Chapter 9

Employee Development

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• Learning Objectives 1 of 2
LO9-1 Explain how employee development contributes to
strategies related to employee retention, development
of intellectual capital, and business growth.
LO9-2 Discuss the steps in the development planning
process.
LO9-3 Explain the employees’ and company’s responsibilities
in planning development.
LO9-4 Discuss current trends in using formal education for
development.
LO9-5 Relate how assessment of personality type, work
behaviors, and job performance can be used for
employee development.

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• Learning Objectives 2 of 2
LO9-6 Explain how job experiences can be used for skill
development.
LO9-7 Develop successful mentoring programs.
LO9-8 Describe how to train managers to coach
employees.
LO9-9 Discuss what companies are doing to melt the
glass ceiling.
LO9-10 Use the 9-box grid for identifying where employees
fit in a succession plan and construct appropriate
development plans for them.

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• The Relationship among Development,
Training, and Careers 1 of 2
Development and Training
• Critical for talent management
• Prepares Millennials to replace Baby Boomers
• Provides opportunities for employees to grow their
skills
• Contributes to high levels of engagement and
satisfaction

LO 9-1
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• The Relationship among Development,
Training, and Careers 2 of 2
Development and Careers
• Protean career
• Employees take responsibility for managing their own
careers
• Psychological success
• Career patterns provide opportunities for employees to
• Determine their interests, skills strengths and
weaknesses
• Seek development experiences

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• Figure 9.1 Steps and Responsibilities in
the Development Planning Process LO 9-2

Jump to long description in appendix

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• Development Planning Systems 1 of 2
Self-Assessment
• Psychological tests
• Development needs are identified
• May determine skill needs or interests

Reality Check
• Usually comes from a performance appraisal
• 360 degree feedback

LO 9-3
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• Development Planning Systems 2 of 2
Goal Setting
• Desired positions
• Level of skill application
• Work setting
• Skill acquisition
Action Planning
• Depends on needs and developmental goal

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• Table 9.2 Design Features of Effective
Development Systems 1 of 2
1. System is positioned as a response to a business need
or supports the business strategy.
2. Employees and managers participate in development of
the system.
3. Employees are encouraged to take an active role in
career management and development.
4. Evaluation is ongoing and used to improve the system.
5. Business units can customize the system for their own
purposes (with some constraints).

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 of 2
6. Employees have access to development and career
information sources (including advisors and positions
available).
7. Senior management and the company culture support
the development system.
8. The development system is linked to other human
resource practices such as performance management,
training, and recruiting systems.
9. A large, diverse talent pool is created.
10. Development plans and talent evaluation information
are available and accessible to all managers.

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• Figure 9.3
Frequency of
Use of
Employee
Development
Practices

Jump to long description in appendix

©McGraw-Hill Education SOURCE: EFMD, Network of Corporate Academies, Society for

• Approaches to Employee Development 1 of
12
Formal Education
• Off-site or on-site
• Lecture, business games and simulations, adventure
learning, meeting with customers
• Custom programs
• Tuition reimbursement programs

LO 9-4

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• Approaches to Employee Development 2 of
12
Assessment
• Identify employees with managerial potential and
measure current managers’ strengths and
weaknesses.
• Used with work teams to identify the strengths and
weaknesses of individual team members and the
decision processes or communication styles that
inhibit the team’s productivity.
• Can help employees understand their tendencies,
their needs, the type of work environment they prefer,
and the type of work they might prefer to do.

LO 9-5
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• Approaches to Employee Development 3 of
12
Assessment continued
• Personality Tests and Inventories
• Myers-Briggs Type Inventory (MBTI)
• Measures 16 personality types
• Each type has implications for work habits and
interpersonal relationships
• DiSC assessment
• Measures personality and behavioral style

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• Approaches to Employee Development 4 of
12
Assessment continued
• Assessment center
• Leaderless group discussion
• Interview
• In-basket
• Role-play

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• Approaches to Employee Development 5 of
12
Assessment continued
• Performance Appraisals and 360-Degree Feedback
Systems
• Must tell employees specifically about their performance
problems and how they can improve their performance.
• Managers must be trained in frequent performance
feedback.
• Upward feedback
• 360-degree feedback

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• Table 9.6 Activities Involved in Using 360-
Degree Feedback for Development
1. Understand strengths and weaknesses
Review ratings for strengths and weaknesses
Identify skills or behaviors where self and others’ (manager’s, peers’,
customers’) ratings agree and disagree

2. Identify a development goal

Choose a skill or behavior to develop
Set a clear, specific goal with a specified outcome

3. Identify a process for recognizing goal

accomplishment
4. Identify strategies for reaching the development goal
Establish strategies such as reading, job experiences, courses, and
relationships
Establish strategies for receiving feedback on progress
Establish strategies for reinforcing the new skill or behavior
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• Approaches to Employee Development 6 of
12
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
Experienc
es Are
Used for
Employee
Developm
ent

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• Approaches to Employee Development 7 of
12
Job Experiences continued
• Job enlargement
• Special project assignments, switching roles within a work
team, or researching new ways to serve clients and
customers
• Job rotation and lateral moves
• Helps employees gain an overall appreciation of the
company’s goals, increases their understanding of different
company functions, develops a network of contacts, and
increases employees’ skills
• May affect employee satisfaction and motivation

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• Approaches to Employee Development 8 of
12
Job Experiences continued
• Transfers, promotions, and downward moves
• Employees are more willing to accept promotions than
lateral or downward moves.
• May involve relocation within the United States or to another
country; can provoke anxiety.

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• Approaches to Employee Development 9 of
12
Job Experiences continued
• Temporary assignments, projects, volunteer work,
and sabbaticals
• Employee exchange
• Volunteer assignments

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• Approaches to Employee Development 10 of
12
Interpersonal Relationships
• Mentoring
• Usually start informally, but may be part of a formal
mentoring program.
• Developing successful mentor programs

LO 9-7
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• Table 9.9 Characteristics of Successful
Formal Mentoring Programs 1 of 2
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.
3. Mentors are chosen on the basis of their past record in developing
employees, willingness to serve as a mentor, and evidence of
positive coaching, communication, and listening skills.
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 of 2
6. The length of the program is specified. Mentor and protégé are
encouraged to pursue the relationship beyond the formal period.
7. A minimum level of contact between the mentor and protégé is
specified. Mentors and protégés need to determine when they will
meet, how often, and how they will communicate outside the meetings.
8. Protégés are encouraged to contact one another to discuss problems
and share successes.
9. The mentor program is evaluated. Interviews with mentors and
protégés give immediate feedback regarding specific areas of
dissatisfaction. Surveys gather more detailed information regarding
benefits received from participating in the program.
10. Employee development is rewarded, which signals to managers that
mentoring and other development activities are worth their time and
effort.
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• Approaches to Employee Development 11 of
12
Interpersonal Relationships continued
• Mentoring continued
• Benefits of mentoring relationships
• Career support
• Psychosocial support
• Reverse mentoring

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• Approaches to Employee Development 12 of
12
Interpersonal Relationships continued
• Coaching
• One-on-one or help employees learn for
themselves
• Provide resources

LO 9-8

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• Special Issues in Employee Development 1 of 2
Melting the Glass Ceiling
• Women are underrepresented in all levels of
management.
• May be due to stereotypes, lack of access to training
programs, appropriate developmental job
experiences, and developmental relationships

LO 9-9

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• Table 9.10 Recommendations for Melting
the Glass Ceiling
• Make sure senior management supports and is involved in the
program.
• Make a business case for change.
• Make the change public.
• Gather data on problems causing the glass ceiling using task
forces, focus groups, and questionnaires.
• Create awareness of how gender attitudes affect the work
environment.
• Force accountability through reviews of promotion rates and
assignment decisions.
• Promote development for all employees.

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• Special Issues in Employee Development 2 of 2
Succession Planning
• Requires senior management to systematically review
leadership talent in the company
• Ensures that top-level managerial talent is available
• Provides a set of development experiences that managers
must complete to be considered for top management
positions
• Helps attract and retain managerial employees by
providing them with development opportunities
• Dependent on other human resource systems, including
compensation, training and development, and staffing
LO 9-10

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• Table 9.11 The Process of Developing a
Succession Plan
1. Identify what positions are included in the plan.
2. Identify the employees who are included in the plan.
3. Develop standards to evaluate positions (e.g., competencies,
desired experiences, desired knowledge, developmental value).
4. Determine how employee potential will be measured (e.g., current
performance and potential performance).
5. Develop the succession planning review.
6. Link the succession planning system with other human resource
systems, including training and development, compensation,
performance management, and staffing systems.
7. Determine what feedback is provided to employees.
8. Measure the effectiveness of the succession plan.

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• Figure 9.5 Example of a 9-Box Grid

Jump to long description in appendix

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 • Appendix of Image Long
Descriptions

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• Appendix 1 Figure 9.1 Steps and Responsibilities in
the Development Planning Process
Four boxes are connected by one way arrows: Self-assessment, reality
check, goal setting, and action planning.
Employee responsibility for self-assessment is Identify opportunities and
needs to improve; for reality check is Identify what needs are realistic to
develop; for goal setting is Identify goal and method to determine goal
progress; and for action planning is Identify steps and timetable to reach
goal.
 Company responsibility for self-assessment is Provide assessment
information to identify strengths, weaknesses, interests, and values; for
reality check is Communicate performance evaluation, where employee fits
in long-range plans of the company, changes in industry, profession, and
workplace; for goal setting is Ensure that goal is SMART (specific,
measurable, attainable, relevant, and timely); commit to help employee
reach the goal, and for action planning is Identify resources employee
needs to reach goal, including additional assessment, courses, work
experiences, and relationships.
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• Appendix 2 Figure 9.3 Frequency of Use
of Employee Development Practices
Percentage of Specific Practices Used
Classroom courses 80%
Coaching 79%
Mentoring 68%
Leadership forums 56%
High-visibility assignments 42%
Matching employees with “stretch” opportunities 35%
Job rotation 30%
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• Appendix 3 Figure 9.5 Example of a 9-Box Grid
A 9-box grid is a three-by-three matrix, with the Y axis
performance and the x-axis labeled potential or
promotability. The boxes are labeled, from left to right and
bottom to top: 1. poor employee, 2. inconsistent employee,
3. potential or may be replaced, 4. strong contributor, 5.
core employee, 6. rising star, 7. technical or subject expert,
8. agile nonperformer, and 9. star.

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