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

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.

Why Employee Development? Employees require all skills needed for the job A skill gap is the difference between the skills an employee presently has and the skills that are needed. 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. 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.

Why Employee Development? 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.

Employee Development Programs These can be formal or informal programs. They can and should involve all employees. The responsibility for employee development rests with the operation, the supervisor, and the employee; however, the employee carries most of the responsibility for his or her development. 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.

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. Exhibit 7b on page 153 shows the steps of the employee development process

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.

Development Planning Meeting Process Identify time frame. Discuss learning styles. Discuss developmental needs. Select developmental methods. Create list of developmental goals. Set review/ completion date. 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.

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.

An Employee Development Planning Meeting Being prepared for and sincerely interested in helping the employee to improve will help to assure a successful meeting. Refer to page 155 of the text 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.

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.

Types of Developmental Goals To attain a skill or knowledge To improve a skill or attitude Skills – Intellectual or physical actions that help accomplish a goal. Knowledge – Information stored in a person’s mind, such as facts, concepts, rules and procedures Attitudes – Feelings about facts or situations that influence behaviors, such as liking to help people or disliking being interrupted 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.

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. Goals can be agreed upon formally (in writing) or informally (verbal statement/agreement) 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.

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?”

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.

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.

Employee Development Method— Cross-Training 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. . 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.

Employee Development Method— Coaching Managers who coach, commit to helping their employees improve 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?”

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.

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.

Employee Development Programs Can Be Ineffective 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. 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.

Key Term Review 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 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.

Key Term Review 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 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. 23

Key Term Review continued 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 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

Key Term Review continued 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 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