Sample.Professional-Development-Toolkit

Professional Development Toolkit ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Table of Contents Table of Contents The 70:20:10 Learning Framework 70:20:10 Defined .3 70:20:10 in Practice In practical terms what does this look like? Advice to Individuals on 70:20:10 Learning .5 Example of 70:20:10 in Practice: Giving and Receiving Feedback Performing Individual Needs Assessments 11 Individual Needs Assessment Defined 11 Individual Needs Assessment Process 11 What kinds of needs are there? 12 Self-Assessment 12 Gathering Data on Individual Development Needs 12 Skills, Knowledge and Competencies Analysis 15 High-Potential Employees 16 Conclusions 16 Individual Development Plan .17 Individual Development Plan Defined 17 Individual Development Planning Responsibilities 17 Individual Development Planning Process 18 Key Elements Of An Individual Development Plan 19 Providers of Management Skills Training 22 © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page The 70:20:10 Learning Framework 70:20:10 Defined The 70:20:10 Model is a learning and development model based on research by Michael M Lombardo and Robert W Eichinger for the Center for Creative Leadership The concept states that a blend of different learning approaches can provide powerful learning The 70:20:10 Learning Framework posits that 70 percent of learning happens through on-thejob-experience, 20 percent happens through discussions with and feedback from others, and 10 percent through structured courses, trainings, and formal programs The below slide deck and video by Charles Jennings, a leading thinker and practitioner in human capital management, describe the principles behind the 70:20:10 framework in more detail   http://www.slideshare.net/charlesjennings/the-702010-framework https://www.youtube.com/watch?v=t6WX11iqmg0 70:20:10 in Practice From Jennings, Charles Social and Workplace Learning through the 70:20:10 Lens August 2011 At its heart, 70:20:10 is all about re-thinking and re-aligning learning and development focus and effort It involves stepping outside the classes/courses/curriculum mind-set and letting outputs drive the cart – thinking about performance improvement and helping people their jobs better rather than spending the majority of time and effort on inputs – learning content, instructional design etc Of course the inputs are important at times, but we need to keep our perspective Content and design are not the most important inputs to the learning and capability development process It doesn’t matter if the job is simple or complex, whether it’s repetitive or highly varied, or if it’s driven by defined processes or requires extensive innovative and creative thinking The principles are the same – the most effective and generally fastest way to improve and gain mastery will be through workplace and social learning © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page IN PRACTICAL TERMS WHAT DOES THIS LOOK LIKE? It may mean using any of these ‘70’ approaches:  Identifying opportunities to apply new learning and skills in real situations  Allocating new work within an existing role  Increasing range of responsibilities or span of control  Identifying opportunities to reflect and learn from projects  Allocating assignments focused on new initiatives  Providing the chance to work as a member of a small team  Providing increased decision-making authority  Providing stretch assignments  Enhancing leadership activities, e.g.; lead a team, committee membership, executive directorships  Setting up coordinated swaps and secondments  Arranging assignments to provide cross-divisional or cross-regional experience  Providing opportunities to carry out day-to-day research  Providing opportunities to develop a specific expertise niche  Allocating assignments to provide new product experience Or any of these ‘20’ approaches:  Encourage the use of colleague feedback to try a new approach to an old problem  Establish a culture of coaching from manager/colleagues/others  Encourage seeking advice, asking opinions, sounding out ideas  Engage in formal and informal mentoring  Embed informal feedback and work debriefs  Encourage learning through team work  Target building strong internal and external networks  Build a culture of learning through teams/networks  Support professional and industry association membership and external networking  Encourage facilitated group discussion as a standard practice  Use Action Learning The above are just a few options available for development in the ‘70’ and ‘20’ zones © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page Advice to Individuals on 70:20:10 Learning From George Washington University, Organizational Development and Effectiveness http://ode.hr.gwu.edu On‐the‐job learning is one of most effective methods for professional development Research indicates that for working adults, approximately 70% of their professional development occurs on‐the‐job making it important to focus on experiential learning opportunities Use this resource to help you identify on‐the‐job learning activities In addition to this resource, explore the Staff Learning and Development self‐guided learning pages to identify resources to supplement your on‐the‐job learning The suggestions below provide only a few samples of on‐ the‐job learning Modify the recommendations below or create your own based on your unique situation Resources mentioned below are available in this resource library: https://ode.hr.gwu.edu/learn-now COMMUNICATION □ Identify ways to improve your listening skills, using the tips in the above resource library Select an important meeting as a case study to practice your listening skills After the meeting, debrief with a colleague Ask about your listening skills and identify ways to improve □ Select an opportunity for you to improve your writing skills by offering to draft an important document for your manager □ Volunteer to lead a group meeting as an opportunity to develop your facilitation techniques To prepare, explore the facilitation resources in the above library and after the meeting ask a participant to give you feedback on your techniques and style Prepare yourself to receive the feedback by using the Planning to Receive Feedback tool (below this guide) □ Identify a project you can work on that allows you to be creative and inspire creativity in others Explore the creativity resources available in the above library and integrate the use of the resources to help you complete the project □ Take initiative to give and receive constructive feedback from others actively Select an opportunity to use the tool, Planning to Give Feedback, to apply a process and practice delivering feedback effectively © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page CUSTOMER SERVICE □ Select a specific customer you work with to serve as a focal point for improving your customer service skills Focus on understanding the customer perspective and managing customer expectations □ Identify an opportunity to collect and analyze customer feedback to identify areas for process improvements and share your insights with the people involved □ Select a situation you can use as a case study to improve your customer problem solving skills Explore the customer service and problem solving resources in the above library for ideas on how to approach the situation Seek input from your customers and track your lessons learned TEAMWORK □ When seeking guidance or advice on a task, intentionally consult a group of people with diverse backgrounds and experiences Learn more about how our differences make our teams stronger by exploring the resources in the above linked library for valuing diversity □ Select a situation you know will be challenging – one where you are sure you will have a different point of view from others Use it as a case study to use the tool, Conflict Resolution Tips and Worksheet to prepare After the situation, debrief your lessons learned with a colleague or your manager □ Identify a peer who needs help and extend an offer of assistance Seek out strategic opportunities to help others such as colleagues working on interesting projects that would represent new learning opportunities for you □ Volunteer to facilitate a team building session with your group During the session, refer to our organizational values and use the tool, Assessing Team Values Instrument, as a way to foster discussion and identify ways to strengthen teamwork PRODUCTIVITY □ Take this decision making quiz to better understand your decision making style Identify an opportunity to apply what you learn from the quiz and test it out © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page □ Review your “To do” list and apply the 80/20 rule – the idea that roughly 80% of the effects come from 20% of the causes Apply this to your work as a way to prioritize what is most important – what will yield the greatest result and reallocate your time as appropriate □ Volunteer to run a meeting you regularly participate in Use this opportunity to practice your meeting management skills and help increase the productivity of the meeting Use the resources available in the above library to help you prepare and seek feedback after □ Identify an assignment that gives you the opportunity to develop your time management skills Leverage the time management resources in the library above and use them as you work on the assignment Track your progress and adopt the techniques that improve how you use your time MANAGEMENT □ Volunteer for a project that enables you to demonstrate ownership and accountability without full authority over the people and/or process Explore the resources in the library above for motivating others to build your ability to ensure the job gets done – even when everything isn’t in your control □ Select one staff member to improve your coaching relationship with Take advantage of the coaching suggestions in the performance management process Actively work on your coaching skills with that employee, track your lessons learned, and move on to another staff member once the process is working effectively □ Schedule time at an upcoming staff meeting to clearly define expectations of your staff After you share with the team, schedule one on one discussions to highlight the unique elements that will help each specific staff member be most effective □ Ask clarifying questions to ensure your staff understands and be open to their feedback and concerns □ Ask your manager questions and observe his/her behavior to understand style and preferences Utilize the managing up resources in the above library to help you develop a partnership with your manager Identify what you can learn from your manager □ Put in place a management system – a process for ensuring work flows through your office and that you have time to coach your employees SUMMARY TIPS © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page • Identify one or more “informal mentors” to help you build various skills Find someone who is good at something you want to learn and seek guidance Remember that informal mentors not need to be more experienced than you – one of your direct reports or peers may be the best source to learn a new skill • Be a student of others and study their behavior Determine what behaviors are effective and ineffective Practice doing what you see working for others to build your skills • Request feedback about your behavior from direct reports or colleagues after a challenging situation Ask for recommendations for what could have been done differently • Be curious! Ask questions of other people to gain insight into their processes, techniques, and style • Identify some currently unused strengths and find ways to communicate them and use them as you pursue your goals • Review more of the professional development resources in the above library Discuss what you learned with others and how you can use it on the job © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page Example of 70:20:10 in Practice: Giving and Receiving Feedback The sources for the following tools include:      George Washington University, Organizational Development and Effectiveness Harvard Business Review blogs Free Management Library (managementhelp.org) CBS News (cbsnews.com) Marshall Goldsmith (marshallgolsmithfeedforward.com) The guide below outlines blended learning options for a specific competency – the ability to effectively give and receive feedback Similar guides could be created for any number of competencies or skills Table 1: Examples of 70:20:10 Methods of Developing Competency in Giving and Receiving Feedback  70% - On the job The most effective way to learn to give and receive feedback is to “learn by doing” Below you will find a number of experiential learning opportunities for both giving and receiving feedback Pick two “on the job learning” options below for both giving and receiving feedback, and discuss your successes and challenges with someone you trust Giving Feedback       Use the tool – Giving feedback then pick one person to give feedback to (at work or outside of work) in the next week Use the upward feedback pointers - http://blogs.hbr.org/2010/03/how-to-give-your-bossfeedback/ on a real situation – until you find one worth using and then give your boss feedback Give each of your direct reports one piece of feedback following the guidelines found at http://managementhelp.org/communicationsskills/feedback.htm Set the expectation among your staff that they use the tools (giving and receiving feedback) to give each other peer to peer feedback – and then check in during staff meetings to ensure it’s happening and openly discuss barriers to it Practice being open to feedback (either at work, or outside work) Recognize a colleague who has modeled the organizational core values or who has gone “above and beyond” in their job Receiving Feedback  Practice active listening skills - Take the self-assessment tool - http://ode.hr.gwu.edu/activelistening and pick at least two areas you marked as a “c” or “d” to focus on skill building Pick specific situations or conversations in which to practice building your skill in this area © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page Page       20% - Learning from others Opportunistically learn from others when situations present themselves Select a minimum of one of the learning tactics below to continue enhancing your ability to give and receive feedback       Communicating in difficult situations Ask a direct report to give you feedback in your next 1-1 (give them time to plan ahead and be specific about the topic you are requesting feedback about) Ask a peer to give you feedback Ask your boss to give you feedback Seek out a situation in which you might normally feel defensive Practice the skills necessary to avoid becoming defensive Find someone who models the behaviors you strive to be better and ask if they will be your mentor on this topic Schedule at least two meetings of 30 minutes each to discuss how their approach and experiences may benefit you Join a project team where giving and receiving feedback amongst team members will be critical to the success of the project Schedule quarterly performance checkpoints with your manager and/or your staff Incorporate their feedback on your progress both giving and receiving feedback as a standing agenda item Ask a trusted peer or friend for feedback about things they think you well and things they think you could differently related to giving and receiving feedback We all have successes at work, just as we all make mistakes After you recognize you’ve made a mistake at work, seek feedback from someone on what you could have done differently to practice receiving feedback Type Book Reading Article Video Article 10% - Courses and reading Learn by exploring expert resources Leverage a minimum of two of the options below to supplement your other learning experiences Giving and Receiving Feedback – Harvard Business Review Pocket Mentor http://www.amazon.com/Giving-Feedback-Solutions-EverydayChallenges/dp/142210348X Planning to Give Feedback (DOC) http://ode.hr.gwu.edu/giving-and-receiving-feedback Taking Constructive Criticism Like a Champ http://www.forbes.com/sites/dailymuse/2012/11/07/taking-constructivecriticism-like-a-champ/ How to Prepare for a Difficult Conversation http://www.bnet.com/videos/how-to-prepare-for-a-difficult-conversationdodging-landmines/485820?promo=665&tag=nl.e665 How to Approach a Colleague Who is Making Mistakes http://hbr.org/tip?date=012010 © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 10 Page 10 Article Video/Tool Top Six Tips to Share Useful – and Respectful – Feedback http://managementhelp.org/communicationsskills/feedback.htm The FeedForward Tool http://www.marshallgoldsmithfeedforward.com/html/FeedForward-Tool.htm Performing Individual Needs Assessments Individual Needs Assessment Defined Sources: CIPD Identifying Learning Needs in Organisations October 2006 South African Management Development Institute Training Needs Assessment 2007 An individual needs assessment can be defined as determining the gap between what an employee must be able to and what he or she can or is currently doing A individual needs assessment (also called a “individual needs analysis”) therefore identifies the gap between what the job expects an employee to do, on the one hand, and what the employee is actually doing, on the other An individual needs analysis discovers whether there is a discrepancy or conflict between what an employee ought to be doing and that which he or she can Individual Needs Assessment Process As with strategic workforce planning, individual needs assessments begin with understanding the organization’s goals Through a workforce planning process (See resources in Workforce Planning folder), the organization will have aligned its organizational goals with its talent needs It will have determined the critical skills and competencies needed to achieve current and future organizational goals The individual needs assessment brings this analysis further down to the level of particular roles Once you know the competencies needed and responsibilities expected for a role, you can perform an individual needs analysis to identify the gap between what an employee in that role should be doing and what the employee is currently doing This gap provides insight into the professional development needed to help the employee build the skills and competencies needed to perform the role effectively (Alternatively, if the employee has taken on responsibilities above and beyond the role, it may redefine the assessment of competencies needed for that role or may mean that the employee needs to be promoted This is described further in the “Identifying High Potential Employees” section below) © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 11 Page 11 The organization also needs to consider the following:  Are local managers and individuals themselves empowered to source their own training?  Are local managers empowered to identify the learning needs of their people?  Does the organization provide a central suite of learning interventions from which individuals can select the most appropriate?  Does the organization have the policy, resources, and expertise to design individual learning interventions? It is line managers’ responsibility to support the development of their people It is the organization’s responsibility to empower them to so and to provide assistance, advice, tools, and resources WHAT KINDS OF NEEDS ARE THERE? The individual needs may be personal, performance-related or career-related, and will include needs, amongst others for:          updating knowledge, skills and job-related competencies; increasing job satisfaction and the fulfillment of personal goals; making decisions about career choices and career progression; identifying personal strengths and weaknesses; identifying and achieving work values and work targets; developing communication, personal effectiveness and life skills; improving qualifications; individual learning and self-development; building self-awareness, self-confidence and motivation SELF-ASSESSMENT One method for conducting an individual needs assessment is for the employee to perform a self-assessment and review it with his/her manager Using this method, the employees writes down his/her performance goals (or reviews his/her performance plan) and answers the following questions: Which of these performance goals you feel, or know from experience, that you are not able to reach? In other words, which of these responsibilities are you currently doing, but not to the satisfaction of yourself or your employer? Provide one reason why you think you are not reaching your performance goal What you think you need in order to reach the goal? © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 12 Page 12 GATHERING DATA ON INDIVIDUAL DEVELOPMENT NEEDS Usually, the process of identifying development needs is not limited to self-assessment The manager is also involved in gathering information about an employee’s development needs The following are some basic guidelines for gathering information on individual development needs: Assess whether training needs (rather than other needs) are a priority Determine whose needs are being expressed Collect your information from as many sources, from as wide a base, and in as many and varied ways as possible Be careful about putting words into employees’ mouths Check (and recheck) your understanding with the employees! Don’t stop at a superficial understanding of needs What are employees telling you? Probe and question why they feel they need something Among those who can be consulted during a needs analysis are:  the target group that is going to be trained is usually the main focus of the exercise with the proviso that the target group is not assumed to be homogeneous It may well be made up of many different sub-groups  the training provider must also define the needs as they see or experience them But be careful of their vested interest in discovering training needs!  key individuals in the workplace, including those in management and supervisory positions, should be consulted  outside ‘experts’, that is people who have knowledge of the training service that is being provided, could be consulted Other departments or divisions with similar aims and objectives may well provide useful input If you get your information in one particular way it is important to check it against other sources as well For example if you obtain your information through discussion with a group of employees it may be useful to balance it with observation and written documentation Employees may express a lack of skills in a particular area, but observation, for example, may show that the lack is not as bad as they think It is also important, when collecting data, to look for what doesn’t fit the pattern that you have established Look for this divergent data (data that differs from what you have already got) This can help ensure that your information is representative of all the members of the target group and prevents you from seeing them or their needs in a superficial way © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 13 Page 13 Also pay particular attention to data that seems to go against the interests of those who provided it or against the popular wisdom on a particular problem Such data may be of immense value Sample Methods of Needs Assessment Method Talking and listening to various people Description Various forms including: Individual interviews Group interviews/ discussion Advantages Formal interview Preplanned interview, usually done with an interview schedule Formal survey questionnaire filled in by the respondent Maybe distributed by mail or e-mail Designed (educational) event at which needs are assessed Usually a meeting called to discuss some problem facing the workgroup A lot of information may be gained Questionnaire Workshop Can lead to openness; achieving a sense of individual needs; more detailed information can be obtained; all voices can be heard Save time; allows for rapid response May save time for the assessor; standardization useful in large-scale surveys Can allow for a detailed and thoughtful response May be possible to gain endorsement for a surveyor program Disadvantages Emphasis on personal rather than general needs; can lead to over-high expectations that individual needs will be met; takes time Some people may dominate discussion and other may remain silent Person being interviewed may be inhibited; takes time Off-putting to many people; time-consuming to fill in; coding responses for openended questionnaires may be time consuming and difficult; unusable for illiterates or the poorly educated; mailed questionnaires often have a low return rate Time consuming; attendance maybe unrepresentative; needs good planning skills © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 14 Page 14 Meeting Observation Observation of the individual Information gained may be checked through other methods Attendance maybe poor or unrepresentative; some people may be reluctant to participate and some people may dominate Time consuming; what is observed may be difficult to interpret SKILLS, KNOWLEDGE AND COMPETENCIES ANALYSIS Once you have gathered information, one way to analyze it is by looking at skills, knowledge and competencies needs Skills Skills can be defined as discrete observable behaviors that contribute to the successful achievement of tasks Because they can be measured, they can also be assessed and rated from poor to excellent, or similar scales of ability One tool for skills analysis involves listing the skills needed for the role and using the chart as a benchmark in reviewing how the employee fulfilled his/her objectives, noting strengths and areas for development, supplemented with examples Another tool is a skills profile, a questionnaire that identifies the current attributes and future potential of individuals Please see CIPD Identifying Learning Needs in Organisations October 2006 for these skills assessment tools Knowledge Knowledge is divided into the following three categories:  Factual knowledge – facts, principles, concepts Can be identified through written or verbal tests, flow charts/diagrams, interviews  Procedural knowledge – discrete steps or actions needed to complete a task Can be identified through interviews and observation  Strategic knowledge – needed for decision-making and problem-solving Can be identified through semi-structured interviews © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 15 Page 15 Competencies Competencies, drawn from the competency framework for the role, consist of a combination of skills, knowledge and behaviors that lead to effective performance The process for skills, knowledge and competencies analysis is typically the following: The manager and employee identify the employee’s current skills, knowledge and competencies Tools like the ones above as well as performance management and goals tools can be used in this process Usually this step is taken twice a year as part of a performance review Using the above tools, the manager can determine potential areas for development – skills that are missing or underdeveloped, knowledge that needs to be gained, and competencies that need to be developed This review determines short-term learning needs The second part of this step is to discuss with the employees his/her future development needs, associated with promotion or job change Once the skills, knowledge and competency needs are described, linked with performance goals and agreed upon, the manager and employee will prioritize the needs and develop an action plan (also known as a Individual Development Plan) HIGH-POTENTIAL EMPLOYEES For high-potential employees, even closer attention is paid to the competencies needed for their future role There are usually three possible outcomes from the individual development assessment for these individuals: “Ready Now” – the person already possesses the competencies for the higher level position, and a plan is created for their transition into a higher role “Not Ready” – the person does not possess the required competencies and would need significant development The person would return to their previous position and develop further in that role “Development Program Needed” – the person has made progress in developing their competencies but needs further development The development needs are met through a combination of interdepartmental experiences, special projects and/or mentoring by a more senior person CONCLUSIONS Even if an individual needs assessment is conducted perfectly, it won’t be useful if the organization does not first have a supportive learning environment The bottom line is that organizations need to motivate employees and create learning opportunities Moreover, promoting learning should be viewed as a key responsibility of managers © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 16 Page 16 © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 17 Page 17 Individual Development Plan From Division of Personnel, Department of Administrative Services, State of New Hampshire Individual Development for Organizational Enhancement, Career Ladders, and Career Development 2008 Individual Development Plan Defined The Individual Development Plan (IDP) employs a concept that emphasizes discussion and joint decisions by the employee and the manager on the specific developmental experiences necessary to fulfill the mutual goals of organizational enhancement Each IDP is uniquely tailored to the needs of the organization and the individual The IDP is a personal action plan, jointly agreed to by the employee and the supervisor, which identifies short and long-term organizational goals An IDP also identifies the training and other developmental experiences needed to achieve those goals, for the benefit of the organization and the individual, within a specified time frame Individual development planning helps identify the employee’s development goals and the strategies for achieving them by linking them to the organization’s mission and goals Typically, the Individual Development Plan [IDP] would be developed and reviewed annually but a multiyear plan can be developed This plan is intended to:  Encourage the employee to take ownership of his/her organizational development  Provide an administrative mechanism for identifying and tracking development needs and plans to help meet agency critical mission and goals  Assist the organization in planning for its annual training and development requirements Individual development planning benefits the organization by aligning employee training and development efforts with the mission, goals, and objectives of the organization Supervisors develop a better understanding of their employees’ professional goals, strengths, and development needs—which can result in more realistic staff and development planning Employees take personal responsibility and accountability for their development, acquiring or enhancing the skills they need to stay current in required skills Individual Development Planning Responsibilities Managers and supervisors have the primary responsibility for initiating communication about individual development including but not limited to:  Work in partnership with individual employees to assess training needs and coordinate individual employee development plans; © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 18 Page 18  Realistically assess employees’ strengths and development needs vis-à-vis organizational requirements needed to meet critical mission and goals  Ensure implementation of individual development plans;  Incorporate training and development into the performance management process; and  Seek to improve management/supervisory skills in employee development  Provide regular (e.g., annual) opportunities to discuss and plan for employees’ development  Ensure the alignment of employees’ goals and development needs to departmental and organizational goals/objectives  Help employees identify appropriate training and development opportunities  Evaluate outcomes of employees’ training and development efforts Employees have responsibility for;  Work in partnership with supervisors and managers to meet the organization, department, and their own training and development needs;  Periodically assess their progress toward reaching their goals  Work with their supervisor to assess their level of competence vis-à-vis the competencies, skills, and knowledge required in their jobs  Identify their professional goals and development needs and various training and development opportunities that will help them achieve those goals and meet those needs  Actively search for training opportunities within the organization and elsewhere Individual Development Planning Process The individual development planning process requires communication and interaction between the supervisor and the employee It involves six steps: Step 1: Pre-Planning – Supervisor and employee prepare independently for meeting Employee completes all organization-required self-assessments Supervisor reviews performance evaluations, seeks feedback from stakeholders such as employee’s peers, subordinates, upper managers, other organization staff who interact with the employee, and, where appropriate, external stakeholders [program participants, funders, etc.] Supervisor reviews organization mission and goals and determines which pieces of the employee’s job are critical to meeting the mission and goals If applicable, supervisor should also review the department goals and objectives and determine which parts of the employee’s job are critical to goal and objective success Step 2: Employee/Supervisor Meeting – Discuss employee strengths, areas for improvement, interests, goals, and organizational requirements © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 19 Page 19 Step 3: Prepare Individual Development Plan – Employee, in consultation with supervisor, completes plan for individual development Step 4: Supervisor seeks approval of upper management [if required by Workforce Development Committee/Plan and/or organizational policies and procedures] Step 5: Implement Plan – Employee pursues training and development identified in plan Step 6: Evaluate Outcomes – Supervisor/employee evaluate usefulness of training and development experiences Key Elements Of An Individual Development Plan Developing and implementing Individual Development Plans is considered a good management practice and some organizations have developed their own IDP planning process and forms While there is no one “correct” form for recording an employee’s development plan, an effective plan should include the following key elements:       Employee profile – name, position title, department; Pre-Planning; Employee/ Supervisor Meeting; Outcome: The IDP Plan [Must include the following]: o Development goals – short-term and long-term goals with estimated and actual completion dates; o Development objectives – linked to organization mission/goals/objectives and employee’s development needs and objectives; o Training and development opportunities – shadowing assignments, on-the-job training, self-study programs, professional conferences/seminars (prioritizing onthe-job training, according to the 70:20:10 model) that employee will pursue with estimated and actual completion dates and costs; and o Metrics for evaluation of outcomes o Signatures – including supervisory, employee, and where appropriate, upper management signatures and date; Accountability for implementation; and Evaluation for Success © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 20 Page 20 Providers of Management Skills Training Name American Management Association Bluepoint Leadership BoardSource (for nonprofit CEOs and boards) Center for Creative Leadership CompassPoint Duke Corporate Education eCornell Jhana Education Website http://www.amanet.org/ Location Online http://www.trainingindustry.com/leadersh Online ip/suppliers/bluepoint.aspx http://www.boardsource.org/Workshops.a Washington, D.C sp http://www.ccl.org/leadership/elearning/e Online reference.aspx http://www.compasspoint.org/workshops San Francisco, CA page http://www.dukece.com/ Global http://enterprise.ecornell.com/ http://www.udemy.com/hiring-traininghow-to-hire-great-people/ http://www.kenexa.com/welcome http://www.managementassistance.org/ht /d/sp/i/2667/pid/2667 http://managementcenter.org/ Kenexa Management Assistance Group The Management Center Support Center for http://www.supportcenteronline.org/train Nonprofit Management ing.php ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Online Online Online Washington, D.C Washington, D.C New York, NY Page 21 Area of Development Competency area or other (current focus) Competency area or other (current focus) Competency area or other (future focus) Development Goal Steps (Including timeline) sentence description Actions/Milestones (1 year)  Here  Here  here sentence description Actions/Milestones (1 year)  Here  Here  here sentence description Actions/Milestones (1 year)  Here  Here  here Sample from current AM development goals I PROFESSIONAL DEVELOPMENT GOALS © July 2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800.834.0717 ©2014 AchieveMission | Boston | New York | San Francisco | Washington, DC | 800 834 0717 Page 22 Page 22