This document provides an overview of a seminar on developing others as a management competency. It discusses why development is difficult for leaders and employees, explores common myths about development, and provides strategies for development conversations with different types of performers. Specific approaches are suggested for top performers, future performers, solid performers, and underperformers. The document also reviews the 70-20-10 model of development, outlines the most impactful types of development assignments, and notes that varied, intense, diverse and adverse experiences have the greatest potential for developing individuals.

1. Introduction to Management 2
Seminar 2 Development of
others
Stage 2 Session 7

2. Overview
• To look at development, typical managerial scenarios and how to address them
• Explore why this competency is so difficult to advance
• Discuss development strategies
2

3. Learning Outcomes of this lecture
• To have an enhanced perspective on staff development
• To understand some of the critical issues and strategies to employ

4. Development Mix: 70/20/10 reminder
10% 20% 70%
Education Based Relationship Based Experience Based
Less Development Impact More
Formal /
Informal
Training
Role
Modeling
Coaching /
Feedback
On the Job:
Development
in Role
On the Job:
Full Job
Change
• Internal/
External Trng
courses
• Workshops
• Reading
• Video
• Knowledge
Transfer/aware-ness
• Copy a Skill /
Behavior
• Learn from
observing
others
• Exposure to
higher
level leader
• Shadowing
• Coaching
• Boss, Mentor,
• External
Coach
• 360 Feedback
• Projects
• Taskforce
• Hardship
• Job Rotations
• Temporary
accountability
• Staff to line
• Stretch
assignment
• Line to staff
• Fix-it /
turn-around
• Cross
-functional move

5. Development
Lots of practice and research suggests development is a difficult competencies to
develop (Lominger: Personal Learning)
In small groups please then discuss for 15 minutes: - Pablo Picasso
• Why do leaders find development planning difficult?
• For themselves
• For employees?
• What are the consequences?

6. Development
Myth 1: There simply is not enough time.
Myth 2: If I don’t talk about it, they may not think about it, and the status
quo will be safe.
Myth 3: Employees need to own their careers; it’s not my job.
Myth 4: Everyone wants more, bigger, or better promotions, raises, prestige,
or power.
Myth 5: Development efforts are best concentrated on high potentials, many
of whom already have plans in place.

7. Development conversations
How would you approach a development conversation with the following ‘types
– please discuss in pairs for 15 minutes and be ready to share
Type of performer How would you approach the development
conversation?
Top Performer
Future Performer
Solid Performer
Underperformer

8. Development conversations
Type of talent
Top Performer • Recognize the person’s high performance level and perceptions of his abilities
•Should be targeted, we should look at and develop talent differently, because people
are different
• Focus on how to provide him with the skills and experiences needed for future roles.
• Discuss future aspirations, goals and desired development.
• Find out what motivates him and what you and the organization can do to ensure that he stays with
the organization.
Future Performers • Sharing your perceptions that the person can perform highly in the future
• Identifying any performance concerns or expected challenges.
• Focus on the steps that she needs to take over the next three to six months, identify how you could
provide support, and discuss how to remove or mitigate any barriers to success.
Solid Performer • Recognize the person’s solid performance level and accomplishments.
• Convey that she is appreciated and well placed, with potential to grow in her current position.
• Focus on how the person can improve in her current position, staying aware that new opportunities
may arise in the next one or two years.
• Learn how you can best engage and retain this individual.
Underperformer • Clarify the goal. What is the purpose of the conversation? What exactly does each of us want to
accomplish?
• Explore the issues. Assessing strengths, vulnerabilities, development needs and performance
enhancement. Identifying motivation and career aspirations.
• Identify the options. Generate ideas and opportunities for learning and improvement.
• Set expectations. What do we want to do first? Next? What are the obstacles?
• Motivate. What support is needed? Are you sure the goals are meaningful?
• Identify the plan. How will we know you are on target? How will we track outcomes?

9. Development - some common myths from
managers
9
Myth 1: There simply is not enough time.
Myth 2: If I don’t talk about it, they may not think about it, and the status
quo will be safe.
Myth 3: Employees need to own their careers; it’s not my job.
Myth 4: Everyone wants more, bigger, or better promotions, raises,
prestige, or power.
Myth 5: Development efforts are best concentrated on high potentials,
many of whom already have plans in place.

10. Most important development moves
| 10
 Cross Moves - Changing divisions or functions or
line of business.
 Fix-its/Turnarounds - Cleaning up a mess where
this is the last chance to fix it.
 Heavy Strategic Demands - Requires new or
significant redirection; visible and watched by
senior people.
 Influencing Without Authority -Significant
challenge where one has responsibility but not
authority.
 International Assignment - First time working in
the country.
 Line to Staff Switch - Visible role in a staff function,
often at headquarters.
 Projects/Task Forces - One-time, short-term events.
Examples: product launches, systems development,
new ventures.
 Scale (size) - Jump in the size of a job in the same
area for the associate.
 Scope (complexity) Change - Managing substantially
more breadth.
 Significant People Demands - Sizeable increase in
number of people managed.
 Start-ups - Starting something new.

11. Developing potential
• VIDA
• Varied
• Intense
• Diverse
• Adverse
Development assignments – these have the most impact

12. End of Lecture
Note: This recording is for your
personal use only and not for further
distribution or wider review.
© Pearson College 2013