objective </li></ul><ul><li>I’ve been able to implement specific actions, tools, and processes that are helping me to practice the behavior changes I want to make </li></ul><ul><li>I have a process for continuous feedback and am utilizing it regularly </li></ul><ul><li>I’m meeting regularly with my manager and HR to review the insights I’ve learned and assess my progress </li></ul><ul><li>I feel more comfortable in team meetings, and don’t get “hijacked” when there is conflict or a difference of opinion </li></ul><ul><li>When I ask others for feedback they recognize my efforts and offer positive reinforcement. They notice a difference </li></ul><ul><li>There is less “noise” about my leading the team. My manager has noticed a definite change in the amount of negative feedback he’s been receiving after team meetings </li></ul><ul><li>Our team is getting our work done faster </li></ul><ul><li>Their ratings on the team and project leader assessments have improved </li></ul>Indicators/Measures of Developmental Progress (Examples)
  29. 30. <ul><li>Actively soliciting and embracing feedback </li></ul><ul><li>Introspection; a willingness </li></ul><ul><li>to look at oneself </li></ul><ul><li>Receptivity to changing conditions or circumstances </li></ul><ul><li>Venturing outside one’s </li></ul><ul><li>comfort zone </li></ul>Behaviors That Support Development
  30. 31. STOP, START, CONTINUE <ul><li>One way to obtain feedback is to utilize this process with key people your direct report has frequent interactions with </li></ul><ul><li>This approach can be modified for a wide variety of uses in support of development activities </li></ul>A Tool for Soliciting Feedback
  31. 32. <ul><li>A full page of development ideas and activities for each skill in the inventory </li></ul><ul><ul><li>On the job ideas </li></ul></ul><ul><ul><li>Readings </li></ul></ul><ul><ul><li>Programs </li></ul></ul><ul><ul><li>How to practice </li></ul></ul><ul><ul><li>How to measure </li></ul></ul><ul><ul><li>How to use this talent more </li></ul></ul>The Skills Inventory Resource Guide ©Blessing-White
  32. 33. <ul><li>Ultimately the best source of advice and assistance for your employee’s IDP is YOU, THEIR MANAGER </li></ul><ul><li>And don’t forget their HR business partner either! </li></ul>The Best Source of Advice on Their IDP
  33. 34. And Remember…

×