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Employee Development

Pam Hatcher Director of Workforce Solutions

Deborrah Catlett Associate VP of Institutional Development

BCTC Leadership/Supervisory Training

February 2014

Employee Development

Role of the supervisor in planning and career development Utilizing tools in the development and evaluation process Do’s and don’ts in evaluation conversations

Personality and delivery styles Coaching vs. developing employees Role of the supervisor in identifying skill gaps

Employee Development

What do each of you want to have as a take away from today’s session?

Employee Development

Review

Module 1: Foundations of Supervisory Management • Building respect • Communicating • Transforming • Building Community

Employee Development

Review Module 2: Communications within the

Supervisory Role • Language • Listening • Nonverbal • Feedback • Climate

Defining Moment…

Coaching - a training or development process which an individual is supported while achieving a specific personal or professional competence result or goal

Employee Development - a joint, on-going effort on the part of an employee and the organization for which he or she works to upgrade the employee's knowledge, skills, and abilities

Evaluating Performance - a formal, structured system designed to measure the actual job performance of an employee against designated performance standards

Coaching…

• Coaches achieve the best results by developing the talents and abilities of their team members.

• Coaches lead and develop others to top performance because that is how tasks best get done.

• Get team members to deliver the results you need

• Guide team members to think and do things for themselves

• Motivate team members to take on responsibility and perform effectively

Coaching…

• Directing is appropriate when a team member doesn’t yet know her job very well. The coach explains how to do the job, the team member does it.

• Involving occurs when the coach stills tells the team member what to do (because the team member is learning), but two-way communication exists.

• When a coach uses a supporting style, the coach allows the team member to take the lead in determining the plan of action or solving the problem.

• When a team member is fully competent and committed, the delegating style is appropriate.

Coaching…

Timing Frequency Necessity Ongoing Preparation for a “big game”

“Every human being is trying to say something to others. Trying to cry out, ‘I am alive, notice me! Speak to me! Confirm that I am important, that I matter!’” (Marion D. Hanks)

Employee Development…

• Understanding how you can help employees

• Identifying skill gaps

• Career Interests

• Professional Development

• Succession Planning

• Motivating

Employee Development…

• Ongoing

• As a new supervisor

• Supervisor in new department

• Necessity

• PPE/Evaluations

Evaluating Employee Performance…

• One of the most powerful leadership skills is the ability to give effective performance feedback – information given to a team member about how he or she performs.

Evaluating Employee Performance…

• Content is what you say in the constructive feedback.

• Identify the issue of performance that is involved.

• Provide the specifics of what has occurred. Using statements that start with “I” such as “I have observed” help you be issue focused and specific without sounding accusing.

• Manner is how you communicate the feedback.

• Be direct when delivering your message.

• Avoid “always” and “never.”

• Avoid giving mixed messages.

• Let your feedback stand on its own – negative or positive.

• Make certain feedback is expressed one-to-one not through third parties.

• State observations, not interpretations.

Evaluating Employee Performance…

• Annually

• Mid-year

• New hire

• 30, 60, 90 days

• Daily

• After a major project or implementation

Pause for entertainment…

Group work…

• What are the biggest challenges you face as a supervisor when evaluating employee performance?

• How do you as a supervisor help employees plan their career development?

• How do you as a supervisor identify skill gaps for employees?

• Do you believe a supervisor can coach and evaluate at the same time? Explain your answer.

• What is the difference between criticism and performance feedback? Provide a definition and give examples of each.

Time to talk…

Scenario # 1…

Scenario # 2…

Scenario # 3…

Scenario # 4…

Scenario # 5…

Generational Considerations… Understanding the Multi-Generation Workforce

Traditionalists (1922–1945) Common Traits: • Grew up in a “do-without” era • Respect authority, generally comfortable with hierarchy • Like details, tendency to be less comfortable with ambiguity and change • Believe in dedication, sacrifice, duty, and hard work Experience in the Workplace: • Work was performed in the office • Work was measured by hours worked • No discussion of work-life balance Source: Adapted from Don Tapscott, Grown Up Digital (New York, NY: McGraw-Hill, 2009), 40; Neil Howe and William Strauss, Millennials Go to College, (Great Falls, VA: Life Course Associates, 2007).

Generational Considerations… Boomers (1946–1964)

Common Traits: • Grew up in a healthy economic era • Tend to be optimistic • Often were “defined” by their job • Demonstrate mixed attitudes toward authority and management Experience in the workplace: • Worked long hours • Work was performed in the office • Sought a stellar career • Little emphasis on work-life balance Source: Adapted from Don Tapscott, Grown Up Digital (New York, NY: McGraw-Hill, 2009), 40; Neil Howe and William Strauss, Millennials Go to College, (Great Falls, VA: Life Course Associates, 2007).

Generational Considerations… Gen Xers (1965–1980)

Common Traits: • Grew up in an era of distrust for the national institutions • Tend to be cynical and pessimistic • Comfortable with change • High degree of self reliance Experience in the workplace: • Work can be performed in and out of office • Witnessed the end of life-long employment • Moved toward a portable career • Increased emphasis on work-life balance Source: Adapted from Don Tapscott, Grown Up Digital (New York, NY: McGraw-Hill, 2009), 40; Neil Howe and William Strauss, Millennials Go to College, (Great Falls, VA: Life Course Associates, 2007).

Millennials (1981–1990) Common Traits: • Grew up in an era of financial boom • Tend to be technology savvy and active in social networking • Comfortable with multi-tasking • Expect instant rewards or gratification Experience in the workplace: • Believe that work should be measured by results, not hours • Actively seeks work-life balance • Moved toward building parallel careers Source: Adapted from Don Tapscott, Grown Up Digital (New York, NY: McGraw-Hill, 2009), 40; Neil Howe and William Strauss, Millennials Go to College, (Great Falls, VA: Life Course Associates, 2007).

Generational Considerations…

Generational Considerations…

Engaged employees are committed to the success of their organization, and bring their discretionary energy and passion to their work; go above and beyond what is expected; drive innovation and move the organization forward. Partially engaged employees do their job, but don’t necessarily go above and beyond what is expected of them—or do so on an inconsistent basis. Disengaged employees include both the passively disengaged, who show up but do only the bare minimum to keep their job (effectively retired on the job), and the actively disengaged, who sow seeds of discontent, thereby undermining their peers, supervisors and the organization.

Generational Considerations…

Bersin & Associates, “A New Organizational Learning Model: Learning On-Demand,” (October 2007) http://joshbersin.com/2007/10/01/a-new-organizational-learning-model-learning-on-demand (accessed April 25, 2010); and others

How does all of this relate directly to our workforce at BCTC?…

Parting Thoughts… MAKE DECISIONS! DECIDE TO DECIDE! HAVE A SPINE!

“You see, companies have no conscience, companies make no decisions. It is individual employees that make the difference. It is individual champions that make the difference. Another favorite poem….” “Stroll every park, search every city, you’ll find no monument to a committee.” Delivering and Measuring Customer Service, by Richard D. Hanks

Foster an environment where a complaint is treated as a gift. Hire and train employees who will operationalize that philosophy. Basketball coaches know the simple maxim, “You can’t teach height.”….If you rely on training to change someone’s attitude, you’ll be disappointed, because so-called “smile training” usually just produces “cheerful incompetents.” The bottom line? Hire for attitude and teachability. Get the right people, then fix the process. Measuring and Delivering Customer Service, Richard D. Hanks

References

Online: Wikipedia, Definition of Coaching University of Minnesota Toolkit, Definition for Employee Development Cliffnotes.com/Principles of Management, Definition of Employee Performance Free MP3 downloads, Put Me In Coach and Colors of the Wind

KY Tech Workforce Training Materials, DG, Coaching Slides 8 and 9 Bud Ratliff, Solarity Group, RYBG Exercise

QUESTIONS???

Pam Hatcher Director of Workforce Solutions pam.hatcher@kctcs.edu 859-246-6788

Deborrah Catlett Associate VP of Institutional Development Deborrah.catlett@kctcs.edu 859-246-6810