chapter 8 Performance Management and Employee DeveloJinElias52
chapter
8
Performance
Management and
Employee Development
One of the tests of leadership is the ability to recognize
a problem before it becomes an emergena;.
- Arnold H. Glasow
Learning Objectives
By t he end of this cha pter, you will be able to do t he following:
1. Design your own personal developmental plan that ad·
dresses how you can continually learn and grow in the
next year, how you can do better in the future. how you
can avoid performance problems faced in the past. and
where you are now and where you would like to be in
terms of your ca reer path.
2. Formulate a developmental plan so you can improve your
own reflective, communicative, and behavioral ca reer
competencies.
3. Prepa re a developmental plan that includes professional
development needs, resources/support needed, and a
ti meline for meeting each need with the goals of improving
performance in current position, sustaining performance in
current position. preparing employees for advancement .
and enriching the employee's work experience.
4. Produce a development plan that includes a range of
activities (e.g .. on-the-job training, courses. self-guided
studying, mentoring. attending a conference or trade
show. mixing with the best. job rotation. getting a degree).
5. Propose a developmental plan that highlights the key role
of the supervisor as a guide and facilitator of the devel-
opmental process (e.g., explaining what is required of the
employee to reach a required performance level. referring
to appropriate developmental activiti es. reviewing and
making suggestions about developmental objectives).
6. Implement a multisource (i.e .. supervisors. peers. self, di-
rect reports. customers) feedback system with the goal of
providing feedback on and improving performance.
7. Implement multisource feedback systems t hat takes ad-
vantage of all of its benefits (e.g .• increased awareness
of expectations. improved performance, reduced " undis-
cussables" and defensiveness).
8. Implement multisource feedback systems that minimize
potential risks and pitfalls (e.g .• could hurt employees' feel·
ings. individuals may feel uncomfortable with the system and
believe they will not be rated honesHy and treated fairly, is un·
likely to work well in organizations that have highly hierarchical
cultures that do not support open and honest feedback).
225
226 Part Ill Employee and Leadership Development
Part I of this text described strategic and macro-organizational issues in designing
a performance management system. Part II described operational and technical
details on how to roll out and implement the system. As is mentioned throughout
this book, employee development is a key result of state-of-the-science performance
management systems. Accordingly, Part III incl udes two chapters dealing with
developmental issues and pertains to two key stakeholders in the developmental
process: (1) the employees of the organizati ...
Is your training paying dividends: employee development, behavioral change, and or better leadership? Smart CEOs realize that organizational success really begins and ends with the employees’ development that supports day-to-day actions that sustain organizational success. Today, due to the Internet and the ability to conduct evaluations, online surveys, multi-rater 360˚ feedback, webinar training, and live streaming, programed learning modules create formats for on-going talent and training development. So many opportunities, so little behavioral change! Why isn’t training working?
chapter 8 Performance Management and Employee DeveloJinElias52
chapter
8
Performance
Management and
Employee Development
One of the tests of leadership is the ability to recognize
a problem before it becomes an emergena;.
- Arnold H. Glasow
Learning Objectives
By t he end of this cha pter, you will be able to do t he following:
1. Design your own personal developmental plan that ad·
dresses how you can continually learn and grow in the
next year, how you can do better in the future. how you
can avoid performance problems faced in the past. and
where you are now and where you would like to be in
terms of your ca reer path.
2. Formulate a developmental plan so you can improve your
own reflective, communicative, and behavioral ca reer
competencies.
3. Prepa re a developmental plan that includes professional
development needs, resources/support needed, and a
ti meline for meeting each need with the goals of improving
performance in current position, sustaining performance in
current position. preparing employees for advancement .
and enriching the employee's work experience.
4. Produce a development plan that includes a range of
activities (e.g .. on-the-job training, courses. self-guided
studying, mentoring. attending a conference or trade
show. mixing with the best. job rotation. getting a degree).
5. Propose a developmental plan that highlights the key role
of the supervisor as a guide and facilitator of the devel-
opmental process (e.g., explaining what is required of the
employee to reach a required performance level. referring
to appropriate developmental activiti es. reviewing and
making suggestions about developmental objectives).
6. Implement a multisource (i.e .. supervisors. peers. self, di-
rect reports. customers) feedback system with the goal of
providing feedback on and improving performance.
7. Implement multisource feedback systems t hat takes ad-
vantage of all of its benefits (e.g .• increased awareness
of expectations. improved performance, reduced " undis-
cussables" and defensiveness).
8. Implement multisource feedback systems that minimize
potential risks and pitfalls (e.g .• could hurt employees' feel·
ings. individuals may feel uncomfortable with the system and
believe they will not be rated honesHy and treated fairly, is un·
likely to work well in organizations that have highly hierarchical
cultures that do not support open and honest feedback).
225
226 Part Ill Employee and Leadership Development
Part I of this text described strategic and macro-organizational issues in designing
a performance management system. Part II described operational and technical
details on how to roll out and implement the system. As is mentioned throughout
this book, employee development is a key result of state-of-the-science performance
management systems. Accordingly, Part III incl udes two chapters dealing with
developmental issues and pertains to two key stakeholders in the developmental
process: (1) the employees of the organizati ...
Is your training paying dividends: employee development, behavioral change, and or better leadership? Smart CEOs realize that organizational success really begins and ends with the employees’ development that supports day-to-day actions that sustain organizational success. Today, due to the Internet and the ability to conduct evaluations, online surveys, multi-rater 360˚ feedback, webinar training, and live streaming, programed learning modules create formats for on-going talent and training development. So many opportunities, so little behavioral change! Why isn’t training working?
Adding velocity and alignment to your leadership development efforts. Too much of leadership effort is about throwing seeds and hoping that a strong plant will grow. We dont need one plant. We need many plants
Career management practices and programmers
Many companies today are struggling with how to meet employee expectations regarding career development and advancement opportunities at a time when organizations are delayering and growth in the U.S. has slowed. In order to address this concern, E. L. Goldberg & Associates has collected career
management benchmark information and best practices from 34 organizations, representing a wide variety of industries. A supplemental study collected data from 75 professionals regarding how they define career success. Results indicate a significant shift in defining success in terms of intrinsic satisfiers versus the traditional more objective measures of success.
The benchmarking results reveal a major call to action for employers. Employees’ perceptions of career development and opportunities is frequently one of the lowest rated items on employee surveys, and research shows this is one of the top predictors of employee engagement. Despite this fact most companies subscribe to a philosophy of career self-reliance, essentially abdicating their responsibility for career management, leaving it up to the employee to figure out.
E. L. Goldberg & Associates believes that organizations can be more proactive in career management holding managers more accountable for understanding their employees’ career aspirations and educating employees on their career options. In addition, managers need to devote time to creating challenging opportunities that will contribute to individual career growth and development. This report outlines several best practices that participating companies utilize to facilitate career
management with both high-potential employees and the broader employee population.
These practices can have an impact on changing employees perceptions as two of the more innovative companies in this study reported that they created greater retention and career development satisfaction by providing people with development experiences versus simply a promotion. It is time for organizations to change their career management philosophies and become a more proactive partner in helping employees build their career.
The global marketplace and ever-changing workforce have created the need for organizations to engage human resources practices that recognize their human capital as their major competitive advantage. In fact, the current trends emphasize the growing demand for effective, creative recruitment and retention initiatives. Most human resources executives will cite the need to stay competitive with these initiatives as one of their biggest challenges. One of the basic principles to assist with this challenge is to embrace proactive and strategic career management practices that can provide you with a strong foundation for gaining a competitive edge.
Highlights
• A majority of survey respondents indicated that they define career success as being engaged in c
PrefaceTraditionally, training and development were not viewed a.docxharrisonhoward80223
Preface
Traditionally, training and development were not viewed as activities that could help companies create “value” and successfully deal with competitive challenges. Today, that view has changed. Companies that use innovative training and development practices are likely to report better financial performance than their competitors that do not. Training and development also help a company develop the human capital needed to meet competitive challenges. Many companies now recognize that learning through training, development, and knowledge management helps employees strengthen or increase their skills in order to improve or make new products, generate new and innovative ideas, and provide high-quality customer service. Also, development activities and career management are needed to prepare employees for managerial and leadership positions and to attract, motivate, and retain talented employees at all levels and in all jobs. An emphasis on learning through training, development, and knowledge management is no longer in the category of “nice to do”—they are a “must do” if companies want to gain a competitive advantage and meet employees’ expectations.
Businesses today must compete in the global marketplace, and the diversity of the workforce continues to increase. As a result, companies need to train employees to work with persons from different cultures, both within the United States and abroad. Technologies, such as social media, and tablet computers, such as the iPad, reduce the costs associated with bringing employees to a central location for training. At the same time, the challenge is ensuring that these training methods include the necessary conditions (practice, feedback, self-pacing, etc.) for learning to occur. Through the blended learning approach, companies are seeking the best balance between private, self-paced, technology-based training (such as online learning), and methods that allow interpersonal interaction among trainees (such as classroom instruction or active learning). Employees from the millennial generation are well versed in informal learning, especially through collaboration facilitated by social media such as Facebook and Twitter. Also, their gaming experiences lead them to expect that learning experiences will be fun, multidimensional, challenging, and provide immediate feedback and rewards.
The role of training has broadened beyond training program design. Effective instructional design remains important, but training managers, human resource experts, and trainers are increasingly being asked to create systems to motivate employees to learn, not only in programs but informally on the job; create knowledge; and share that knowledge with other employees in the company. Training has moved from an emphasis on a one-time event to the creation of conditions for learning that can occur through collaboration, online learning, traditional classroom training, or a combination of these methods. There is increased recog.
A Complete Guide to Employee and Organizational DevelopmentAnayaGrewal
In this guide, we will look at what organization development is and its goals.
We’ll explore common interventions that organizations use to improve their effectiveness through OD processes, such as strategic planning or training programs for employees who work in different departments across the company’s hierarchy.
This PowerPoint presentation, titled "HR for Non HR: Learning & Development (L&D)," is designed to provide non-HR professionals with an understanding of the significance and components of L&D in the workplace. The deck covers topics such as the importance of acquiring new skills, the ongoing process of enhancing individual and organizational performance, and key facts highlighting the value of L&D. It also delves into the components of learning and development, including learning, development, training, and education. The presentation emphasizes the need for organizations to prioritize L&D to foster a culture of continuous learning, innovation, and adaptability.
Structure of the Written Report Different Instructors will req.docxjohniemcm5zt
Structure of the Written Report
Different Instructors will require different formats for case reports, but they should all have roughly the same general content. For this course, the report should have the following sections in this order:
1. Title page
2. Table of contents
3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Grading Rubric
HIGH SCORE:
Content and Subject: Easily identifiable, clear. Meets or exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Good flow and well-structured.
Examples/Sources: Examples were used. Integration of external sources occurred.
Analysis: Interesting and novel. Provides different Marketing Principles based actions, recommendations & perspectives; demonstrates critical thinking and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in grammar, syntax, punctuation, and spelling.
Bulletin of Education and Research
June 2013, Vol. 35, No. 1 pp. 95-105
Competitive Branding & Development Model:
A Qualitative Case Study of UAE approach to Human Capital
Dr. Nadir Ali Kolachi *
_______________________________________________________________
Abstract
The paper reports on the branding and development factors. Countries are in need to brand
their activities to attract the coordination and business from other countries. The main focus of
this paper is related to competitive branding at individual & country level in order to develop
required human capital in next five to seven years. The paper investigates the parameters of
branding and competency through the proposed model named competitive branding and
development (CBD) model. The model reports on the important factors for branding and
competency. The paper is spread on two levels of branding based on the micro level
(individual) and macro level (country). The paper aims to investigate the competitive branding
of individuals and countries. This paper will report on UAE perspective. The branding is
discussed through the proposed model named Competitive Branding & Development (CBD)
in this paper. The study reports as a practical Case study limited to UAE only. The choice of
case study approach in this research was convenient and suitable in such types of studies. The
practical implication of this study is to identify the parameters to brand & develop individual
and countries at various domains. The parameters are organized into a model form named as
Competitive Branding & Development (CBD) Model. The countries can utilize such model to
evaluate their competency levels in comparison to other countries. This paper is academic,
research and practical type and may benefit students, teachers, researchers, managers, policy
makers from International Business, Individual development, Country developm.
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
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Adding velocity and alignment to your leadership development efforts. Too much of leadership effort is about throwing seeds and hoping that a strong plant will grow. We dont need one plant. We need many plants
Career management practices and programmers
Many companies today are struggling with how to meet employee expectations regarding career development and advancement opportunities at a time when organizations are delayering and growth in the U.S. has slowed. In order to address this concern, E. L. Goldberg & Associates has collected career
management benchmark information and best practices from 34 organizations, representing a wide variety of industries. A supplemental study collected data from 75 professionals regarding how they define career success. Results indicate a significant shift in defining success in terms of intrinsic satisfiers versus the traditional more objective measures of success.
The benchmarking results reveal a major call to action for employers. Employees’ perceptions of career development and opportunities is frequently one of the lowest rated items on employee surveys, and research shows this is one of the top predictors of employee engagement. Despite this fact most companies subscribe to a philosophy of career self-reliance, essentially abdicating their responsibility for career management, leaving it up to the employee to figure out.
E. L. Goldberg & Associates believes that organizations can be more proactive in career management holding managers more accountable for understanding their employees’ career aspirations and educating employees on their career options. In addition, managers need to devote time to creating challenging opportunities that will contribute to individual career growth and development. This report outlines several best practices that participating companies utilize to facilitate career
management with both high-potential employees and the broader employee population.
These practices can have an impact on changing employees perceptions as two of the more innovative companies in this study reported that they created greater retention and career development satisfaction by providing people with development experiences versus simply a promotion. It is time for organizations to change their career management philosophies and become a more proactive partner in helping employees build their career.
The global marketplace and ever-changing workforce have created the need for organizations to engage human resources practices that recognize their human capital as their major competitive advantage. In fact, the current trends emphasize the growing demand for effective, creative recruitment and retention initiatives. Most human resources executives will cite the need to stay competitive with these initiatives as one of their biggest challenges. One of the basic principles to assist with this challenge is to embrace proactive and strategic career management practices that can provide you with a strong foundation for gaining a competitive edge.
Highlights
• A majority of survey respondents indicated that they define career success as being engaged in c
PrefaceTraditionally, training and development were not viewed a.docxharrisonhoward80223
Preface
Traditionally, training and development were not viewed as activities that could help companies create “value” and successfully deal with competitive challenges. Today, that view has changed. Companies that use innovative training and development practices are likely to report better financial performance than their competitors that do not. Training and development also help a company develop the human capital needed to meet competitive challenges. Many companies now recognize that learning through training, development, and knowledge management helps employees strengthen or increase their skills in order to improve or make new products, generate new and innovative ideas, and provide high-quality customer service. Also, development activities and career management are needed to prepare employees for managerial and leadership positions and to attract, motivate, and retain talented employees at all levels and in all jobs. An emphasis on learning through training, development, and knowledge management is no longer in the category of “nice to do”—they are a “must do” if companies want to gain a competitive advantage and meet employees’ expectations.
Businesses today must compete in the global marketplace, and the diversity of the workforce continues to increase. As a result, companies need to train employees to work with persons from different cultures, both within the United States and abroad. Technologies, such as social media, and tablet computers, such as the iPad, reduce the costs associated with bringing employees to a central location for training. At the same time, the challenge is ensuring that these training methods include the necessary conditions (practice, feedback, self-pacing, etc.) for learning to occur. Through the blended learning approach, companies are seeking the best balance between private, self-paced, technology-based training (such as online learning), and methods that allow interpersonal interaction among trainees (such as classroom instruction or active learning). Employees from the millennial generation are well versed in informal learning, especially through collaboration facilitated by social media such as Facebook and Twitter. Also, their gaming experiences lead them to expect that learning experiences will be fun, multidimensional, challenging, and provide immediate feedback and rewards.
The role of training has broadened beyond training program design. Effective instructional design remains important, but training managers, human resource experts, and trainers are increasingly being asked to create systems to motivate employees to learn, not only in programs but informally on the job; create knowledge; and share that knowledge with other employees in the company. Training has moved from an emphasis on a one-time event to the creation of conditions for learning that can occur through collaboration, online learning, traditional classroom training, or a combination of these methods. There is increased recog.
A Complete Guide to Employee and Organizational DevelopmentAnayaGrewal
In this guide, we will look at what organization development is and its goals.
We’ll explore common interventions that organizations use to improve their effectiveness through OD processes, such as strategic planning or training programs for employees who work in different departments across the company’s hierarchy.
This PowerPoint presentation, titled "HR for Non HR: Learning & Development (L&D)," is designed to provide non-HR professionals with an understanding of the significance and components of L&D in the workplace. The deck covers topics such as the importance of acquiring new skills, the ongoing process of enhancing individual and organizational performance, and key facts highlighting the value of L&D. It also delves into the components of learning and development, including learning, development, training, and education. The presentation emphasizes the need for organizations to prioritize L&D to foster a culture of continuous learning, innovation, and adaptability.
Structure of the Written Report Different Instructors will req.docxjohniemcm5zt
Structure of the Written Report
Different Instructors will require different formats for case reports, but they should all have roughly the same general content. For this course, the report should have the following sections in this order:
1. Title page
2. Table of contents
3. Executive summary
4. Problem (Issue) statement
5. Data analysis
6. Key Decision Criteria
7. Alternatives analysis
8. Recommendations
9. Action and Implementation Plan
10. Exhibits
Grading Rubric
HIGH SCORE:
Content and Subject: Easily identifiable, clear. Meets or exceeds page or word length requirement.
Structure: Apparent, understandable, and applicable. Good flow and well-structured.
Examples/Sources: Examples were used. Integration of external sources occurred.
Analysis: Interesting and novel. Provides different Marketing Principles based actions, recommendations & perspectives; demonstrates critical thinking and critical analysis at a high level.
Mechanics: Excellent APA format. Virtually devoid of errors in grammar, syntax, punctuation, and spelling.
Bulletin of Education and Research
June 2013, Vol. 35, No. 1 pp. 95-105
Competitive Branding & Development Model:
A Qualitative Case Study of UAE approach to Human Capital
Dr. Nadir Ali Kolachi *
_______________________________________________________________
Abstract
The paper reports on the branding and development factors. Countries are in need to brand
their activities to attract the coordination and business from other countries. The main focus of
this paper is related to competitive branding at individual & country level in order to develop
required human capital in next five to seven years. The paper investigates the parameters of
branding and competency through the proposed model named competitive branding and
development (CBD) model. The model reports on the important factors for branding and
competency. The paper is spread on two levels of branding based on the micro level
(individual) and macro level (country). The paper aims to investigate the competitive branding
of individuals and countries. This paper will report on UAE perspective. The branding is
discussed through the proposed model named Competitive Branding & Development (CBD)
in this paper. The study reports as a practical Case study limited to UAE only. The choice of
case study approach in this research was convenient and suitable in such types of studies. The
practical implication of this study is to identify the parameters to brand & develop individual
and countries at various domains. The parameters are organized into a model form named as
Competitive Branding & Development (CBD) Model. The countries can utilize such model to
evaluate their competency levels in comparison to other countries. This paper is academic,
research and practical type and may benefit students, teachers, researchers, managers, policy
makers from International Business, Individual development, Country developm.
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
3
Prototypes of Ethical Problems
Objectives
The reader should be able to:
• Recognize an ethical question and distinguish it from a strictly clinical or legal one.
• Identify three component parts of any ethical problem.
• Describe what an agent is and, more importantly, what it is to be a moral agent.
• Name two prototypical ethical problems.
• Distinguish between two varieties of moral distress.
• Compare the fundamental difference between moral distress and an ethical dilemma.
• Describe the role of emotions in moral distress and ethical dilemmas.
• Describe a type of ethical dilemma that challenges a professional’s desire (and duty) to treat everyone fairly and equitably.
• Discuss the role of locus of authority considerations in ethical problem solving.
• Identify four criteria to assist in deciding who should assume authority for a specific ethical decision to achieve a caring response.
• Describe how shared agency functions in ethical problem solving.
NEW TERMS AND IDEAS YOU WILL ENCOUNTER IN THIS CHAPTER
legal question
disability benefits
ethical question
prototype
clinical question
agent
moral agent
locus of authority
shared agency
moral distress
moral residue
ethical dilemma
Topics in this chapter introduced in earlier chapters
Topic
Introduced in chapter
Ethical problem
1
Integrity
1
Interprofessional care team
1
Professional responsibility
2
A caring response
2
Accountability
2
Social determinants of care
2
Justice
2
Introduction
You have come a long way already and are prepared to take the next steps toward becoming skilled in the art of ethical decision making. The first part of this chapter guides you through an inquiry regarding how to know when you are faced with an ethical question instead of (or in addition to) a clinical or legal question. A further question is raised: How do you know whether the situation that raised the question is a problem that requires your involvement? This chapter helps you prepare to answer that question too. You will learn the basic components of an ethical problem and be introduced to two prototypes of ethical problems. We start with the story of Bill Boyd and Kate Lindy.
 The Story of Bill Boyd and Kate Lindy
Bill Boyd is a 25-year-old soldier who lives in a large city. Bill served in the U.S. Army for more than 6 years and was deployed to both Iraq and Afghanistan for multiple military missions in the past 4 years. During his final deployment, Bill suffered a blast injury in which he sustained significant shoulder and neck trauma and a mild traumatic brain injury (TBI) and posttraumatic stress. He was treated in an inpatient military hospital and transitioned back to his hometown, where he moved into his childhood home with his mother.
Kate Lindy is the outpatient psychologist who has been treating Bill for pain and posttraumatic stress. Bill is in a structured civilian reentry program. This competitive program is administered by a government subcontractor; its goal is to help in ...
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
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NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
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Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
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JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
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Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
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HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
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Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
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Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
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380067.docxby Jamie Feryll380067.docxORIGINALITY REPORT380067.docxWRITECHECK REPORT
380067
by Jamie Feryll
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380067
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
39
Chapter 7
Theories of Teaching
Introduction
Theories of learning are typically only useful to adult learning practitioners when they are applied to the facilitation of learning—a function assigned usually in our society to a person designated as teacher or trainer.
A distinction must be made between theories of learning and theories of teaching. Theories of learning deal with the ways in which people learn, whereas theories of teaching deal with the ways in which one person influences others to learn (Gage, 1972, p. 56).
Presumably, the learning theory subscribed to by a teacher will influence his or her teaching theory.
Early on, Hilgard resisted this fragmentation of learning theory. He identified 20 principles he believed to be universally acceptable from three different families of theories: Stimulus–Response (S–R) theory, cognitive theory, and motivation and personality theory. These principles are summarized in Table 7.1.
Hilgard’s conviction in his belief that his 20 principles would be “in large part acceptable to all parties” was grounded in his limited verification process. The “parties” with whom he checked out these principles were control-oriented theorists. In spite of their differences about the internal mechanics of learning, these theorists are fairly close in their conceptualization of the role of the teacher.
Table 7.1 Summary of Hilgard’s principles
Teaching Concepts Based on Animal and Child Learning Theories
Let’s examine the concepts of a variety of theories about the nature of teaching and the role of the teacher. First, we’ll look at the members of Hilgard’s jury. These include Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné.
Thorndike
Thorndike essentially saw teaching as the control of learning by the management of reward. The teacher and learner must know the characteristics of a good performance in order that practice may be appropriately arranged. Errors must be diagnosed so that they will not be repeated. The teacher is not primarily concerned with the internal states of the organism, but with structuring the situation so that rewards will operate to strengthen desired responses. The learner should be interested, problem-oriented, and attentive. However, the best way to obtain these conditions is to manipulate the learning situation so that the learner accepts the problem posed because of the rewards involved. Attention is maintained and appropriate S–R connections are strengthened through the precise application of rewards toward the goals set by the teacher. A teacher’s role is to cause appropriate S–R bonds to be built up in the learner’s behavior repertoire (Hilgard and Bower, 1966, pp. 22–23; Pittenger and Gooding, 1971, pp. 82–83).
Guthrie
Guthrie’s suggestions for teaching are summarized as follows:
1. If you wish to encourage a particular kind of behavior or discourage another, discover the cues leading to the behavior in question. In the one case, arrange the situation so that the desired be ...
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thesis Statement for students diagnonsed withADHD.ppt
249Creating the Right Development ExperiencesExec.docx
1. 249
Creating the Right
Development Experiences
Executing business strategies requires having the right people
doing the right things in the right way. Maintaining business
exe-
cution over time requires developing employees to meet
changing
business demands. This chapter discusses concepts associated
with
employee development. Emphasis is placed on integrating
develop-
ment methods to maximize business impact and addressing
process
design and organizational issues that often limit the
effectiveness of
development methods.
The term development refers to processes designed to build the
capabilities
of employees and leaders within the organization. It is a result
of giving people
experiences that enable them to acquire new skills, knowledge,
and insights. It
also involves providing tools that help people maximize the
learning obtained
from these experiences, as well as putting people in roles that
expose them to
novel tasks and environments, establishing relationships that
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Commonsense Talent Management250
programs requires coordinating multiple talent activities toward
a common
goal. Second, development requires changing who employees
are in terms of
their skills, knowledge, and self-insights. Most strategic HR
processes use com-
munication and motivation to influence employee behavior. In
contrast, most
development methods are used to change the employee
attributes that underlie
different job behaviors (see figure 7.1). Changing people’s
underlying capabilities
by giving them new experiences, awareness, and knowledge
tends to be far more
difficult than changing their behaviors through giving them
direction, rewards,
and feedback. It can be likened to the difference between asking
someone to read
a document versus actually teaching this person how to read.
This chapter discusses several methods of development and
emphasizes the
importance of integrating them into a single development
program. Section 7.1
describes the four basic components of a development process.
Section 7.2 pro-
5. vides an overview of six major development methods. Section
7.3 discusses the
value of building integrated development programs and suggests
ways to do this.
One of the reasons many development programs struggle is that
they focus too
much on individual development methods by themselves and not
enough on
using multiple methods in a coordinated fashion (see the
discussion: “The 360
Survey Fad: A Lesson in Misguided Development”). Section 7.4
reviews seven
critical questions for designing and implementing integrated
development pro-
grams. Section 7.5 describes five levels of development process
maturity and dis-
cusses methods for achieving each level.
Figure 7.1
How Development Works
• Succession Management
• Career Planning
• Social Learning
• Assessment Measures
• Training Management
• Transition Management
• Knowledge and Skills
• Aptitudes and Abilities
• Motives and Interests
Development Methods:
Using roles, relationships
and resources
8. .
Creating the Right Development Experiences 251
T H E 3 6 0 S U R V E Y F A D : A L E S S O N I N
M I S G U I D E D D E V E L O P M E N T
Companies often implement development methods like training,
360 sur-
veys, or succession management without fully defining how
these methods
will affect business needs or integrate with other strategic HR
processes.
What often happens in these situations is that a good
development
method fails because it is not targeting learning objectives that
really mat-
ter for the company’s strategy. The 360 survey fad that began in
the late
1990s is an excellent example of this happening on a
widespread basis.
These surveys are assessment measures that ask an employee’s
man-
ager, peers, and direct reports to provide ratings on the
employee’s
9. strengths and weaknesses. These surveys are used to provide
employees
with in-depth feedback to guide self-development. They were
considered
something of a major innovation when they were developed, and
many
HR departments and their consulting partners touted them as a
key tool
for developing employee performance. In a relatively short
amount of
time, 360 surveys were being used across a wide range of
companies.
Problems started to emerge as more and more companies rushed
to take
advantage of these surveys. Although they can be an effective
develop-
ment method in some situations, they do not work equally well
all the time.
And several studies were published showing that they can
actually decrease
performance if they are deployed in the wrong setting or using
the wrong
process.a This awakened people to the fact that 360 surveys
were not the
10. developmental silver bullet that many had hoped they would be.
The lesson to be learned from the 360 survey fad is that no
develop-
ment method is effective all the time. These surveys can be very
effec-
tive in some settings but not in others.
It is costly and potentially detrimental to implement
development
methods that are not well aligned with the company’s business
needs.
Development strategies should never start with the question,
“How can
we use this development method?” They should start with this
question
instead: “What are our business needs, and what learning
objectives
do we need to achieve to address them?” Only after this is
answered
should companies begin to consider what development methods
to use.
aToegel, G., & Conger, J. A. (2003). 360 degree assessment:
Time for reinvention. Academy of
Management Learning and Education, 2, 297–311.
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Commonsense Talent Management252
7.1 THE BASIC COMPONENTS OF A
DEVELOPMENT PROCESS
The discussion in this chapter is built around understanding four
basic compo-
nents of development and how they interrelate: talent
requirements, learning
objectives, development methods, and development programs.
13. • Talent requirements: The term talent requirements is used
to describe things
employees in the workforce must be able to do in the future that
they may not
be able to do now. Most business strategies require employees
to do things in
the future that they have not done in the past such as performing
current tasks
more effectively and building qualifications to take on new
roles and respon-
sibilities. The purpose of development is ultimately to address
talent require-
ments. Talent requirements can be tied to specific operational
needs like “train
sales employees so they can demo the new mobile product
application,” or they
can reflect more general workforce capabilities like “maintain a
steady supply
of internal talent available to staff all of our global leadership
positions.”
• Learning objectives: Learning objectives describe the
attributes employ-
ees must develop to meet talent requirements. They define
specific types of
knowledge, skills, aptitudes, abilities, motives, and interests
that influence
employee performance now and in the future. Development is
used to help
employees achieve learning objectives that support the
company’s talent
requirements. Like talent requirements, learning objectives can
be specific
or more general—for example, “ensure employees know how to
install the
14. mobile product application onto their smart phones” or “educate
leaders on
methods for managing a virtual workforce.” Learning objectives
define what
capabilities employees need to develop. Talent requirements
define why they
need these capabilities.
• Development methods. Development methods are used to
achieve learning
objectives. There are six primary categories of development
methods: suc-
cession management, career planning, training resources, social
learning,
assessment measures, and transition management (see table 7.1).
All develop-
ment methods use a combination of three basic techniques to
build employee
capabilities: giving people roles that expose them to learning
experiences,
creating relationships that help employees learn from others,
and providing
resources that support the learning of new skills, knowledge
acquisition, and
self-insights.
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
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Creating the Right Development Experiences 253
(Continued )
Method Purpose and
Characteristics
Primary Talent
Requirements Addressed
Succession
management
To identify and develop
talent to fill key posi-
tions in an organization.
Includes nine box talent
reviews, job rotation
programs, high-poten-
17. tial identification, and
leadership development
programs.*
Helps ensure a steady
supply of high-performing
talent in critical roles
Engage, retain, and use
high-potential employees
Career planning To help employees build
their capabilities and
achieve their career goals.
Includes career devel-
opment plans, career
paths, and career interest
inventories.
Engage, retain, and
develop employees who
are seeking to build a
career
Training resources To provide employees
with specific knowl-
edge, training, and skills
needed to perform their
current roles or prepare
for future roles. Includes
online and classroom
training.
Provides employees with
access to knowledge
needed to perform current
18. roles or move into future
roles
Social learning To provide employees
with guidance on how
to advance their careers
and build relationships
to increase engagement
and knowledge sharing.
Includes formal and infor-
mal career coaches, men-
tors, and online learning
communities.
Provides employees with
knowledge and relation-
ships that help them
advance their career
Emphasis on learning
through relationships,
which increases employee
retention
Table 7.1
Common Development Methods
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
Created from ashford-ebooks on 2020-04-07 03:29:34.
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Commonsense Talent Management254
Method Purpose and
Characteristics
Primary Talent
Requirements Addressed
Assessment
measures
To provide employees
with insight into per-
formance strengths and
development oppor-
tunities. Includes 360
surveys and psychometric
measures of work style,
21. personality, and motives.
Increases employees’ self-
awareness and under-
standing of strengths and
limitations
Focuses development
energy on things that mat-
ter the most
Transition
management
To help employees adapt
and rapidly reach full pro-
ductivity in new positions.
Focuses on technical
training as well as meth-
ods to socialize people
into new companies or
groups.
Helps employees to reach
full productivity in new
roles while decreasing the
risk of turnover in new
staff
*Nine box talent reviews are a method commonly used in
succession management to evaluate employ-
ees based on their performance and potential. A nine box is a
three-by-three grid where one axis is
used to categorize employees according to three levels of
performance and the other axis is used to
categorize employees based on three levels of potential.
22. • Development programs. A development program is a
process for leveraging
one or more development methods in combination with other
talent man-
agement activities to achieve learning objectives that address a
specific set
of talent requirements. Companies typically implement
development meth-
ods in combination with other activities to form integrated
development
programs.
An example illustrates how these four components come
together to create
an integrated development process. When a utility company
realized that over
25 percent of its skilled power line workers were eligible for
retirement, it iden-
tified a “talent requirement” to hire and develop internal talent
to fill these roles
within the next five years. To fill these roles, employees had to
achieve the learning
objectives of mastering technical skills needed to work the
lines, as well as gain
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
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Creating the Right Development Experiences 255
experience working on the line in specific types of challenging
environments (e.g.,
during storms or large-scale power outages). The company
designed a develop-
ment program that integrated four development methods:
succession manage-
ment to identify high-potential employees and determine who
could move into
specific roles over the next three to five years, career planning
to help high-poten-
tial employees map out the actions and experiences they needed
to be qualified
for more specialized jobs working on the line, training
resources to teach special-
ized technical skills to high-potential employees so they could
perform critical job
tasks, and social learning to build mentoring relationships
25. between high-potential
employees and highly experienced employees currently working
on the line.
Before you can create an effective development program, you
need to clearly
define the talent requirements the program will address,
determine the learning
objectives the program must support to meet those
requirements, and identify
what development methods make the most sense given the
program’s learning
objectives. Too often companies start with looking at
development methods first
and then try to show how these methods address talent
requirements. This is
akin to picking a solution first and then trying to find a problem
that matches it.
Remember that many business leaders don’t care a lot about
development meth-
ods, but all business leaders care about addressing talent
requirements that have
a direct impact on business performance. Start where their
interest lies.
7.2 THE SIX PRIMARY DEVELOPMENT METHODS
Table 7.1 summarizes the six methods commonly used to
support employee
development: succession management, career planning, training
resources,
social learning, assessment measures, and transition
management. The names
used for these categories highlight what is unique about each
method in terms of
its focus and design.1
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Commonsense Talent Management256
workforce planning, staffing, and career planning to forecast,
identify, develop,
and place talent in critical positions.
Career planning methods help employees define strategies to
achieve their
career goals. Career planning focuses on acquiring skills and
building compe-
tencies to take on new roles and responsibilities and improve
effectiveness in
current roles. Career planning can be thought of as the flip side
of succession
management. Succession management takes a top-down
organization-based
approach to ensure a supply of talent for future business
demands. In contrast,
career planning uses a bottom-up employee-based approach to
build individual
skills to meet requirements for future jobs or job assignments.
Training resources are structured classes, workshops, webinars,
books, and
other resources used to provide employees with specific
knowledge, skills, and
insights. Training resources are often deployed using learning
management sys-
29. tems (LMS), which are technology platforms that coordinate,
deliver, and man-
age costs associated with providing training resources to a
company’s workforce.
Training resources can be delivered in person, online, or
through books or other
materials. They are typically used to help employees more
effectively perform
their current jobs and achieve their future career goals. Training
resources are also
used to comply with regulations that ensure employees are
qualified to perform
specific tasks or understand key job policies. Training resources
tend to fall into
two categories: formally developed activities created and
delivered by professional
instructional designers and educators, and informally developed
activities built
and delivered by employees themselves (e.g., employee-created
training videos).
Social learning methods create personal relationships that
support employee
development. These methods emphasize development through
social interac-
tion. Social learning methods tend to fall into two categories:
methods focused
on creating one-to-one development, such as mentoring and
coaching relation-
ships, and methods focused on creating learning communities
such as online
groups where employees with common development goals can
share questions,
ideas, and suggestions.
Assessment measures are structured tools used to evaluate
32. Creating the Right Development Experiences 257
• Personality questionnaires, simulation exercises, and other
structured tools
that measure underlying work style, decision-making abilities,
and career
interests
• Tests where employees must answer questions or perform
tasks that demon-
strate proficiency with regard to specific knowledge and skills
Transition management methods focus on helping employees
assimilate
to new jobs and work environments. The methods tend to fall
into two cat-
egories: onboarding programs that help newly hired employees
adjust to their
roles within the organization and role transition programs to
support internal
job transfers within a company, such as moving from an
individual contributor
to a managerial position. Most transition management methods
focus on pro-
viding administrative information that people need to perform
their jobs (e.g.,
instructions on how to fill out expense reports), training on job-
relevant skills
(e.g., product training for new salespeople), and socialization
activities designed
to help people adjust to the company and culture (e.g.,
establishing “new hire
buddies” who help new employees adjust to the organization).
Companies often treat these methods as individual activities
33. rather than differ-
ent parts of a single development program. Similarly, many HR
professionals will
specialize in one or two of these methods without recognizing
how the methods
they support can and should integrate with other methods. The
result is that com-
panies often fail to realize the value that comes from
approaching all six methods
as parts of a single integrated process for developing workforce
capabilities.
7.3 APPROACHING DEVELOPMENT PROGRAMS FROM
AN INTEGRATED PERSPECTIVE
Creating an integrated development program requires aligning
different devel-
opment methods so they support one another in a coherent
fashion. For exam-
ple, succession management methods often use assessment
measures to identify
leadership potential, training resources to develop leadership
skills, and social
learning to establish high-potential mentorships and learning
communities. It
makes sense to think of succession management, assessment
measures, training
resources, and social learning as all being components of a
single development
program. Yet companies do not always think of development
this way.
One of the reasons for poorly integrated development programs
is a ten-
dency for companies to treat the six methods listed in table 7.1
as separate
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Commonsense Talent Management258
programs managed by separate groups. For example, training
resources, suc-
cession management, and career planning are often administered
by different
groups within a company. The problem becomes worse when
each group uses
its own set of tools and technology without planning how to
36. share data and
information with the others. Different development groups may
even compete
against one another for resources rather than collaborating to
build integrated
development programs. It sometimes feels as if the only things
integrating dif-
ferent development methods in these companies are the
employees who have
to use them.
One can argue that companies need separate departments for
these meth-
ods since each one requires attending to a variety of unique
details and logis-
tics. This may be true, but these methods are still fundamentally
tied together by
a common focus on building employee capabilities. They work
best when they
are coordinated with each other. The best way to create
integrated development
programs is to treat all development methods as aspects of the
same overall
function. People charged with designing and supporting
different development
methods should be encouraged to work together, leverage
common technologies
and models, and create direct links between each other’s
processes.
It is also common for the six development methods described in
table 7.1
to be deployed as separate activities rather than presenting them
as integrated
programs. Organizations frequently emphasize going live with
individual devel-
37. opment methods in as a short a time as possible rather than
taking time to coor-
dinate multiple development methods into a single program.
Implementing
development methods in isolation can be easier than deploying
an integrated
development program. Although there is value in getting
development meth-
ods up and running quickly, failure to tie development methods
together can
result in a poor use of resources. Even worse, it can lead to
abandoning develop-
ment methods because they cannot be sustained as isolated
activities. The his-
tory of human resources is littered with defunct development
methods that were
launched with great fanfare, only to be dropped because they
were never effec-
tively linked into the broader talent management strategy.
Understanding common threads and interdependencies across
development
methods allows companies to leverage development resources
for multiple pur-
poses and avoid duplication of effort. Creating integrated
development programs
also allows managers and employees to experience development
as a coherent
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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Creating the Right Development Experiences 259
sequence of steps rather than a disjointed series of events. It
also decreases the
risk of creating development methods that conflict with one
another, such as
encouraging employees to pursue career plans that do not align
with the com-
pany’s succession management needs.
Adopting the following perspectives helps to ensure that
development pro-
grams are designed with integration in mind:
• All development methods should leverage other
development methods.
40. • All development is based on roles, relationships, and
resources, and the
most effective development programs use methods cutting
across these three
areas.
• Development is most effective when it is integrated into
ongoing business
operations.
7.3.1 All Development Methods Should Leverage Other
Development Methods
Figure 7.2 illustrates some ways the six primary development
methods inter-
relate. Every development method provides information or tools
that can be
used to support each of the other five methods. For example,
succession man-
agement influences the kinds of career planning that should be
encouraged
among employees. Employees’ career plans affect the types of
training resources
and social learning the company will want to support. A
company’s training
resources and social learning methods will influence how it
designs and uses
assessment measures. No development method should be
approached in isola-
tion. How you design and use one method should influence and
be influenced
by how you use the other methods.
In addition, do not assume that one type of development method
is inher-
ently more valuable or important than another. The method that
43. 260
Figure 7.2
Relationships between Developmental Methods
Integration points
1. What jobs do we want employees to
prepare for?
2. Who can help employees develop their
careers?
3. What developmental insights will support
more effective coaching?
4. What training will help employees
address developmental needs?
5. What training do people need to
transition to new roles?
6. How can we help leaders move into new
positions?
7. What training will build the talent we
need for future jobs?
8. What competencies do we need to assess
and build in future leaders?
9. What coaching and mentoring will help
develop future leaders?
10. What are the career paths for new
employees?
11. What training will help employees get to
the next level in their jobs?
12. What insights will help employees
improve their performance?
13. What relationships will help new
employees succeed?
14. How can we augment coaching with
formal learning, and vice versa?
44. 15. What things do employees need to be
aware of as they move into new roles?
Succession
Management
Transtion
Management
Training
Resources
Assessment
Measures
Social
Learning
Career
Planning
3
4
25
6
7 8 9
10
11
12
13
47. 7.3.2 All Development Methods Use Roles, Relationships, and
Resources to Achieve Learning Objectives
There are three ways companies can help employees achieve
learning objectives:
• Roles: Give employees job tasks or goals that allow them
to acquire new capa-
bilities by learning from experience.
• Relationships: Build relationships between employees and
people that support
development, such as coaches, mentors, observers, or supportive
colleagues.
• Resources: Provide employees access to training,
assessment measures, and
other resources that enable them to acquire new skills,
knowledge, and devel-
opmental insights.
Roles involve giving employees jobs and work assignments that
expose them to
certain environments, tasks, people, tools, or technology—in
other words, asking
people to do things they have not done before that enable them
to learn from expe-
rience. This is arguably the most powerful form of employee
development.2 If you
want someone to develop a competency, then give that person a
job assignment that
requires him or her to build this competency to succeed. This
doesn’t necessarily
mean throwing people in the deep end and seeing if they can
swim, although such
an extreme approach to development can be effective in some
situations. It does
48. mean recognizing that the strongest development comes from
hands-on experience.
Relationships help employees establish connections with people
who can sup-
port their development by providing constructive feedback,
offering guidance
and instruction, and giving moral support and encouragement.
Development
relationships can be with anyone in a position to teach
employees new skills,
help them learn from job experiences, or succeed when they
face developmental
challenges. Development relationships may come in the form of
formal mentor-
ing programs, work interactions between an employee and his or
her manager
or coworkers, and online collaborative learning communities
where employees
share knowledge and developmental support with other people
with similar
career challenges or aspirations.
Resources are tangible tools that help employees acquire new
skills, knowledge,
and developmental insights. Training is the most common
development resource,
whether it is in the form of classroom instruction, online
courses, or written mate-
rials. Another widely used set of resources is represented by
360 surveys and devel-
opment assessments. Companies are also increasingly providing
development
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Commonsense Talent Management262
resources in the form of social learning videos and online
instructional tools cre-
ated by coworkers to share job-relevant knowledge and
information.
Table 7.2 shows how the six major development methods use
roles, relation-
ships, and resources. Succession management and career
planning are largely
51. about determining what job assignments will best support a
person’s ongoing
development. Training resources provide employees with
courses, books, and
other materials that help them acquire knowledge and skills to
perform their
current jobs and develop capabilities for future roles.
Assessment measures are a
specialized type of development resource. Social learning
methods are all about
relationships. Transition management methods use a
combination of roles, rela-
tionships, and resources to help people move into new positions.
Table 7.2
Mapping Roles, Relationships, and Resources to
Six Common Development Methods*
Roles: Giving
People Job
Assignments
That Enable
Learning from
Experience
Relationships:
Helping People
Learn from
Others
Resources:
Providing Tools
and Information to
Increase
Knowledge and
52. Self-Insight
Succession
management
✓✓✓ ✓ ✓✓
Career planning ✓✓ ✓✓ ✓✓
Training resources ✓✓✓
Social learning ✓ ✓✓✓ ✓
Assessment
measures
✓ ✓✓✓
Transition
management
✓ ✓✓ ✓✓
*The check marks indicate the emphasis different development
methods place on the use of roles,
relationships, and resources, for example, social learning
methods rely heavily on establishing men-
toring and coaching relationships that support employee
development and typically rely less on the
use of structured tools to support learning.
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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Creating the Right Development Experiences 263
Development methods that emphasize roles usually have the
biggest impact
on employee development. This is because employees tend to
learn the most
from on-the-job experience. But role-based development
methods like suc-
cession management and career planning work best when they
incorporate
relationship-based and resource-based development methods
such as train-
ing, assessment measures, and social learning. Integrating role-
based, resource-
55. based, and relationship-based development methods maximizes
people’s ability
to learn from job experience. For example, if you want to
develop an employee’s
managerial skills, the best results are likely to come from
giving that person a
task that requires him or her to manage others (e.g., leading a
team project). But
if you want to maximize the learning value of this assignment,
also provide him
or her with training resources on how to manage others and help
them establish
relationships with experienced managers who can coach them in
their new role.
When creating a development program, try to draw broadly
across different types
of development methods. Think about development in terms of
the roles, relation-
ships, and resources that will provide the most developmental
value given your talent
requirements. Figure this out first, and then determine how to
combine succession
management, career planning, training resources, social
learning, assessment mea-
sures, and transition management to address key learning
objectives. Do not limit
yourself to one method just because it happens to be readily
available. For example,
many companies overly rely on resource-based development
methods like training
because they are relatively easy to obtain—even though role-
based and relationship-
based methods are often much more effective. Challenge the
organization to leverage
the methods that make the most sense given its particular talent
56. requirements.
7.3.3 Development Is Most Effective When It Is Built Directly
into Business Operations
Every business leader will say that development is important.
Yet managers com-
monly complain about having to attend a development program
or engage in a
development exercise instead of being allowed to focus on
running the business.
Similarly, employees often approach development activities as
something they
do instead of actual work. This is a result of people failing to
see the connection
between development programs and talent requirements (see the
discussion:
“Why Development Has No Inherent Business Value and What
to Do about It”).
The way to address this challenge is to ensure that development
activities are
integrated into work itself rather than being treated as stand-
alone activities.
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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Commonsense Talent Management264
W H Y D E V E L O P M E N T H A S N O I N H E R E N T
B U S I N E S S V A L U E A N D W H A T T O D O A B
O U T I T
Employee development has no inherent business value.
Development
becomes valuable only when it leads to addressing talent
requirements
that are important to business operations. Furthermore, most
devel-
opment activities are two or more steps removed from actual
busi-
ness results. Consider the example of training. The immediate
result of
employee training is increased employee knowledge and skills.
59. But this
training does not have an impact on business results until
employees
use their newly acquired knowledge and skills to solve business
chal-
lenges. The business value of training depends on whether
employees
have opportunities and motivation to apply the knowledge
gained
through training to address business objectives.
Because most development methods do not directly affect
business
results, it is important to demonstrate how development
methods will
support learning objectives that are critical to talent
requirements.
Business leaders should never wonder, “How does this
development
method help me achieve my department’s business objectives?”
The
link should be obvious. If leaders do not see clearly how
development
methods and talent requirements help business operations, they
will
60. resist using or funding these methods.
Linking development methods to talent requirements in order to
affect business outcomes may seem like an obvious action, yet
many
development departments struggle to do this effectively. This
may be
due in part to a tendency of HR professionals to assume that
“devel-
opment is its own reward.” However, many business leaders do
not
actually care strongly about employee development; they care
only
about the business results it creates. HR people tend to talk
about how
development methods make employees smarter (more skilled,
more
self-aware) without realizing that business leaders don’t want
smart
employees. They want effective employees. There are certainly
jobs
where employees have to be smart in order to be effective, but
being
smart is not the same as being effective.
63. to talk about what will happen to the company if it does not
provide
development to its employees. Leaders should understand how
the
organization will be affected if a development program is
discontinued.
What will people fail to do in the future unless they are
developed? How
will business results be affected if the company chooses not to
develop
people? If you cannot answer these questions clearly, then do
not be sur-
prised when your development program is suddenly
discontinued.
Development should not be something managers and employees
do in addi-
tion to their regular jobs. It should be part of their regular jobs.
Development
processes should be closely integrated with processes used to
support ongoing
business operations.3 Development activities should have an
immediate and
clear link to people’s business objectives or personal career
goals. Following are a
few examples of what this looks like in practice:
• A consulting company wanted to increase the number of
employees who
were qualified to support a new technology. To build these
64. skills, it gave peo-
ple job assignments that required using this technology. Then
the company
gave people training on the technology just before the
assignments started.
• A manufacturing company wanted to build leaders with
greater levels of cross-
functional experience. It asked leaders to set learning objectives
on their career
plans that were related to cross-functional experience. Progress
toward these
objectives was used as a measure of readiness for promotion
into higher-level
leadership positions.
• A food processing company needed more cross-cultural
leaders to support
its growth plans, so it changed its monthly operations meetings
to include a
discussion of how near-term operational assignments could be
used to give
high-potential leadership candidates cross-cultural experience.
All of these examples focused on issues directly related to
business objectives.
The companies had to meet these objectives, and they did it in a
way that also
supported employee development.
Employees are ideally developed through their day-to-day work,
not in addi-
tion to it. Blurring the distinction between work and
development makes it eas-
ier for employees to see how development is helping them
achieve their career
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Commonsense Talent Management266
goals. Making development part of ongoing work creates a
direct link between
development activities and business results. In my experience,
some of the best
development experiences are things people never thought of as
actually being
67. developmental experiences. They just thought it was part of
their job.
7.3.4 Integrated Development as a Way of Thinking
To ensure the creation of effective, well-integrated, long-lasting
development
programs, it is important to get people who manage different
development
methods to interact with one another. Avoid organizational
structures and tech-
nology systems that create silos between succession
management, career plan-
ning, training resources, assessment measures, social learning
methods, and
transition management methods. Think how different
developmental methods
can be used in combination to address talent requirements.
Also solicit the opinions of line managers and employees
regarding the busi-
ness value of development methods. Clarify the link between
development pro-
grams and ongoing business operations. Show how development
methods have a
direct impact on employees’ ability to achieve their job
objectives and career goals
and improve managers’ ability to improve the productivity of
their teams. Overall,
remind everyone that the ultimate goal is not to implement
development methods
or build employee capabilities. It is to address the company’s
talent requirements.
7.4 CRITICAL DEVELOPMENT DESIGN QUESTIONS
There are seven key design questions related to building and
deploying inte-
68. grated development programs:
1. What talent requirements are you addressing?
2. What positions or people do you need to develop?
3. What employee attributes do you need to develop to achieve
your learning
objectives?
4. How will you build and maintain development methods?
5. How will you administer and support development
programs?
6. How will you measure the impact of development programs?
7. How will you create an environment that supports use of
development
methods?
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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Creating the Right Development Experiences 267
These questions are applicable to the design of any development
program
regardless of the methods used. The answers to them depend on
your company’s
particular talent requirements, the nature of its workforce, and
existing talent
management processes. Failure to address any of these
questions adequately can
result in a suboptimal developmental program.
7.4.1 What Talent Requirements Are You Addressing?
Many development programs take several years to become fully
effective, for two
reasons. First, the effectiveness of these programs is limited by
the rate at which
people can learn and apply new knowledge, skills, and
capabilities. You can teach
employees basic facts and procedures in as little as ten minutes,
but creating
global leaders or specialized technical experts takes years.
Second, considerable
operational logistics go into building high-impact development
71. programs. You
can get simple methods running in under three months. It takes
quite a bit more
time to build the infrastructure and organizational change to
support develop-
ment programs integrating multiple development methods such
as workforce
planning, succession management, performance management,
career planning,
training resources, social learning, and staffing.
Before building a major development program it is important to
ask, “Why
do this at all?” The following are talent requirements that can
be addressed
through development programs (see table 7.3):
• Staffing critical roles. In every company, certain jobs
disproportionately affect
overall company performance. These include senior leadership
roles such as
the CEO, but also key technical and operational roles. Examples
of critical
roles include merchandise buyers in retail organizations,
software architects
in technology companies, and nurse managers in hospitals.
Failure to identify
and develop talent for these roles can have devastating
consequences on over-
all company performance. Extended senior leadership vacancies
create confu-
sion and may generate organizational politics and infighting in
an effort to fill
the power vacuum. Extended vacancies in critical operational
positions can
have a significant impact on profitability, quality, and service.
74. Commonsense Talent Management268
Talent
Requirements Questions for Assessing Talent Requirements
Staffing critical
roles
What are the critical roles in the organization? What is the
financial impact of filling these roles with average com-
pared to high-performing employees?
What is the time required to fill a vacancy in each critical
role? What is the cost per hire to fill these roles?
How many internal succession candidates are identified
for each critical role in your company? How many of these
candidates are ready now?
Sustaining
and increasing
performance
What methods are used to measure employee perfor-
mance? How do we ensure performance is at acceptable
levels?
Are performance levels in the organization increasing or
decreasing?
What development methods are used to ensure that
employees keep their knowledge and skills current?
Accelerating
75. performance
How are new people transitioned into the organization?
How long does it take them to reach full productivity?
What methods are in place to support employees’ transi-
tion into new roles?
Managing
turnover
What are the projections for turnover across critical roles?
How many people must be hired to support these roles in
the future?
What is the current retention risk of employees in critical
roles? How does the company assess employee engage-
ment in these roles?
What methods are used to transfer knowledge across and
ensure smooth hand-offs from one employee to another
during job transitions?
Preventing
avoidable
turnover
Who are the high-potential employees in the organiza-
tion? How are they being developed?
What actions are being taken to build a sense of commit-
ment and engagement among these employees?
Table 7.3
Talent Requirements Addressed by Development Processes
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Creating the Right Development Experiences 269
their skills. Sustaining and increasing performance levels
requires giving employ-
ees methods to hone their skills and keep their knowledge
current with changing
business demands, technology innovations, and market
conditions.
78. • Accelerating performance. Each time an employee moves
into a new role,
there is a drop in workforce productivity as that employee
adjusts to the
new job demands. Development methods that support
onboarding of new
employees and internal role transitions significantly decrease
the time
required for employees to achieve full performance.
• Managing turnover. All employees are going to leave at
some point.
Development methods cannot eliminate turnover, but they can
lessen the
impact that turnover has on company performance. If managed
effectively,
turnover can even be used as an opportunity to increase
organizational capa-
bilities by moving high-potential talent into key roles. This
works only if a com-
pany has development processes that anticipate and manage
turnover events.
Avoiding skilled
talent shortages
What skills and capabilities will be critical for future orga-
nizational performance?
What are the projected gaps between the skills found in
the current workforce and the skills the business will need
three, five, and ten years into the future?
Workforce
diversity
79. Does the diversity of employees in key roles in the
organization match the diversity profile of the company
as a whole? Does it align with the diversity profile for
customers?
How does the company encourage career development
among underrepresented employee populations?
Regulatory
compliance
How does the company monitor whether employees have
the training and knowledge required to perform critical
job tasks?
What methods are used to ensure your company is com-
plying with relevant training requirements and policy
guidelines?
Talent
Requirements Questions for Assessing Talent Requirements
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Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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Commonsense Talent Management270
• Preventing avoidable turnover. High-performing
employees are inherent reten-
tion risks. The attributes that make them high performers, such
as a strong
record of accomplishment, also make them attractive to other
companies. These
employees also tend to focus on the next opportunity to advance
their careers—
inside or outside the company. The best way to keep high-
potential talent is to
implement development methods that let them know that the
career opportuni-
ties in your company are better than those they might find
elsewhere.
• Avoiding skilled talent shortages. Much has been written
about shortages
of skilled labor across the globe. Companies that fail to
acknowledge and
address this shortage may soon find that they no longer have the
82. skilled talent
needed to perform even basic operational tasks. Development
plays a key role
in addressing future skill shortages before they occur.
• Workforce diversity. Many organizations struggle to build
demographically
diverse workforces in certain technical, customer-facing, or
leadership roles.
Demographically diverse workforces can have a significant
impact on busi-
ness issues related to customer service, attraction of talent, and
regulatory
compliance.4 Actively developing talent from targeted
demographic groups is
pivotal to building and maintaining a diverse workforce.
Coaching and men-
toring methods are particularly effective for addressing this
challenge.
• Regulatory compliance. Many jobs have legal policies or
other rules that
require employees to have certain training and knowledge to
perform differ-
ent functions. Well-managed development programs are critical
to ensuring
employees are fully qualified to fill these jobs.
Any of these talent requirements can have a significant impact
on business
performance. But it is unrealistic and unwise to try to address
all of these needs
at the same time. Not only would this cost a lot; it could result
in overwhelm-
ing the organization with change. It is important to work with
line-of-business
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Creating the Right Development Experiences 271
M A K I N G A C A S E F O R D E V E L O P M E N T
To gain support for development business leaders must
understand
relationships between talent requirements and business
performance.
Managers do not always think a lot about development, and
when they
do, it may not be in a positive light. For example, many
business lead-
ers do not think about preventing turnover and building talent to
staff
critical roles until after a valued employee quits. And when this
hap-
pens, they often focus on applying a short-term fix by hiring
someone
externally without actually resolving the problem through
investing in
long-term employee development. In some cases, managers may
86. even
question the value of developing employees who may
subsequently
leave the organization.
Strong development organizations excel at recognizing and
publi-
cizing the gains that have been made as a result of
development—for
example, highlighting dollars saved by hiring from within
instead of
relying on external staffing, monitoring and reporting the
percentage
of employees who have received critical training for their roles,
and call-
ing attention to the impact that employee development has on
engage-
ment, retention, workforce diversity, and productivity.
Development is
often a matter of investing a little bit now or paying a lot later.
Leaders
must be reminded of this from time to time. When managers say
things
like, “Why should we spend all this money on training if
employees can
87. quit and work for someone else?” ask them, “What happens if
we don’t
train employees to do their jobs and they stay?”
7.4.2 What Positions or People Do You Need to Develop?
Development is an investment. Like any other investment, you
want to put it
where it will provide the greatest return. Not all jobs or
employees need the same
amount of development resources. But it is not always obvious
where to focus
development resources. For example, where should a company
invest develop-
ment resources to avoid talent shortages in leadership positions?
Does it require
developing all leadership positions or just certain roles? Should
the develop-
ment be designed for all employees in these roles or just those
who have the
most leadership potential? Determining where to focus
development resources
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Strategic Human Resources to Improve Company Performance,
Center for Creative
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Commonsense Talent Management272
is critical when a company is seeking to address broad talent
requirements like
“preventing avoidable turnover,” “managing turnover,” or
“avoiding talent short-
ages in key roles.” The following five approaches can be used
to determine where
to invest development efforts:
• Based on job levels. This approach assigns development
resources based on
people’s level in the organization. For example, some
succession management
methods target senior-level positions starting with the CEO and
extending two
levels below him or her. Similarly, many companies define
training programs
specifically for employees moving to first-level manager roles.
• Based on job roles. This approach focuses development
90. resources on spe-
cific roles in the company that are crucial to the current and
future performance
of the organization. Job roles can be used to determine which
employees are
eligible for development methods such as training, mentoring,
developmental
assessments, or participation in succession management. These
roles tend to fall
into three categories (two of these categories were previously
discussed in chap-
ter 4 in the context of staffing):
• Pivotal positions are roles where small differences in
performance have a
significant impact on company profitability. This includes
strategic leader-
ship roles but may also include key operational roles such as
plant man-
agers in manufacturing companies or technical experts in
software and
biomedical research companies. It may also include roles that
include very
large numbers of people such that small changes in performance
have big
impacts on profitability (e.g., frontline jobs in a retail
organization).
• Critical positions are roles that are necessary to
maintaining key company
operations and where there is a significant shortage of talent—
for exam-
ple, nurses in health care companies or maintenance specialists
in utility
companies.
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Creating the Right Development Experiences 273
stable organizational structures where it makes sense to build
out five- to ten-year
career plans. One example is succession management programs
found in some
large companies that move employees through a series of
finance jobs to prepare
them for senior financial leadership positions. Another example
can be found in
many retail organizations that have programs to help employees
progress through
field operations functions starting with shift supervisor and
moving up to assistant
manager, store manager, district manager, and regional vice
president.
• Based on employee types. Companies may build
development programs that
are designed specifically for employees meeting certain criteria.
For example,
many companies create succession management programs
designed for employ-
ees who have been formally identified as high potentials.
Companies also create
performance improvement training programs for employees who
are under-
performing in their current roles. Development programs can
also increase
94. workforce diversity by creating mentorships for employees
belonging to certain
demographic groups. When using employee types, it is
important to develop
clear and consistent methods to determine employee eligibility;
otherwise some
employees may feel unfairly denied access to development
resources.
• Based on employee populations. Some development
processes involve every
employee in a certain department or organization. These
processes are usually
implemented to address a mixture of the following talent
requirements:
• Managing turnover by encouraging employees to engage
in knowledge
sharing so others can assume their responsibilities when they
leave their
current position
• Retaining employees by providing and engaging them
around possible
career paths they can pursue within the company
• Avoiding talent shortages by leveraging the employee
population as a
source of possible candidates for internal positions
• Ensuring all employees have completed required training
programs
Whether it makes sense to allocate development investments
based on levels,
roles, functions, types, or populations will depend on the talent
97. employees in select roles. In contrast, social learning programs
based on web-
based learning communities and chat boards can be effectively
and economically
scaled across entire employee populations.
Deciding where to invest development resources is basically a
three-step
process:
1. Define your talent requirements. What problem are you
seeking to solve
through the use of development?
2. Determine what positions need to be included in the
development program.
3. Determine whether it is necessary to apply development to
every
employee in these positions, or if development should be
targeted on a
subset of employees meeting certain criteria.
Build development programs with a clear understanding of who
the end users
will ultimately be. Do not invest development resources in
certain groups
just because they asked for it or because it “seems like the right
thing to do.”
Determine where development resources will provide the
greatest positive
return on investment for the company, and give those areas
priority.
98. 7.4.3 What Employee Attributes Do You Need to Develop
in Order to Achieve Your Learning Objectives?
The primary purpose of development is to give employees
capabilities to per-
form new job tasks or more effectively perform existing job
tasks—in other
words, developing attributes that allow employees to do things
in the future
they have not or could not have done in the past. This means
giving employees
new skills, knowledge, experiences, and insights that make them
more effective
members of the workforce. It requires getting people to make
personal changes
that will influence their job performance.
Getting people to change can be very difficult. The first
principle for chang-
ing people is ensuring they understand why the change is
beneficial to them.
If they do not clearly understand what’s in it for them, they are
unlikely to do
it. And even then, they may struggle to make the change. This is
why it is criti-
cal to tie development programs to personal career ambitions.
The second prin-
ciple for changing people is to be very specific about what you
are trying to
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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ebooks/detail.action?docID=827115.
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Creating the Right Development Experiences 275
change. This means clearly and precisely answering the
question, “What attri-
butes do we need to develop in employees for this development
program to be
successful?”
Employee attributes can be divided into three basic categories:
experience,
aptitudes, and motives. Understanding these categories and how
they relate to
your learning objectives is important for determining what
development meth-
ods to use. It also provides insight into the time and effort that
will be required
101. to achieve their learning objectives:
• Experience (what people have done): Knowledge, skills,
and qualifications
that are acquired and demonstrated through previous job
assignments, train-
ing programs, and certification exercises.
• Aptitudes (what people can do): Traits primarily
associated with personality,
temperament, and cognitive ability. Aptitudes comprise a major
portion of
what is commonly referred to as potential (see the discussion:
“Assessing and
Developing Potential”).
• Motives (what people want to do): Interests, career goals,
and personal con-
straints that influence whether someone will pursue, accept, and
remain
committed toward certain jobs and work environments.
Motivation is a func-
tion of what people want to do (e.g., make money, develop
skills, increase
influence) and what they are willing to sacrifice to achieve
these goals (e.g.,
willingness to move, willingness to work long hours).
Understanding what types of attributes you are trying to develop
is crit-
ical for determining what development methods to use. If the
purpose of a
development program is to ensure employees have learned basic
job policies
or regulations, then all that may be needed is a simple online
course. If the
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Commonsense Talent Management276
A S S E S S I N G A N D D E V E L O P I N G P O T E N T I
A L
A common goal of many development programs is helping
employees
“achieve their full potential.” This usually means developing
attributes
that allow people to take on new roles and responsibility. So
what are
the attributes that influence people’s capability to assume future
roles?
Whether someone has the capability to perform a future job or
task
depends on two things: what the person knows how to do and
how he
or she responds to work environments and job challenges. What
people
105. know how to do is primarily a function of what they have done
in the
past (e.g., training programs they have completed, jobs they
have held). In
contrast, how people respond to work environments and job
challenges is
heavily influenced by underlying personality and ability traits.
For example,
just because someone has the technical training to be a software
engineer
does not mean he or she will perform this job effectively under
stressful or
competitive situations. Similarly, an individual salesperson may
possess the
sales knowledge needed to lead a sales team, but this does not
mean he or
she has the right disposition needed to manage others
effectively.
A common mistake companies make when assessing and
develop-
ing potential is to overemphasize the importance of experience,
knowl-
edge, and skills and underemphasize the impact that personality
and
106. ability traits have on future performance. Measuring and
changing
knowledge and skills is far easier than measuring and changing
under-
lying personality and ability traits. When people perform
poorly, it is
more often due to problems with how they act than what they
know.
Or to put it another way, companies typically hire people based
on their
experience and fire them based on their personality.
The key to assessing and developing potential is to look at both
expe-
rience and aptitude. This requires defining and measuring the
aptitudes
that influence potential. Measures of aptitudes can range from
simple
manager ratings to complex psychometric tools that evaluate
underlying
personality and ability traits associated with success in different
kinds of
job roles. Most measures of potential tend to focus on three
broad areas:
• Cognitive traits reflecting the ability to deal with the kinds
109. • Social traits that influence the ability to build and manage
different
types of relationships
• Change management traits reflecting the ability to manage
the
stresses and ambiguity associated with different positions
If your development goal is to build employee potential to
assume
future roles, then it is a good idea to pay attention to these three
areas.
Also be aware that many of the personality and ability traits
that influ-
ence potential are relatively hard to change.
Finally, note that aptitudes associated with potential are differ-
ent from motives that influence career direction. Even if
someone can
effectively perform a role, that does not necessarily mean he or
she will
want to move into that role. Developing motivation tends to be
even
more difficult than developing aptitude. If you explain the
benefits of
a job to someone and this person is not interested in it, then the
110. better
approach is usually to avoid asking him or her to do it rather
than try-
ing to develop his or her interest.
long-term employee retention. The following are some ways to
influence employee
career choices:
• Using assessment measures that help employees
understand what they want
to achieve from work and help them align their personal motives
to opportu-
nities within the company
• Social learning methods that establish coaching and
mentoring relationships
that help employees define their personal career goals and find
ways to match
these with company job opportunities
• Career planning and succession management methods that
provide employ-
ees with a sense of possible future jobs they could pursue within
the company
and a general plan on how to pursue them
• Transition management methods that help new employees
build social networks
so they feel a sense of belonging and commitment toward the
organization
• Social learning methods that help employees create a
sense of community
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Commonsense Talent Management278
Like all other development methods, these tend to be most
effective when
implemented in a coordinated fashion with each other and with
other strategic
HR processes such as staffing and performance management.
113. Table 7.4 indicates the development methods that tend to be the
most
effective for changing different types of employee attributes.
Providing
employees with experience related to specific knowledge and
skills can often
be done with resource-focused development methods (i.e.,
training resources
and assessment measures). Building aptitudes associated with
leadership
potential and specialized expertise tends to rely more heavily on
role- and
relationship-focused methods such as succession management,
career plan-
ning, and social learning. Influencing motivation also tends to
be more
affected by role- and relationship-based development methods
than ones
focused on resources.
While table 7.4 provides a general sense of relationships
between attributes
and development methods, the best methods for developing
specific attributes
will depend far more on the attribute itself than the general
category it belongs
to. For example, knowing how to run a meeting and knowing
how to speak a
foreign language are both elements of knowledge and skill that
depend on expe-
rience. But the development methods used to teach a language
are quite different
from those used to teach people how to run a meeting.
Creating an effective development strategy starts by first
114. answering, “What
talent requirements are we addressing?” and then, “What jobs
employees do we
need to develop to address these needs?” This is followed by
another question:
“What employee attributes do we need to change to achieve our
development
learning objectives?” The answer to this question will determine
the types of
development methods to incorporate into the development
program.
Development programs are usually most effective if they
leverage a com-
bination of development methods. For example, if you want to
build a skilled
workforce or train future leaders, you will want to look at a
mixture of meth-
ods incorporating elements of succession management, career
development,
onboarding, training, social learning, and assessments. There
are exceptions, such
as training programs that target specific regulatory
requirements. But stand-alone
development methods tend to have less impact than integrated
development pro-
grams that use multiple methods.5
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
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ebooks/detail.action?docID=827115.
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279
Table 7.4
Development Methods That Are Most Effective for Influencing
Different Types of Attributes
Attributes to
Change Using Roles Using Relationships Using Resources
Experience/have
done (knowl-
edge, skills,
qualifications)
Succession management and
career planning methods that
give people tasks and job
117. assignments that enable them
to acquire and use the skills and
knowledge you wish to develop
Social learning methods where people
work alongside others who possess the
skills and knowledge you want people
to acquire
Training materials that address
specific skills and knowledge
you wish to develop
Transition management
methods that provide access
to training and knowledge
resources needed in new roles
Aptitudes/can
do (abilities,
work style,
temperament)
Succession management and
career planning methods that
give people assignments or
positions that require them
to display job behaviors and
acquire experiences associated
with demonstrating potential
Social learning methods such as coaching
that improve people’s self-awareness
and ability to identify and leverage their
strengths and manage weaknesses that
could affect their long-term potential
118. Transition management methods that
help people establish supportive rela-
tionships with colleagues
Assessment measures that give
people insight into their natu-
ral strengths and weaknesses
Training materials that help
people effectively manage
their behaviors to maximize
their capabilities
Motives/want
to do (interests,
career goals)
Succession management and
career planning methods that
give people a sense of long-term
career paths and ensure their cur-
rent job assignments are moving
them in a direction that aligns
with their personal career goals
Social learning methods that help peo-
ple find links between their personal
career interests and career development
opportunities within the company
Onboarding programs that help
employees establish social connections
with the others in the company
Assessment measures that help
people identify their career
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7.4.4 How Will You Build and Maintain Development Methods?
It would take several books to thoroughly discuss all the
development methods
that can go into an integrated development program. Entire
industries have been
121. created to support development methods like succession
management and train-
ing resources. But here are a few general guidelines to keep in
mind when defin-
ing and assembling development programs:
• Avoid doing it all yourself. The development industry is
one of the largest seg-
ments of the human resource market. Chances are someone has
already built
tools, technology, and other resources needed to support the
development meth-
ods you need. Actively scan the marketplace and take advantage
of others’ work.
It is usually much faster, easier, and more cost-effective than
building it yourself.
• Avoid unnecessary learning. Development requires people
to change, which
tends to be difficult. When assembling content, focus on
development meth-
ods that directly address the employee attributes tied to your
learning objec-
tives. View any development methods that do not directly target
your core
objectives as distractions, not opportunities.
• A little tailoring goes a long way. When adopting off-the-
shelf development
methods, look for ways to make minor modifications so the
content aligns
with the language and concepts in your organization. For
example, if a train-
ing program talks about “objectives” and your company talks
about “goals,”
change the language in the training program so employees don’t
122. have to make
this translation in their head. What may seem like trivial
modifications can
significantly improve the adoption and use of development
methods (see the
discussion: “Aligning New Ideas to Familiar Concepts: Why
Words Matter”).
A L I G N I N G N E W I D E A S T O F A M I L I A R
C O N C E P T S : W H Y W O R D S M A T T E R
The goal of many development programs is to change how
employ-
ees approach work situations—for example, getting employees
to rec-
ognize how their behaviors influence the actions of others or
getting
them to adopt more effective methods to solve work problems.
The
challenge these types of programs face is they require people to
do
more than just act differently; they must learn to think
differently. You
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
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Creating the Right Development Experiences 281
cannot simply show them what to do; you have to change the
mental
methods they use to understand, interpret, and act toward
situations.
One of the more effective techniques to influence how people
think is
to point out similarities between new ideas and familiar
concepts. This is
why analogies are such a powerful tool for communication.
They enable
125. people to understand a novel concept using frameworks they
already
understand. This is also why it is important to minimize the use
of new or
unfamiliar words and models when deploying development
programs. The
more you tie the concepts you are teaching to things people
already under-
stand, the more easily they will understand and adopt these new
concepts.
I saw a great example of this during a program used to teach
specialty
coffee shop managers how to select job candidates. The
challenge was
getting managers to adopt a structured interview process to
systemati-
cally evaluate candidates. Rather than trying to explain
psychological con-
cepts related to measuring and matching applicant traits to job
demands,
the company used an analogy between interviewing candidates
and tast-
ing coffee. They talked about the fact that there isn’t just one
best type
126. of coffee and the importance of matching different types of
coffee based
on the meal or time of day. They then pointed out that the same
con-
cepts apply to hiring. Whether a candidate will be a good fit
depends on
the job he or she is being hired for. They extended the analogy
to the
importance of evaluating coffee using a consistent, structured
tasting
process and noted that this same concept applied to interviewing
candi-
dates using the same set of questions asked in the same way.
This analogy to interviewing and coffee would probably confuse
hir-
ing managers in other companies. But it made absolute sense to
these
managers because of their experience with coffee tasting.
What’s more,
the managers did not have to learn a bunch of new interviewing
terms
and models that were originally included in the off-the-shelf
version of
129. .
Commonsense Talent Management282
• Plan scheduled maintenance and upgrades. No matter how
much work goes
into the creation of a development program, it is going to
contain limita-
tions and eventually will become outdated. Define a time line
for reviewing,
updating, and refreshing development methods. Schedule
sufficient time
between upgrades for the methods to become familiar to end
users, but do
not wait so long that people become frustrated by their
limitations. How
often upgrades should occur will depend on the type of method
and how it
is used, but for most development methods, a three-year
upgrade cycle often
works well.
• Explore user-generated learning resources. A distinction
can be made between
user-generated “organic” development content and more
formally designed
“structured” content built by training and development experts.
• Organic content includes things like web posts and short
videos created
by employees to share ideas and knowledge (see the discussion:
“User-
Generated Learning: Where the Future Meets the Past”). It has
130. the advan-
tage of usually being fairly current because it emerges in real
time from
employees working on the front lines. Organic content
development meth-
ods are particularly useful when the types of content needed are
rapidly
changing due to constant shifts in technology, markets, or
business struc-
tures. But it tends to pose risks associated with poor quality and
lack of
integration with other development content.
• Structured content such as formal training programs and
manuals tends to
have better quality control but costs more to create and can
quickly become
outdated as the business changes. Structured content
development methods
are well suited for situations where employees have to learn
specific things
that are unlikely to change over time or when employees are
working in rel-
atively stable jobs or organizational structures.
U S E R - G E N E R A T E D L E A R N I N G C O N T E N
T :
W H E R E T H E F U T U R E M E E T S T H E P A S T
More and more companies are discovering that development
pro-
grams that rely solely on classroom training and structured
courses
are not effective or efficient enough to meet their growing
133. vations is the ability to use social technology to leverage user-
gener-
ated learning content. What is interesting about this trend is that
in
many ways it represents a shift back to the future when it comes
to
learning. To explain this, let’s take a look at the rise of formal
class-
room training.
Going to class is not the natural way for people to learn.
Humans did
not develop classrooms until fairly late in our evolution. For
centuries,
we managed to learn without structured courses. So how did we
do it?
The answer is that we learned from experience and observation.
People
acquired skills by working alongside others who knew more
than they
did, that is, by being apprentices. The problem with the
apprentice-
ship approach was that it did not scale well: there weren’t
enough
134. apprenticeship opportunities available to produce the number of
skilled
employees needed. In addition, not all experts make good
mentors and
coaches. Classroom training was created in part to respond to
shortages
of mentors and apprenticeships.
Social learning technology is starting to change this. YouTube
is
probably the best widespread example of how technology is
allowing
skilled mentors to share their expertise with people around the
world.
Want to learn to play guitar like rock musician Brian Setzer?
There’s a
video where you can virtually “sit down” with him for an hour
while
he shows you various tips and tricks. Want to learn how to cook
like
Emeril? Check out videos where he’ll walk you through what he
does
to create unique flavors. Social learning technologies are
addressing
the historic challenge of scaling expertise through mentorships.
135. Companies are also using social communication technology to
enable
greater collaboration and knowledge sharing among employees.
Chat
sites, blogs, and community web pages allow employees to learn
much
more from each other than was possible when learning was
limited
to the person you happened to be working with that day.
Colleagues
working different shifts or in different locations can readily
share ideas,
pose questions, provide recognition, and offer constructive
coaching to
one another. The result is that many workplaces provide much
richer
sources of learning than did those that existed just a few years
ago.
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
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Social learning technology provides an alternative way to teach
and
enable new skills that is cheaper, easier to access, and in many
ways
complementary to more traditional training programs. I am not
sug-
gesting this technology will totally replace formal educational
pro-
grams. But the upsides of this technology are considerable.
Instead of
138. people having to go to training to acquire new skills, they can
increas-
ingly leverage the expertise embedded within their broader
working
community.
Assembling and maintaining development methods to support a
large-scale
integrated development program is a major undertaking. Paying
attention to
the concepts presented here and thinking through how different
methods will
integrate into a larger development program will have major
benefits later.
Remember that the value of most development methods is not
determined by
your ability to deploy them in the short term but by whether the
method is still
considered useful several years into the future.
7.4.5 How Will You Administer and Support
Development Methods?
After defining the goals of your development program,
identifying which people
to develop, defining what they need to develop, and deciding
what methods will
be used to develop them, the next step is to ensure these
development methods
are effectively administered within the organization. Unless you
are a very small
company, technology is going to be a central component for
administering and
supporting development methods here. The logistics associated
139. with implement-
ing most development methods to more than one hundred or so
employees can
become overwhelming without the right technological tools.
It is beyond the scope of this book to detail all the features you
might con-
sider when choosing technology to support development
methods. What you
will want depends on the development methods you are
deploying, the peo-
ple you are deploying it to, and the impact you want to have.
For example, the
technology features needed to deploy customer service training
to frontline
hotel employees across the globe are much different from the
features needed
to deploy succession management for executives in a regionally
based financial
services organization. Technology systems used to support
career planning for
Hunt, Steven T.. Common Sense Talent Management : Using
Strategic Human Resources to Improve Company Performance,
Center for Creative
Leadership, 2014. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/ashford-
ebooks/detail.action?docID=827115.
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Creating the Right Development Experiences 285
managers in an engineering company may be set up differently
from those used
to support career planning for nurses in a hospital. Given the
variety of ways you
are likely to use development technology, it is best to look for
systems that pro-
vide a range of options and features that can be configured to
support different
needs. This allows you to support all your development
programs through the
same core technology platform.
It is also important to choose technology that allows you to
integrate and
share data across development methods and with other talent
management pro-
cesses. Table 7.5 lists integration features to consider when
evaluating develop-
ment technology. These feature fall into three areas:
• Integrating development methods with each other. It