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Employee Development: Because Learning Changes Everything
Employee Development: Because Learning Changes Everything
Employee Development: Because Learning Changes Everything
Chapter 9
Employee Development
Human Resource Management
Gaining A Competitive Advantage
TWELFTH EDITION
Raymond Noe, John Hollenbeck, Barry Gerhart,
Patrick Wright
© 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom.
No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
Learning Objectives 1
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The Relationship among Development, Training, and
Careers 1
LO 9-1
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Table 9.1 Comparison between Training and
Development
TRAINING DEVELOPMENT
Focus Current Future
Use of work Low High
experiences
Goal Preparation for current job Preparation for changes
Participation Required Voluntary
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The Relationship among Development, Training, and
Careers 2
• Boundaryless
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Figure 9.1 Steps and Responsibilities in the
Development Planning Process
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Development Planning Systems 1
Self-Assessment
• Involves psychological tests
• Identify development needs
• May determine gaps between skills and interests
Reality Check
• Usually comes from a performance appraisal
• 360-degree feedback assessment
Goal Setting
• Short- and long-term objectives
• Desired positions
• Level of skill application
• Work setting
• Skill acquisition
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Development Planning Systems 3
Action Planning
• Action plan is a written strategy for how employees will
achieve their short- and long-term career goals.
• Development approach depends on needs and
developmental goal
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Table 9.2 Design Features of Effective Development
Systems 1
SOURCE: Based on B. Kaye and C. Smith, “Career Development: Shifting from Nicety to Necessity,” T + D, January 2012, pp. 52–55; M. Weinstein, “Paths to
Success: Responsibility vs. Promotion,” Training, July/August 2014, pp. 52–54; D. Hall, Careers in and out of Organizations (Thousand Oaks, CA: Sage, 2002).
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Table 9.2 Design Features of Effective Development
Systems 2
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Approaches to Employee Development 1
LO 9-4
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Practices
SOURCE: EFMD, Network of Corporate Academies, Society for Human Resource Management,
“Leadership Development: The Path to Greater Effectiveness,” 2016, www.shrm.org.
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Approaches to Employee Development 2
Assessment
• Identify employees with managerial potential and measure
current managers’ strengths and weaknesses.
• Identify managers with potential for higher-level executive
positions.
• With work teams, identify strengths and weaknesses of
individuals and the decision processes or communication
styles that inhibit team’s productivity.
• Help employees understand their tendencies and needs,
as well as preferred work environment and type of work.
LO 9-5
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Approaches to Employee Development 3
Assessment continued
• Personality Tests and Inventories
• Myers-Briggs Type Inventory (MBTI)
• Measures 16 personality types
• DiSC assessment
• Measures personality and behavioral style
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Approaches to Employee Development 4
Assessment continued
• Assessment center
• Leaderless group discussion
• Interview
• In-basket
• Role-play
• Ratings are related to performance, salary level, and career
advancement
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Approaches to Employee Development 5
Assessment continued
• Performance Appraisals and 360-Degree Feedback
Systems
• Must tell employees specifically about performance problems and
how to improve performance
• Managers must be trained in frequent performance feedback and
monitor employees’ progress
• Upward feedback
• 360-degree feedback systems
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Table 9.6 Activities Involved in Using 360-Degree
Feedback for Development
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Approaches to Employee Development 6
Job Experiences
• Stretch assignments
• May be positive or negative stressors
• May include enlarging the current job, job rotation,
transfers, promotions, downward moves, and temporary
assignments
LO 9-6
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Figure 9.4 How Job Experiences Are Used for Employee
Development
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Approaches to Employee Development 7
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Approaches to Employee Development 8
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Approaches to Employee Development 9
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Approaches to Employee Development 10
Interpersonal Relationships
• Mentoring
• Could be senior employee or peer
• Either start informally or part of formal mentoring
program
• Developing successful mentor programs
• Build trust and interact
• Mentors need to be trained, and given tools and support
LO 9-7
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Table 9.9 Characteristics of Successful Formal
Mentoring Programs 1
1. Mentor and protégé participation is voluntary. Relationship can be ended at
any time without fear of punishment.
2. The mentor–protégé matching process does not limit the ability of informal
relationships to develop. For example, a mentor pool can be established to
allow protégés to choose from a variety of qualified mentors.
4. Mentor–protégé matching is based on how the mentor’s skills can help meet
the protégé’s needs.
5. The purpose of the program is clearly understood. Projects and activities that
the mentor and protégé are expected to complete are specified.
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Table 9.9 Characteristics of Successful Formal
Mentoring Programs 2
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Approaches to Employee Development 11
• Psychosocial support
• Reverse mentoring
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Approaches to Employee Development 12
LO 9-8
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Special Issues in Employee Development 1
LO 9-9
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Table 9.10 Recommendations for Melting the Glass
Ceiling
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Special Issues in Employee Development 2
Succession Planning
• Requires senior management to systematically review
leadership talent in company
• Ensures top-level managerial talent is available
• Provides development experiences managers must
complete before moving to top management positions
• Helps attract and retain managerial employees by
providing development opportunities
• High-potential employees
LO 9-10
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Special Issues in Employee Development 3
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Table 9.11 The Process of Developing a Succession Plan
6. Link the succession planning system with other human resource systems,
including training and development, compensation, performance
management, and staffing systems.
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Figure 9.5 Example of a 9-Box Grid
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