This document discusses employee development in organizations. It describes various formal education programs, assessments, and job experiences that companies use to develop employees' skills and prepare them for current or future roles. These development activities aim to improve quality, meet competitive challenges, and incorporate new technologies. The document outlines tools like the Myers-Briggs Type Indicator for assessment, and experiences like job rotation, transfers, and mentoring relationships that facilitate employee learning. Finally, it stresses that development is most effective when it is individualized, gives the employee control over their growth, and provides ongoing support.

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

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

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

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 Formal education programs include:
◦ off-site and on-site programs designed specifically for the
company’s employees.
◦ short courses offered by consultants or universities,
executive MBA programs, and university programs.
 Tuition reimbursement - the practice of
reimbursing employees’ costs for college and
university courses and degree programs.

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

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

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

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

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

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

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 Factors necessary for a 360-degree feedback
system to be effective:
◦ The system must provide consistent or reliable ratings.
◦ Feedback must be job-related (valid).
◦ The system must be easy to use, understandable, and
relevant.
◦ The system must lead to managerial development.

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Job Experiences
relationships, problems, demands, tasks, or other
features that employees face in their jobs.
◦ A major assumption is that development is most likely to
occur when there is a mismatch between the
employee’s skills and past experiences and the skills
required for the job.

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

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

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 Job rotation is used to develop skills as well as give
employees experience needed for managerial positions

Employees understand specific skills that will be
developed by rotation
 Job rotation is used for all levels and types of
employees
 All employees have equal opportunities for job rotation
assignments

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
Job rotation is linked with the career
management process so employees know the
development needs addressed by each job
assignment

Benefits of rotation are maximized and costs
are minimized through managing time of
rotations to reduce workload costs

and help employees understand job rotation’s
role in their development plans

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

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

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

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

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

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

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

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 It involves:
◦ identifying development needs.
◦ choosing a development goal.
◦ identifying the actions that need to be taken by the
employee and the company to achieve the goal.
◦ determining how progress toward goal attainment will be
measured.
◦ investing time and energy to achieve the goal.
◦ establishing a timetable for development.

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Individualization
Learner Control
Ongoing Support