Presentation on theme: "7 Developing Employees Human Resources Management and Supervision"— Presentation transcript:
17 Developing Employees Human Resources Management and Supervision OH 7-1
2Chapter Learning Objectives Explain the function of employee development.Describe how to set employee development goals and identify opportunities.Explain alternative employee development methods.Describe the coaching process.Instructor’s NotesIndicate that these objectives (competencies) drive the information in the chapter and in this session.Ask the following question, “Why should an operation develop an employee’s skills, knowledge, and attitude beyond their current levels?”
3Develop Employees Instructor’s Notes Indicate that employee development, the topic of this session, follows that of supervision discussed in the previous session.Indicate that there are several reasons why employee development efforts are needed.
4Why Employee Development? Employees require all skills needed for the job.Advanced skills can increase productivity.Employees need different knowledge and skills.Changes in equipment or procedures may be made.New governmental regulations may be mandated.Employees desire different jobs.Instructor’s NotesIndicate that a skill gap is the difference between the skills an employee presently has and the skills that are needed.Indicate that there are several ways that managers can learn about skill gapsPersonal observation.Reports by supervisors.Reports or complaints by other workers, customers, or vendors.Routine performance evaluations.Indicate that development programs can be planned and implemented to reduce gaps in an employee’s knowledge, skills, or attitudes.
5Employee Development Programs These can be formal or informal programs.They can involve all employees.The responsibility for employee development rests with the operation, the supervisor, and the employee.Instructor’s NotesThe employee carries the most responsibility for his or her development.Indicate that there are several steps involved in the employee development process.
6Employee Development Process Identify developmental goals.Determine how to make improvements.Instructor’s NotesPoint out that the flowchart on this slide is a high-level view of the employee development process.Talk through each of the steps in the employee development process in Exhibit 7b on page 153 by using an example such as a staff member who consistently fails to meet a performance standard.Ask the following question, “What is an employee development planning meeting, and when should it be conducted?”Evaluate the results.
7Employee Development Planning Meeting What—meeting to plan employee development goals and how they will be achievedWhen—in conjunction with, but separate from, an employee’s performance reviewHow—a planned series of stepsInstructor’s NotesIf applicable, ask students to review the guidelines for a constructive employee development planning meeting presented on pages 153–154 in the chapter.Indicate that several steps can be used to facilitate an employee development planning meeting.
8Development Planning Meeting Process Identify time frame.Discuss learning styles.Discuss developmental needs.Select developmental methods.Instructor’s NotesPoint out that the flowchart on this slide is a condensed version of the chart in Exhibit 7c on page 154.Review each of the steps in Exhibit 7c using an example of the situation you described in the discussion of Exhibit 7b.Indicate that several steps are required as the planning meeting is planned and initiated.Create list of developmental goals.Set review/ completion date.
9Preparing and Starting Employee Development Planning Meetings Meet in a quiet and private place.Have a clear agenda, collect data about the employee’s developmental needs, and use an outline.State that you want to help the employee to improve.Consider a time frame for development.Listen to the employee’s needs and concerns.Instructor’s NotesRemember that most employees want to do a good job and to advance in their careers, and they will be interested in participating in this meeting and in working to achieve the goals established during the session.
10An Employee Development Planning Meeting Being prepared for and sincerely interested in helping the employee to improve will help to assure a successful meeting.Instructor’s NotesIndicate that there are numerous ways to obtain information helpful in discussing an employee’s skills, knowledge, and attitudes. (If practical, refer students to the list on page 155 in the chapter.)Indicate that setting development goals is an important objective of the employee development planning meeting.
11Discussion Topics in Goal-Setting Session Current work assignments and required knowledge and skillsCurrent skills and knowledge of the employeeCorrective actions, if any, that are neededEmployee’s career plans, and the skills and knowledge required to meet his/her goalsInstructor’s NotesIndicate that there are two kinds of developmental goals.
12Types of Developmental Goals To attain a skill or knowledgeTo improve a skill or attitudeInstructor’s NotesIf applicable, ask students to review Exhibit 7e (page 156) in the text to see the six categories of goals for employee development.Expand upon the two examples of developmental goals given at the top of page 156—the baker’s goal of preparing and baking an angel food cake and the short-order cook’s goal of lessening tensions between himself and waitstaff—by asking students if these goals address knowledge, skills, or attitudes or a combination.Ask students to give examples of skills, knowledge, and attitude goals that they might have. For each goal stated, ask if the goal is an attainment goal or an improvement goal.Explain that basic procedures should be used to establish developmental goals.
13Setting Employee Development Goals Each employee’s goals will likely be unique, but they should support the operation’s overall goals.Managers can help staff establish personal and professional goals and to align them correctly.Instructor’s NotesIn a formal program, goals should be written and signed.For an informal program, a verbal statement/agreement is sufficient.Supervisors can help employees to understand the knowledge and skills needed for advancement to higher positions.Indicate that staff should be made aware of developmental opportunities within and outside of the organization.
14Determining Opportunities for Development Within the operation, including general and cross-trainingOpportunities within the communityFormal education programsTrade/professional association resourcesCommunity library materialsInternet resourcesInstructor’s NotesAsk students, “What development opportunities exist at the organization you currently work for or have worked for?”
15Establishing and Implementing the Development Plan The supervisor-employer agreement must addressThe plan’s time frame and goalsMethod(s) for developmentHow the method(s) will be monitored and measuredThe supervisor and employee should meet as agreed to discuss progress and provide feedback.Instructor’s NotesDiscussions as the developmental program evolves are really coaching sessions to provide advice and to lend encouragement to the staff member.Ask the students to answer the following questions.
16How Would You Answer the Following Questions? The _______ is the person most responsible for an employee’s development.A _______ represents the difference between the skills an employee has, and the skills that are needed.A manager (should/should not) ask staff to clarify personal development goals.A manager’s feedback and encouragement given during an employee’s development is an example of _______.Instructor’s NotesEmployeeSkill gapShouldCoachingNote that there are numerous methods available to help employees grow professionally and personally.
17Employee Development Method— Cross-Training Step 1 – Prepare a list of important skills in each job.Step 2 – Identify the employees to be cross- trained.Step 3 – Implement cross-training opportunities.Instructor’s NotesA training plan, job analysis, and/or job descriptions can help to establish the foundation for a cross-training plan.Remember that equal opportunity guidelines apply when moving an employee into an different position and/or cross-training him/her to do so.An individual cross-training plan should be based upon an employee’s previous training.Recognize that productivity may be lower during cross-training, and that the trainer must be taught how to train the employee.Note that coaching is a second popular method of employee development.
18Employee Development Method— Coaching Observe work behavior.Analyze work behavior.Describe behavior and consequences.Listen to employee’s side.Give feedback.Develop alternative corrections.Select correction to utilize.Set completion/review date.Instructor’s NotesPoint out that this slide is an abbreviated version of the information in Exhibit 7h on page 164.Managers who coach commit to helping their employees to improve.Ask the following question, “What is the role of a coach as it applies to food operations?”
19The Coaching ProcessAddresses performance behaviors rather than personal traitsIs needed for all hourly employees— not just those aspiring to supervisory positionsProvides feedback, makes suggestions for changes, and helps the employee to improveInstructor’s NotesEffective managers coach; they do not “give orders and criticize mistakes.” Many managers cannot be effective coaches because they cannot change roles from boss to coach.Coaching is not a one-time activity. Instead, it involves a continuous commitment.Point out that there are other methods of employee development in addition to cross-training and coaching.
20Other Employee Development Methods ApprenticeshipInformal learningJob rotationMentoringOn-the-job training (OJT)External training/educationSelf-studySpecial projectsTemporary assignmentsInstructor’s NotesIf applicable, refer students to Exhibit 7g (pages 162–163) in the chapter to review each method and its “pros” and “cons.”Indicate that not all employee development programs will be successful.
21Employee Development Programs Can Be Ineffective It is difficult to modify attitudes.Training may not overcome physical capabilities and aptitudes.Some people cannot learn certain things.Instructor’s NotesManagers must confront the challenge of determining whether retraining will successfully address a specific problem.Seldom does a single event or developmental program move an employee all the way to the final goal. More typically, several feedback and planning sessions must be conducted during multiple improvement periods.Ask students to answer the following questions.
22How Would You Answer the Following Questions? What are the two strongest employee developmental methods?What traits are important when considering candidates for cross-training?It (is/is not) difficult to improve attitudes by training.A single event can frequently move an employee all the way to a final goal. (True/False)Instructor’s NotesCross-training and coachingSelf-starter and strong organizational skillsIsFalseNote: indicate that the last part of this discussion will provide a review of definitions for the key term used in the chapter.
23Key Term Review Attitudes Coaching Cross-training Developmental goals Employee development goalsEmployee development processInstructor’s NotesAttitudes—feelings about facts or situations that influence behaviorsCoaching—process of helping employees grow by providing advice and feedback on an individual basisCross-training—employee development method through which employees learn a job related to their ownDevelopmental goals—goals that describe the skills, knowledge, and attitudes that must be gained or improved to eliminate or reduce a performance gapEmployee development goals—same as development goalsEmployee development process—process to develop employees that involves identifying developmental goals, determining how to make improvements, and evaluating the resultsIndicate that there were several additional key terms addressed in the chapter.
24Key Term Review continued Employment development programEmployee goalsEmployee performance goalsKnowledgeSkill gapSkillsInstructor’s NotesEmployment development program—organized series of actions intended to reduce a gap in an employee’s skills, knowledge, or attitudesEmployee goals—goals that focus on an employee’s personal issues beyond job performanceEmployee performance goals—goals that focus on the tasks that an employee must be able to perform as part of the jobKnowledge—information stored in a person’s mind such as facts, concepts, rules, and proceduresSkill gap—gap between the skills an employee presently has and the skills that are neededSkills—intellectual or physical actions that help accomplish a goal
25Chapter Learning Objectives— What Did You Learn? Explain the function of employee development.Describe how to set employee development goals and identify opportunities.Explain alternative employee development methods.Describe the coaching process.Instructor’s NotesAsk students to do a personal assessment of the extent to which they know the information or can perform the activity noted in each objective.