1. 7 Developing Employees Human Resources Management and Supervision
OH 7-1

2. Chapter 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 Notes
Indicate 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?”

3. Develop 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.

4. Why 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 Notes
Indicate 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 gaps
Personal 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.

5. Employee 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 Notes
The employee carries the most responsibility for his or her development.
Indicate that there are several steps involved in the employee development process.

6. Employee Development Process
Identify developmental goals.
Determine how to make improvements.
Instructor’s Notes
Point 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.

7. Employee Development Planning Meeting
What—meeting to plan employee development goals and how they will be achieved
When—in conjunction with, but separate from, an employee’s performance review
How—a planned series of steps
Instructor’s Notes
If 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.

8. Development Planning Meeting Process
Identify time frame.
Discuss learning styles.
Discuss developmental needs.
Select developmental methods.
Instructor’s Notes
Point 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.

9. Preparing 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 Notes
Remember 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.

10. An 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 Notes
Indicate 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.

11. Discussion Topics in Goal-Setting Session
Current work assignments and required knowledge and skills
Current skills and knowledge of the employee
Corrective actions, if any, that are needed
Employee’s career plans, and the skills and knowledge required to meet his/her goals
Instructor’s Notes
Indicate that there are two kinds of developmental goals.

12. Types of Developmental Goals
To attain a skill or knowledge
To improve a skill or attitude
Instructor’s Notes
If 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.

13. Setting 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 Notes
In 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.

14. Determining Opportunities for Development
Within the operation, including general and cross-training
Opportunities within the community
Formal education programs
Trade/professional association resources
Community library materials
Internet resources
Instructor’s Notes
Ask students, “What development opportunities exist at the organization you currently work for or have worked for?”

15. Establishing and Implementing the Development Plan
The supervisor-employer agreement must address
The plan’s time frame and goals
Method(s) for development
How the method(s) will be monitored and measured
The supervisor and employee should meet as agreed to discuss progress and provide feedback.
Instructor’s Notes
Discussions 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.

16. How 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 Notes
Employee
Skill gap
Should
Coaching
Note that there are numerous methods available to help employees grow professionally and personally.

17. Employee 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 Notes
A 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.

18. Employee 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 Notes
Point 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?”

19. The Coaching Process
Addresses performance behaviors rather than personal traits
Is needed for all hourly employees— not just those aspiring to supervisory positions
Provides feedback, makes suggestions for changes, and helps the employee to improve
Instructor’s Notes
Effective 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.

20. Other Employee Development Methods
Apprenticeship
Informal learning
Job rotation
Mentoring
On-the-job training (OJT)
External training/education
Self-study
Special projects
Temporary assignments
Instructor’s Notes
If 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.

21. Employee 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 Notes
Managers 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.

22. How 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 Notes
Cross-training and coaching
Self-starter and strong organizational skills Is
False
Note: indicate that the last part of this discussion will provide a review of definitions for the key term used in the chapter.

23. Key Term Review Attitudes Coaching Cross-training Developmental goals
Employee development goals
Employee development process
Instructor’s Notes
Attitudes—feelings about facts or situations that influence behaviors
Coaching—process of helping employees grow by providing advice and feedback on an individual basis
Cross-training—employee development method through which employees learn a job related to their own
Developmental goals—goals that describe the skills, knowledge, and attitudes that must be gained or improved to eliminate or reduce a performance gap
Employee development goals—same as development goals
Employee development process—process to develop employees that involves identifying developmental goals, determining how to make improvements, and evaluating the results
Indicate that there were several additional key terms addressed in the chapter.

24. Key Term Review continued
Employment development program
Employee goals
Employee performance goals
Knowledge
Skill gap
Skills
Instructor’s Notes
Employment development program—organized series of actions intended to reduce a gap in an employee’s skills, knowledge, or attitudes
Employee goals—goals that focus on an employee’s personal issues beyond job performance
Employee performance goals—goals that focus on the tasks that an employee must be able to perform as part of the job
Knowledge—information stored in a person’s mind such as facts, concepts, rules, and procedures
Skill gap—gap between the skills an employee presently has and the skills that are needed
Skills—intellectual or physical actions that help accomplish a goal

25. Chapter 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 Notes
Ask students to do a personal assessment of the extent to which they know the information or can perform the activity noted in each objective.