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Tamkin, P.; And OthersPersonal Development Plans: Case Studies of Practice.Report 280.Sussex Univ., Brighton (England). Inst. forEmployment Studies.ISBN-1-85184-206-39584p.; Study supported by the IES Co-operativeResearch Programme.BEBC Distribution, 15 Albion Close, Parkstone, PooleBH12 3LL, England, United Kingdom (30 Britishpounds).Reports Research/Technical (143)

MF01/PC04 Plus Postage.Adult Education; *Career Development; Case Studies;Educational Needs; Foreign Countries; IndividualNeeds; *Labor Force Development; *Needs Assessment;Questionnaires; *Self Actualization; *SkillDevelopment*Personal Development Plans (United Kingdom); *UnitedKingdom

ABSTRACTThe use and effectiveness of personal development

plans (PDPs) in planning career and skill development activities forindividuals within employing organizations in the United Kingdom wasexamined through case studies of seven firms and telephone interviewswith representatives of seven other firms. The casestudies/interviews focused on the following key issues forpractitioners involved in developing PDPs: philosophy; scope andcontent of PDPs as vehicles for self-organized learning; relationshipbetween the focus of PDPs and their links with other processes;implementation and support; ownership, control, and Lonfidentiality;and impact. Most firms had all employees develop PDPs; however, somelimited 'heir use of PDPs to managers or white-collar staff. All PDPscovered similar areas but varied in the amount of guidance given tousers regarding defining areas for development and developmentactions. Nine guidelines for developers of PDPs were formulated,including the following: make the key outcomes sought fromintroducing PDPs clear to all parties; make the processes used togenerate PDPs realistic in terms of target group and level ofavailable resources; and avoid focusing solely on skill developmentfor employees' current jobs. (Appended are the interview schedule andinformation about the 14 firms studied. The bibliography contains 54references.) (MN)

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PERSONALDEVELOPMENT PLANS:

CASE STUDIESOF PRACTICE

P Tamkin, L Barber, W Hirsh

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PERSONAL DEVELOPMENT PLANS:CASE STUDIES OF PRACTftE

Other titles from TES:

Development Centres: Assessing or Developing People?C Jackson, J YeatesReport 261, 1993. ISBN 1-85184-185-7

Careers Counselling in Organisations: The Way ForwardC JacksonReport 198, 1990. ISBN 1-85184-106-7

Performance Appraisal: A guide for Design and ImplementationJ YeatesReport 188, 1990. ISBN 1-85184-091-5

Succession Planning: Current Practice and Future IssuesW HirshReport 194, 1990. ISBN 1-85184-088-5

PERSONALDEVELOPMENT PLANS:

CASE STUDIES OF PRACTICE

P Tamkin, L Barber, W Hirsh

A study suppoited by the IES Co-operative Research Programme

5

Published by:

THE INSTITUTE FOR EMPLOYMENT STUDIESMantell BuildingUniversity of SussexBrighton BN1 9RFUK

Tel. + 44 (0) 1273 686751Fax + 44 (0) 1273 690430

Copyright C 1995 Institute for Employment Studies

No part of this publication may be reproduced or used in any form by any means graphic, electronicor mechanical including photocopying, recording, taping or information storage or retrieval systemswithout prior permission in writing from the Institute for Employment Studies.

A catalogue record for this publication is available from the British Library

ISBN 1-83184-206..1

Printed in Great Britain by Microgen UK Ltd

The Institute for Employment Studies

The Institute for Employment Studies is an independent,international centre of research and consultancy in humanresource issues. It has close working contacts with employers inthe manufacturing, service and public sectors, governmentdepartments, agencies, professional and employee bodies, andfoundations. Since it was established 25 years ago the Institutehas been a focus of knowledge and practical experience inemployment and training policy, the operation of labourmarkets and human resource planning and development. IES isa not-for-profit organisation which has a multidisciplinary staffof over 50. IES expertise is available to all organisations throughresearch, consultancy, training and publications.

IES aims to help bring about sustainable improvements inemployment policy and human resource management. IESachieves this by increasing the understanding and improvingthe practice of key decision makers in policy bodies andemploying organisations.

Formerly titled the Institute of Manpower Studies (IMS), theInstitute changed its name to The Institute for Employment Studies(IES) in Autumn 1994, this name better reflecting the full rangeof the Institute's activities and involvement.

The IES Co-operative Research Programme

This report is the product of a study supported by the IES Co-operative Research Programme, through which a group of IESSubscribers finance, and often participate in, applied research onemployment issues. The members of the CRP are:

Abbey National plcBAABarclays Bank plcBritish Steel plcBritish Telecommunications plcThe Cabinet OfficeDepartment of Social SecurityElectricity Association Services ltdli/v1 Customs and Excise1-1:M TreasuryJ Sainsbury plc

Lloyds Bank plcMarks & Spencer plcNational Westminster Bank plcThe Post OfficePrudential Corporation plcRolls Royce plcShell (UK) LtdW H Smith.1he Wellcome FoundationN'oolwich Building Society

Acknowledgements

Our thanks to those in the case study organisations who gave sogenerously of their time and enthusiasm, and were willing topass on their learning to others.

S

Contents

Executive Summary 1

1. Introduction 6

1.1 Background 6

1.2 Objectives 6

1.3 Methodology 7

1.4 Literature review 8

1.5 Report structure 12

2. Case Studies 13

2.1 Detailed Case Studies 13

Case Study 1: Royal Mail Anglia 14

Case Study 2: Guardian Royal Exchange 17

Case Study 3: Scottish Power 20

Case Study 4: TSB Bank plc

Case Study 5: BP Chemicals 26

Case Study 6: Marks and Spencer 30

Case Study 7: The Wellcome Foundation 33

Case Study 8: Abbey National 36

2.2 Summary of telephone interviewed case studies 38

2.3 Summary 39

3. Main Findings 40

3.1 Content and characteristics of the PDP 41

3.1.1 Frameworks for skills and learning needs 41

3.1.2 Target group 41.

3.1.3 Focus 41

3.1.4 Development actions 43

3.1.5 The I'DP itself 44

1.2 Process issues 45

3.2.1 Implementation3.2.2 Support 47

vii

3.2.3 Roles and responsibilities 48

3.3 Linkages in 48

3.4 Linkages out 50

3.5 Impact and evaluation 50

3.6 Summary 51

4. Issues for Practitioners 52

4.1.1 Self-organised learning 53

4.1.2 Individuals' ability to manage their own learning 54

4.1.3 Emergent themes 54

4.2 Scope and content of PDPs 53

4.2.1 Employee coverage 35

4.2.2 Structuring the PDP 55

4.3 Links with other processes and the focus of the PDP 56

4.3.1 Links into PDPs 56

4.3.2 Links out from PDPs 57

4.4 Implementation and support 58

4.4.1 Launching PDPs 59

4.4.2 Supporting individuals 60

4.4.3 Maintaining momentum 60

4.5 Ownership, control and confidentiality 61

4.6 Impact 63

4.7 Lessons for practitioners 63

Appendix A 65

Section A: Background and Context 65

Section B: Design of the Current PDP Scheme 65

Section D: Impact and Evaluation 66

Appendix B 68

Bibliography 70

1 0

viii

Executive Summary

The study

Personal development plans (PDPs) have evolved as a particularapproach to planning career and skill development activities forindividuals within employing organisations. The concept of aPDP is of a clear development action plan for an individual. Itmay well include some plans for formal training, but is alsolikely to include a wider set of development activities egcoaching, project working or action learning, secondment, self-study or distance learning, and developmental career moves.The other core concept in the PDP approach is that theindividual takes primary responsibility for the plan. Linemanagers and tl,e HR function often have a supporting role.

Although the idea of personal development planning is not new,especially to those in education and training, there does seem tohave been a rapid increase in the number of large organisationsseeking to introduce some kind of PDP scheme. Organisationsno longer feel they can take prime responsibility for the careersand development of their employees, and the PDP approachclearly puts the development ball in the employee's court. It alsofits comfortably with other business processes, such as totalquality initiatives, which are both devolved and dependentupon the commitment of individuals to positive change.

The research study reported here was undertaken because of thisrise in interest in PDPs, and because relatively little appeared tobe known of how such schemes were working in practice. Itbuilds on other IES research both into self-development ingeneral, and particular career development processes.

The research was undertaken with the support of the IES Co-operative Research Programme. This is a mechanism throughwhich a group of IES Subscribers finance, and often participatein, applied research on employment issues.

The study examined the practical application of PDPs throughthe experience of fourteen case study organisations. Eight ofthese had significant experience of implementing PDI's and arereported as detailed named case studies. They are: Royal MailAnglia, Guardian Royal Exchange, Scottish Power, TSB, BPChemicals, Marks & Spencer, The Wellcome Foundation and

Personal Development Plans Case Studies of Practice 1

1

Abbey National. Information for seven of the named case studieswas obtained not just from the HR function but also from linemanagers and employees and, in some cases, analysis of samplesof real completed PDPs (nearly a hundred in total). The othercase studies provided more limited information throughtelephone interviews.

The main text of the report deals with PDPs in terms of content,target group and focus; process issues in implementation andsupport; linkages between PDPs and other HR processes; andthe impact of FDP schemes on the organisation. In this summarywe pull together some of the key issues arising from the researcl-under the following headings:

scope and content of PDPs

the relationship between the focus of PDPs and their linkswith other processes

implementation and support

ownership, control and confidentiality

impact.

Scope and content of PDPs

The majority of the case studies intended PDPs to be used by allstaff, although some only covered managers or 'white collar'staff. This was often a function of the length of time the schemehad been in operation and the way in which PDPs were created.As some of the processes by which PDPs are created areexpensive, for example development centres and developmentprogrammes, it is unlikely that any organisation could afford touse such methods for all staff. Such activities tend to be reservedfor managers, graduates, or those judged to have high potential.Appraisal was the most common means of creating PDPs inorganisations that were either using the initiative for all staff orwere intending to do so. This is usually a process which coverseveryone.

The PDP forms used by the case studs' organisations coveredvery similar areas but varied in the amount of guidance theygave to users in terms of defining areas for development anddevelopment actions. Some forms specified the definition ofdevelopment needs under each of the organisation's keycompetences, whereas others would leave it to individuals toexpress their development needs. Similarly, some forms wouldetwourage the expression of development actions underparticular headings such as training, open learning, job movesand coaching, in contrast to others which left it to individuals tothink through how their development needs might best he met.

Institute for Emplo ment Studies

Nearly all the case study organisations were using competencesas a framework to assist individuals articulate developmentneeds. Some were also using a number of other psychometricquestionnaires, or forms of 360 degree review, to assistindividuals reflect on their current strengths and weaknesses.

The focus of the PDP and links with other processes

A personal development plan can vary considerably in focus. Aplan may concentrate purely on development needed to performbetter in the current job. It may extend to development requiredfor the next career step or longer term career options. It may takea much more holistic or person based approach, encouraging theindividual to think about their personal effectiveness andlife/career issues and to consider a correspondingly wider rangeof development needs, not restricted to those relevant to thecurrent job.

This issue of focus was very important to how the individualemployees perceived their scheme. By and large employees feltmore satisfied by a development planning process which takestheir wider personal aspirations on board. From the employees'perspective it can be seen as a contradiction in terms to beencouraged to think about their own development in their ownway, but then be told to concentrate only on their needs inrelation to the current job.

The processes which feed into PDPs tend to have a bearing onfocus. Development centres and development programmes tendto be 'person centred' or holistic in approach. Appraisal tends tobe more current job or 'next job step' based. Although appraisalbased PDPs may be easier to implement for the wholeworkforce, the downside of this approach may be this tendencyto take a narrow view of development.

The expected application of the PDP will also affect its focus. Allof the case study organisations were using PDPs as a means ofsecuring development outcomes. Expectations about types ofdevelopment outcome sometimes affected the design of the formand led employees, for example, to couch needs in terms oftraining rather than job experience. Two of the case studieslinked PDPs with succession planning and this tended to lead todevelopment outcomes couched in terms of desired job moves.

Implementation and support

PDP schemes present two serious challenges in terms ofimplementation and support. Firstly, a scheme which isintended to apply to all individuals, and often involve all theirline managers, requires a major effort of communication andtraining support to actually reach its intended audience.

Personal Development Plans: Case Studies of Practice i 3 3

The second major challenge is that self-organised learning is notpart of the UK tradition. Even if they have a pile of documentson the scheme, employees may still need help at least the firsttime in thinking through their own development needs. Thismay be why individuals find it is easier to complete a PDP in thecontext of a development centre or as part of a managementdevelopment programme. Both these activities offerconsiderable support.

In addition to supporting implementation and the first round ofPDPs, support will be needed to maintain interest in the schemeand encourage plans to be reviewed and updated. Most of thecase study organisations expected line managers to be involvedin discussing and actioning PDPs, but it may be unrealistic toexpect all the momentum to come from the line at a time whenthey are often feeling overstretched. Additional support in someof the organisations was provided by mentors or, in one case (ofPDPs produced on a development programme), by groups ofparticipants keeping in touch with each other's progress as partof their action learning approach.

Ownership, control and confidentiality

Another set of issues is raised by our assumptions about whoreally OWns the planning process, who owns the PDPs and howsuch information should be used within organisations.

Is it appropriate that a process ostensibly created to encourageindividuals to develop themselves should be controlled by theorganisation at all? Some of the case studies did not knowanything about the take up of their scheme, and felt it was notappropriate to do so. Some monitored take up, but did not seekto collect completed PDPs. Some did attempt a degree of control,often originally to get the scheme embedded, but telling people'You must produce a personal development plan' really is rathera contradiction in terms. This creates problems for thoseschemes which are designee to feed into processes such as jobfilling and succession planning.

The other problem with schemes which use the PDP as an inputto job applications or succession is the impact of such linkageson the degree of confidentiality of the PDP and therefore on thedegree of honesty the individual can bring to it.

Impact

The impact which the case study organisations wanted to seefrom personal development planning was predominantly theculture change away from the organisation owning individualdevelopment towards employees fecling they were responsiblefor their own development. In some cases attitudinal measureswere starting to register such a shift. Other outcomes soughtincluded a more adventurous approach to development

4 Institute for Employment Studies

14

methods, usually away from courses to more job-relatedapproaches, including more lateral job moves. Measuring take-up of a PDP scheme will not be very easy if the forms remainprivate to the individual. Confidential sample surveys may be abetter approach for getting information both on take up andperceived value. Employees and managers participating in theresearch were mainly enthusiastic about the PDP approach andits link with business development. However, as always withHR processes, few of even this vanguard had really evaluatedtheir schemes. For some it was still to early to have done so.

Lessons for practitioners

In conclusion, what tips can this study suggest to thoseintroducing a PDP scheme?

The key outcomes sought from introducing PDPsincluding cultural change need to be clear to all thoseinvolved, and built in at every stage of design andimplementation.

The introduction of the scheme whether 'big bang' or'softly, softly' should take account of the target group andthe prevailing attitudes to employee development.

The process used to generate plans must be reaiistic in termsof the target group of employees and the level of resourcesavailable to the scheme.

If PDPs are expected to flow out of appraisal, the design of anappraisal scheme should take this into account by building insufficient time for discussion of individual development.

PDPs which focus solely on skill development for the currentjob will not be welcomed by many employees. Those whichtake a broader view of the individual and their future may bemore effective in encouraging flexibility and have a higherimpact on employees.

Frameworks (including competences) and instruments forassisting in self-assessment (including psychometric tests) canbe very valuable in helping employees to think about theirPDPs. However, the PDP form itself should not be too highlystructured as this will constrain the user.

If the organisation really wants employees to own their cwndevelopment, it will have to achieve a critical balancebetween encouragement and control.

Formal use of PDPs in other processes such as selection orsuccession planning will affect the content and confidentialityof the plans, and therefore should be carefully considered.

A PDT' scheme will not sell itself or maintain itself. A plannedand realistic approach to supporting the scheme is crucial.This has cost implications.

Personal Development Plans: Case Studies of Practice 5

1 5

1. Introduction

1.1 Background

1.2 Objectives

6

Personal development plans (PDPs) are a relative newcomer tothe portfolio of popular HR initiatives. The idea of a PDP is thesimple notion of a clear action plan for personal development,which will normally include training action but may be muchbroader than this. PDPs appear to sit comfortably with thecurrent emphasis on empowerment and employee involvement,and initiatives like Total Quality Management which emphasisecontinuous improvement, shared vision and values andemployee responsibility. With such initiatives relying onindividual autonomy, PDPs complement and contribute to thisoverall approach. The essence of PDPs is that ownership ofdevelopment rests very firmly with the individual, theindividual is often primarily responsible for formulating thedevelopment plan, for actioning that plan and for updating it.Others have a role in this process, such as line managers or HRspecialists but they are partners in the creation and actioning ofthe development plan or support the individual in itsachievement.

Despite their timely appeai, PDPs have received comparativelylittle research attention. Like many such initiatives there is someconfusion as to exactly what they are, how they are introducedand what support they require. In fact it may be difficult tounderstand what differentiates them from the developmentaction plans that have quite commonly been an integral part ofappraisal schemes. Because PDPs are gaining rapidly inpopularity and because some organisations seem to be havingdifficulty implementing them, IES obtained support from its Co-operative Research Programme (funded by major employers) tolook at PDPs more closely.

The objective of the research project reported here was to shedlight on both the ideas behind the introduction of PDPs and theirpractical application. We also hoped to identify factors thatinfluence success and to understand possible problems.

This research builds on previous work at IES in helpingorganisations implement employee self-development, in

16Institute for Employment Studies

1.3 Methodology

addressing some of the broader issues involved in such astrategy (Jackson, 1990) and studies of particular careersprocesses such as succession pianning (Hirsh, 1990) anddevelopment centres (Jackson and Yeates, 1993).

This report is based on the experiences of 14 organisations inboth the public and private sector which have been usingpersonal development plans. The research was carried out in thefirst half of 1994 and it addressed a number of specific issues inthe case study organisations:

context to the introduction of PDPs

employee coverage of the PDP approach

content and structure of PDPs

processes by which PDPs are produced

implementation of the PDP approach

impact and evaluation

The research aim was to use the experience of the case studyorganisations to identify and explore factors influencing theimpact of a PDP initiative.

There were three main stages to the research:

Firstly, a review of the literature was conducted to identifythemes and the theoretical base of personal development. Theliterature review was also used to identify potential case studyorganisations.

Secondly, having identified organisations from the literaturethat were active in PDPs these were contacted and asked toparticipate in the research study. Simultaneously, subscriberorganisations to IES were approached to determine their currentinvolvement in PDPs and their willingness to participate. Intotal we contacted approximately 50 organisations. Nineteenorganisations expressed an interest in participating in the studyand these were briefly interviewed by telephone, to gain anunderstanding of their application of PDPs. From these contactsseven organisations were selected for visits and a further sevenfor longer telephone interviews. These organisations wereselected on the basis of a number of tactors such as:

the business sector they represented

their experience of using PDPs

the process by which the PDI was arrived at

usage of inputs such as competences frameworks

Personal Des eloprnent Plans: Case Studies of Practice 7

17

In the course of the visits, interviews were carried out with HRspecialists to gather background information on the scheme, andgroup discussions were held with line managers and users ofPDPs to gain their perspective. In those organisations that wereselected for a telephone interview, our interviewees were theappropriate HR specialists. For both the visits and the telephonestudies, the interviews used a semi-structured discussion guidecovering the key issues, with sufficient flexibility to probeorganisation-specific details. The interview discussion guide isshown in Appendix A.

The third stage reviewed samples of blank and completed PDPsfrom the case study organisations, to gain an insight into thedifferences between companies, in the way individuals recordeddevelopment needs and the kinds of development actions theycontained. All of our case study companies were able to give usblank PDPs so that we might understand better the wayindividuals were asked to express their development needs.Acquiring completed PDPs was more difficult for variousreasons. For many of our telephone case studies their schemehad only very recently been introduced and completed PDPswere not vet available, for others completed forms were notcollated by a central source or were felt to be highly confidentialand personal to the individual. Three of our case studies wereable to provide us with a total of over 90 anonymous, completedPDPs which we analysed for both the kinds of developmentneeds expressed and the way in which these needs are to beaddressed.

1.4 Literature review

8

The literature on personal development plans divides into twomain camps: that which is primarily focused on the theoriesunderpinning personal development in the organisationalcontext, and that which gives an account of how organisationshave used personal development plans in practice.

Theoretical perspective

The theoretical perspective has relevance to PDPs in two mainways, the first relevant body of literature deals with personallearning.

Self managed learning or self organised learning is a conceptthat is growing in popularity. Several authors have referred toits value in a time of change, of the demands for increasingflexibility, of increasing autonomy and responsibility asorganisations adopt the principles of TQM or engage indelayering. It is also a principle that has gained support withinthe HR or training function, as many organisations havedevolved HR responsibility to the line or have looked to cut thecosts of central personnel or training units. Self-managed

1 s

Institute for Employment Studies

learning places the emphasis on the individual and thereforeappears to offer an approach to meeting development needs inthese leaner times.

Abbott and Dahmus (1992) describe self managed learning as aself directed and self motivated process, important for the 1990sbecause of the turbulent work environment. But they also pointout that not everyone will be equally prepared to work this wayand some people may prefer 'other directed' learning methods.If organisations are likely to move towards self managedlearning, then they would benefit from knowing if it is a methodthat will work for them. They discuss a means of measuring anindividual's readiness for self-directed learning devised byGuglielmino (1977, and reported in Abbott and Dahmus, 1992),which implies that there are critical sub-factors such ascreativity, self-confidence in own learning ability, initiative andfuture orientation.

Knowles (1989) argues that all individuals are naturally selfdirected learners even if they may need some help initially to getstarted, an approach reflected in the learner-centreddevelopment of Bruce-Dodge (1989) which is underpinned bythe assumption that adults are motivated to learn. Harri-Augstein and Thomas (1992) discuss a specific technique oflearning conversations to support self-organised learning. Theselearning conversations are assisted by a learning coach initially,and therefore are externalised, but eventually become internaldiscussions involving reflection and analysis of actions.Mossman and Stewart (1988) discuss how self-managed learning(SML), enables managers to be more aware of how they achieveresults, control their own learning and work with othermanagers. They note that self-managed learning programmesoften produce a gradual shift of focus from the managerial skinto the whole person underneath. They suggest SML is achievedvia sets with a facilitator within which individuals developlearning contracts. Fritchie and Skinner (1988) lend furthersupport with regard to focusing on the self from their work withwomen's groups; they assert that part of self development isabout self-understanding.

The second key set of literature is that concerning the learningorganisation. This is a concept that has been developed byPedlar and Burgoyne (1988), Garrat (1988) and Senge (1990) withsomewhat varied emphasis. The learning organisation has beendescribed as one that continually transforms itself, where theindividuals and teams within it are constantly searching forbetter ways of doing things, where individuals have a sharedvision, where synergy flows and the whole becomes greater thanthe sum of the parts. Within this framework, individual learningis a key step to the learning organisation; 'Organisations learnonly through individuals who learn. Individual learning doesnot guarantee organisational learning. But without it noorganisational learning occurs' (Senge, 1990). Pedlar, Boydell

Personal De elopment Plans: Case Studies of Practice 91

10

and Burgoyne (1988) define the learning organisation as: 'anorganisation which facilitates the learning of all its members andcontinually transforms itself'. On the same theme, Garratdiscusses how the current emphasis on delayering reduces thenumbers of middle managers and thereby increases theresponsibility of senior manages to develop the learning abilitiesof individuals and groups.

The crucial jump from individual development to the learningcompany is discussed by Burgoyne (1988) as dependent on thechannelling of the energies of managers in a way that meetsorganisational needs. Senge (1990), meanwhile, places theemphasis or, the development of systems thinking, the ability tosee problems in terms of complex and interrelated wholes.

The application of personal development plans

The literature search also uncovered a range of literature onorganisations' experiences of using personal development plans.From this emerged different approaches to the creation andmaintenance of PDPs. Several literature items pointed to theappraisal or performance management system as being the mostpopular process through which the PDP was generated. Forsome companies the link with appraisal was direct and forothers was separated in time. National and Provincial (Pickup,1990) had developed a competences based system whereindividual objectives were closely linked to the business plan. Itwas against these objectives that individuals were appraised andPDPs created. The DVLA (Barry, 1991) split the developmentreview into two, one concentrating on the skills and knowledgeneeded for personal development, the other concentrating on thefuture and career development. Customs and Excise (Stewartand Page, 1992) similarly built PDPs which relied on knowledgeand skills appraisal, after an attempt to introduce competencesreceived immense resistance from the line. Managers reacted tothe language and concept of competences and could see nobenefit in moving from defining people and jobs in terms ofknowledge and skills requirements.

Other schemes are still closely linked with appraisal, butpersonal development planning does not occur at the same timeas the performance appraisal. Pedigree Petfoods' systemcommences with a personal review and learning plan leading tojob planning and then career planning (Roobottom andWink less, in Pedler et al., 1988). Similarly American Express(Miller, in Pedler et al., 1988) commences with self-analysis ofown skills, knowledge and experience, motivation and career.The appraisal follows this in a partnership with the linemanager. This close involvement of the manager alsocharacterises the scheme at Nuffield Hospitals (Wilson and Cole,1990) where the manager acts as counsellor, mentor and coach,and at Harvey Hotels (Beckert and Walsh, 1991) which involveregular interactive review discussions with the manager. At

20


British Petroleum Exploration (Moravic and Tucker, 1991) partof the input used by managers to create their own PDP isupward appraisal by their own staff.

The other device often used to stimulate production of a PDP isa development centre, although these are often reserved formore senior employees. In Yorkshire Water (IRRR, 1993) thedevelopment discussion follows various psychometric tests andgroup exercises, and leads to a PDP. In British Telecom(Knightly, 1992) development centres are used to assess anddevelop certain 'soft' skills such as learning ability, an holisticapproach to problem solving and personal flexibility. InNational Westminster Bank, a development programme for highfliers builds up a personal learning plan from identifiedstrengths and development needs (Cumber, 1986) with whichindividuals receive support from mentors.

In addition to these somewhat traditional ways of encouragingindividuals to consider personal development, there were someexamples in the literature of more radical approaches. The PostOffice undertook an experiment into Self Organised Learningreported by Harri-Augstein and Thomas (1992). Operationalsupervisors participated in a scheme that encouraged them todevelop skill in internal learning conversations, using each otherand the authors as facilitators. The authors reported encouragingresults, with individuals becoming more creative andproductivity increasing. TSB (Taylor, 1992) have attempted toshift their culture to continuous self managed learning throughfive complementary initiatives. The first of these was a policyand strategy, supported by a continuous learning package calledDiscovering Learning'. This, in turn, was supported by adirectory of learning resources and a development frameworkthat included action learning and mentoring. Finally, aperformance management system that emphasised counsellingand coaching skills was introduced.

Emerging themes

The literature showed some of the ways in which adult learningtheories have seeped into general application in organisations.We expected this influence might show in attitudes to thedevelopment of individuals as an end in itself. Learning mayalso be seen as a means towards cultural and organisationalchange such as movement towards the learning company. Wewere interested in whether organisations were applying thesetheories in practice and how this would show in the wav thecase study organisations positioned their PDP approaches.

The research was primarily intended, however, to give aninsight into the practical application of PDPs. On this morepractical note we were interested to investigate further theorigination of personal development plans from other HRprocesses, to see if appraisal remained the most popular means

Personal De,elopment Plans: Case Studies of Practice 1 1

1.5 Report structure

1 2.

by which PDPs were created, and to review the role ofdevelopment centres and other processes in leading to PDPs.Other features that distinguished between schemes in theliterature, included the use of competences as a conceptualframework for thinking about skills and therefore development,the role of mentors or facilitators, and the use of peer groupsupport. Our research was designed to cover the importance ofthese in the organisations we visited. We also hoped toinvestigate other issues not covered by the literature, such as theimportance of top level commitment; the securing of linecommitment; the support given to both individuals and linemanagers in the process; sustaining the momentum after ascheme is launched; and the practical impact of personaldevelopment plans on other HR processes such as training,succession planning, selecting staff for project groups and so on.

This chapter has covered the methodology used in the study andthemes emerging from the literature. Chapter 2 presents thefindings from the detailed case studies and summarises theissues emerging from the organisations which participated intelephone interviews. Chapter 3 summarises the findings of theresearch (including the analysis of PDPs collected) and leads, inChapter 4, to a wider discussion of issues and some suggestionsfor practitioners.


2. Case Studies

The case study reports which form the basis for this chapterpresent a fairly detailed look at how PDPs have beenimplemented in eight of the fourteen case study companies.These organisations have all been using PDPs for some time,although many of them have changed their original scheme, orthe process by which PDPs are produced, over time. In the sevencase studies we visited, interviews were held with HR specialistsresponsible for the PDP initiative and discussion groups wereheld with line managers and users of the PDP scheme. In theeighth case study we conducted a telephone interview with HRspecialists. This section also contains a summary of the otherseven telephone interviews we conducted. We were able toobtain additional blank PDP forms from all the case studyorganisations. These are summarised into various types inChapter 3. In three cases we were also able to analyse samples ofcompleted, anonymous PDPs, the results of which are integratedin the reports of the case studies.

2.1 Detailed Case Studies

Each of the case studies is presented in the same way; we beginby giving some background information to the introduction ofthe scheme and the reasons for the initiative; we then e :aminethe characteristics of the PDP scheme, its coverage, cont it andthe means by which an individual's PDP is created. alsoexamine how the organisation launched the initiative, who wasinvolved, how employees were informed and prepared and howthe commitment of line managers was encouraged. Finally, wereview the impact of the scheme and the effects it has had, bothtangible and intangible.

The key findings from these case studies are summarised intable format in Appendix B.

Ppr,,onal DeN,eloornent Plans: Case Studies of Practice 1 3

Case Study 1: Royal Mail Anglia

14

Background

PDPs were introduced in 1992, after a major change initiativecalled 'Business Development'. As a result of this process, RoyalMail re-organised into geographical Divisions and all managerswere put through an assessment centre process to determinetheir suitability for new management roles. This was clearly amajor undertaking for any organisation and, in one the size ofRoyal Mail, created a period of stress and uncertainty. As aconsequence many managers were placed in different jobs, someat a lower grade than previously and, although salaries wereprotected, aspirations were often frustrated. personaldevelopment plans arose as the tool to provide access todevelopment for individuals following the assessment process.They were also introduced to give individuals moreresponsibility for their own development and as a catalyst tomove the business away from a development culturepredominately based on training. The introduction was not aneasy one, however, as their association with the 'BusinessDevelopment' process caused them to be viewed with suspicion.PDPs also initially met resistance from managers who weregiven the task of conducting a separate discussion withindividuals to assess development needs.

Also around this time, the Royal Mail launched an employeestrategy which reinforced the message of individualresponsibility for development and gave strong encouragementfor employees to pursue professional qualifications.

Coverage, content and process

The PDP scheme in Anglia covers approximately 1,800employees out of total employee numbers of 17,000. PDPs arecompleted by administrative, clerical, engineering andsupervisory staff. The scheme has not yet been used foroperational, ie mail sorting and delivery staff. The scheme iscompletely voluntary although at implementation a target wasset for 80 per cent coverage in the target groups by 1995.

The form itself consists of general headings and gives skills lists,rather than formally created competences, as prompts. Theemphasis is on the whole individual, based on the role they arecurrently filling and the longer term. Softer qualities of self aretouched upon but not deeply. The form encourages managersand the individual to look at training needs, and consequentlytraining is often given as the solution to a particulardevelopment need. To reduce this training bias, a new PDI' isbeing piloted which will place more emphasis on other forms of


development such as merttoring, work shadowing and distancelearning.

The PDP follows the appraisal process but is meant to beseparated from the appraisal in time. In the curre t scheme, theform is signed off by the individual and their manager andreturned to the central Training and Development Unit. The newscheme will only require a course request form to be signed offand returned to the training unit. Anglia are also in the processof launching a new leadership programme on which participantswill create a PDP. To support employees, a mentoringprogramme has been initiated but this is still at an early stage.

Training needs identified and actioned from completed PDPslink into a succession planning process. Information from thisprocess is used to highlight development gaps and likely futureneeds from the business viewpoint and therefore iscomplementary to the PDP.

Implementation

The original PDP scheme was 'team worked' (in line with theDivision's TQM policy) to a very tight timescale set by BusinessDevelopment. The launch was accompanied by worksh )ps onthe principles and purpose of the scheme and how to use it.Managers we spoke to felt that this was sufficient, although theyacknowledged that there was some resistance as it was felt toinviAve much more work.

The new scheme was similarly developed in consultation withothers, including the Board and senior personnel staff. Thisversion will be piloted before its launch. On-going support isprovided via the inauction programme and by the training unit.

Impact and evaluatIon

Royal Mail Anglia has developed an employee opinion survey,which amongst a number of indicators asks very specificquestions on the capability of managers to support developmentand whether development needs are met. Surveys in March 1993and March 1994 showed that employees' satisfaction withtraining had increased.

Initial evaluation of PDPs showed that the majority ofdevelopment actions were expressed as training courses (95 percent), and concern was expressed by the central FIR unit thatmany of these were not sufficiently focused. It was hoped thatthe new cascade of business plans would help align individualsto business plans more clearly. Managers acknowledged that theculture had shifted enotmously: the scheme helped startdevelopment conversations and raised awareness. It was,however, still perceived as an annual event, something the newscheme hoped to address by stressing the continuous nature of

Personal Development Plans: Case Studies of Practice 1 5

1 b

the process. The new scheme i3 currently being piloted and isdesigned to embrace other initiative,-, for example a 'LeadershipCharter'. It has also been specifically focused to address areas ofperceived general development need, such as forward planning.It now contains a year planner and encourages individuals tocollect ongoing evidence of learning opportunities and to assessand appreciate their significance. Feedback from the pilot stagehas been very positive.

In discussions on the effects of the current scheme, managersbelieved that the PDP scheme was contributing to an increasedemphasis on the role of manager as coach and changingexpectations of management behaviour. Individuals' perceptionsof the scheme were that it made their development more focusedand meaningful, and that it gave a vehicle to address difficultiesin the current job or career. They had also experienced animproved perception of themselves as a result of thinkingthrough the skills they possessed which they felt made themmore employable.

Despite the difficulties surrounding the introduction of PDPs,there has been remarkable progress and the value of the schemehas enabled it to overcome its initial negative associations. It hasalso become more accepted by lin,, managers and many now seeits value in developing staff.

26 Institute for Emplosinent Studies

Case Study Guardian Royal Exchange

Background

Guardian has introduced PDPs gradually since 1986. Their firstmajor use was in helping delegates to development workshopsto plan their subsequent personal development. Theseworkshops initially covered senior managers, but have nowspread to other levels in the organisation, although there are stillonly a limited number of places available.

More recently, PDPs have been incorporated into thedocumentation supporting Guardian's ManagementPerformance Standards (MAPS). MAPS is a combination of MCIlevels 1 and 2 with Guardian's own personal competences model(derived with the assistance of consultants for use in thedevelopment workshops). The standards were introduced toprovide a better focus for the development of managementability. Finally, the use of PDPs was promoted throughout theorganisation when they were lade part of the standardappraisal documentation for all staff in 1992. The DevelopmentWorkshop, MAPS and appraisal processes (incorporating PDPs)were presented to and approved by the Executive followingcl?Yelopment by HR.

PDPs are seen in Guardian not as a separate initiative but as ameans within other development processes to ensure thatrelevant action takes place. Indeed, when talking to non-HRpeople in Guardian, it was found that they did not readilydistinguish between the PDP concept and the systems withinwhich PDPs are used. This was especially true of appraisal.


The principal use of PDPs is within appraisal, as the corporateappraisal system covers all 7,000 employees. Within this system,the completion of PDPs is strongly encouraged such that therehas to be a particular reason for an individual not to complete aPDP. Indeed, managers we spoke to believed PDPs to becompulsory. Completed forms are retained by the individualand the line manager. The training officer also gets a copy toassess training needs.

The ,.ppraisal system requires both the manager and employeeto complete forms focusing on the individual's competences andperformance requirements. The development needs identifiedare then used to create personal development plans. Up to amaximum of three development needs are pursued at any onetime in a rolling programme.

Personal Development Plans: Case Studies of Practice 2 7 17

The appraisal and resultant PDP tends to focus on the currentjob, but not exclusively. The career review that often follows theappraisal, enables development needs for achieving futureaspirations to be explored and worked into development plans.The development actions are classified under three headings:Experience, Open learning and Workshops. Where appropriate,the training officer follows up development plans. Most needsare met in-house including open access to the learning resourcecentre.

PDPs are also created as a result of development centres/workshops. These are limited to those with perceivedmanagerial potential. Over the course of two and a half days,individuals are assessed against nine personal competencecriteria. Four to six weeks after the workshop the delegate, theirline manager and someone from liR meet to discussdevelopment needs and create a development plan. Theworkshops operate at three levels according to seniority, withdifferent emphasis given to strategy and operationalmanagement in each.

Guardian were able to let us see six anonymous, completedPDPs. These were analysed and showed that development needswere equally expressed in terms of knowledge, job related skillsand personal skills. Development actions to meet these needswere most frequently expressed as job based activities and selfstudy/open learning.

Implementation

The concept of PDPs was piloted to some extent through thedevelopment events. The later MAPS and appraisal initiatives(incorporating PDPs) were supported by manuals for allmanagers. Each launch happened gradually unit by unit andwas accompanied by a staff circular and an entry in the in-housenewspaper.

Managers admitted to being reticent at first about the newappraisal system because of all the extra paperwork, and alsoinitially confused by the changes to a well established format.All the managers we spoke to had experienced a large increasein time taken to conduct and write up the appraisals. Theconsensus was that the dis:.ussions with individuals were takingaround five hours and the writing up was predominately takingplace at home. Encouragingly, the extra managerial burden wasfelt to be worth the effort.

On-going support is provided by training events, th :.? manualsand an appraisee guide. HR can also be called in by units forsupport. Managers commented that they were not always surewhat training was available, as a new guide had not been issuedat that time. This has now been addressed.

1 8 Institute for Employment Studies2S

Impad and evaluation

The HR specialists in Guardian perceived that PDPs (withinDevelopment Workshops, MAPS and appraisal) had brought anumber of direct benefits, specifically a greater sense of purpose.Individuals we spoke to also believed that development wasnow much more focused, and the competences framework hadmeant that areas of weakness could no longer be ignored.Individuals commented that they had seen a personalimprovement in their performance against the competencesframework. An internal in-depth review of appraisal had beenundertaken by HR which showed that generally the scheme wasworking, was being completed well and was liked byappraisees. Another review had shown that use of the ResourceCentre had tripled. Managers' views varied; one spoke ofoverwhelming enthusiasm and team spirit generated by theMAPS and appraisal initiatives, another felt that there had beenlittle effect. Generally, managers felt the scheme was lessenthusiastically received by those who had plateaued in terms oftheir career, and that therefore PDPs should be applied withdiscretion. Some sections had seen an increase in sideways jobmoves and there was a general perception that interpersonalskills had improved and consequently team working hadimproved also. As one manager pointed out, the new appraisalsystem draws attention to personal skills which the previoussystem did not. This was felt to be an important benefit.

Individuals commented that commitment can be difficult tomaintain. The PDP format is constructed to prompt review butin practice follow up varies widely. Use of PDPs also varied; insome areas everyone was enthusiastic, in others someindividuals had plateaued and did not want to know. Take-up indifferent sections varied from 100 per cent to around 60 per cent.Managers generally believed the initiatives had worked welland felt that the commitment and enthusiasm from the top hadhelped.

Overall, the users of PDPs felt that the culture of developingpeople was moving in the right direction and that moredevelopment initiatives were happening.

IeJPer,,onal Deelooment Plans: Case Studies of Practice 1 9

Case Study 3: Scottish Vovver

Background

Following privatisation in 1991, the Company re-organised intoten separate divisions. In the past three years there has been adrive to develop an ethos of personal accountability, withmanagers accepting greater responsibility for their areas ofwork. The concept of personal accountability was highlighted bythe Chief Executive as a main focus for managementdevelopment. The new HR director championed the resultantinitiatives of PDPs and career development.

There were two key elements to the HR strate;-,y: a culturechange programme putting greater emphasis on thedevelopment of the individual, and an employee relationsstrategy aimed at building a partnership with the trade unionsbased on the need to establish best in class, business focused,conditions of service.

The cultural change demanded of managers should not beunderestimated and there were aspects of this changeprogramme which required significantly new managementbehaviours.


The approach to personal development planning in ScottishPower is a generic one embraced by a number of initiatives.PDPs are currently completed by the more senior managers viathe performance management and appraisal process (around 200individuals); graduates through the graduate developmentprogramme and others with potential or who feel they are stuckin career terms. In several of the divisions, the appraisal processonly covers managers and supervisory staff which were theoriginal target group. In other divisions the process has beencascaded down to all staff There are close links between theappraisal process and the creation of PDPs. For managers, thePDP is closely related to the competences used in the appraisalprocess and these are predominately focused on the current job.Those created in the development workshops tend to be morefuture orientated and the latest development workshops in theGeneration Wholesale Division are very much whole personbased.

The new performance management and appraisal process wasbased on the concept of management objectives alongsidecompetences a scheme developed with the line in a totalquality team. Both merit and performance pay for managers arelinked to the appraisal. One consequence of this is that theappraisal interview can be an inappropriate vehicle for


30

development discussions. Subsequently, a separate personaldevelopment review was introduced to take place two to threemonths after the appraisal itself. PDPs are an outcome of thisdevelopment review, signed off by the manager and individualwith a joint responsibility for actioning. The PDP action andappraisal data from the most senior people, are used as part ofthe succession planning process. This operates through variousreview meetings at business unit level and annually with ChiefOperating Officers. They look at key individuals and producethe annual succession plan for the business as a whole, andnominations for management development progfammes.Succession planning is reserved for the most senior individualsand posts.

An alternative source of PDPs is via self developmentworkshops which have different emphases in different divisions.The Information Systems division concentrates on assessingindividual performance against competence statements andincludes the use of psychometric tests. For example theOccupational Personality Questionnaire (OPQ) is used as a 360degree feedback instrument. Candidates are given feedbackthroughout the workshop and think through ways to enhanceperformance. Originally, managers acted as assessors but nowthis role is undertaken by project leaders who have been throughthe development workshop themselves. This helped the process,as these individuals were more empathetic to the candidate'sneeds and more enthusiastic. The Generation WholesaleDivision does not use competences but instead focuses on theperson and self-awareness. Irrespective of these differences inthe focus of the development workshop, a common outcome isthat the initiative for actioning development needs is placedfirmly with the individual. The resultant PDP is not signed offand remains personal to the individual, unless they choose toshare it with their manager or rn.entor (although this isencouraged). Individuals at this level do not form part of thesuccession planning process and therefore the completed PDPsare not used in this way.

We were able to analyse some completed PDPs that hadoriginated via self-development workshops. The most frequentlyexpressed development needs were in personal skills areas, suchas assertiveness or interpersonal skills. At 65 per cent of alldevelopment needs this was by far the most common category.Knowledge acquisition; improved business awareness, was thenext most frequently cited development need at 21 per cent withexperience and job related technical skills at five per cent andnine per cent respectively. The resultant proposed developmentactivities were most frequently job based, followed by non-academic courses and self study/open learning.

Personal Development Plans: Case Studies of Practice1

2 1

Implementation

The scheme was launched using a range of communicationprocesses: workshops, the company newspaper, and a briefingsession for managers. The creation of the Open Learning systemhas emphasised the importance of personal development withinthe company.

The development workshops were accompanied by training forassessors and the use of assessor manuals. For individualsnominz.ted to attend, there was an informal cheese and wineparty at the start to help 'break the ice'. There was also aworkshop for individuals and their prospective mentors tocreate a mentor network. However, this had not workedparticularly well to date.

Impact and evaluation

It is too early to attribute any significant change in employeebehaviour to the introduction of PDPs. However, consultantsworking with the company on other projects, who knew ScottishPower three years ago when the company was formed, havecommented on the significant change they now observe inmanagerial behaviour and performance, and in the performanceand competence of other staff.

The scheme feeds into senior management succession planningwhere appropriate, with each division holding annual reviewsof their human resources, using data that were not available inthe past. Other ways of assessing its impact have proveddifficult as the entire scheme at Scottish Power is very new and,therefore, is still at a developmental stage. It is intended that thescheme will be monitored and assessed in each Division and thata full company review will take place in 12 to 18 months.


Case Study 4: TSB Bank plc

Background

Personal development has a long and varied history at TSB. Itsorigins lie in the performance management system introduced in1988 in which personal development plans played a very smallpart. In response to a worsening recession and an increasinglycompetitive financial services marketplace, TSB introduced anew corporate strategy which included a re-organisation anddownsizing in 1990. To support this strategy required a shift inattitudes to learning away from the provision of training,towards independent, proactive, individual learning.Consequently, a new policy statement was issued emphasisingindividual responsibility for personal learning. At around thesame time a Total Quality programme was initiated which alsoencouraged individual ownership of learning for continuousimprovement.

In 1991 the profile of personal development within theperformance management system was raised, and in 1992 thepersonal development section was separated out from theappraisal documentation. Over the past two years TSB hasmerged banking and insurance operations, streamlined supportand operations processes, and made major moves forward in thedevelopment of different customer service and product deliverychannels. Not surprisingly, this has created a major challenge forthe introduction of the espoused learning culture, and differentparts of the business have progressed at different rates.


Personal development plans in TSB apply to senior clericalgrades upwards. They are utilised by various parts of TSB RetailBank, potentially 12,000 users, but not by other companies in thewider TSB group. At this stage in the evolution of the personaldevelopment plan concept, the spread of PDPs is not uniformthroughout the Bank and some areas are only now ready fortheir introduction.

The scheme is optional. Line managers we spoke to said theypushed hard for its completion but generally acknowledged thatnot everyone would complete it. Some users expressed the viewthat the success of the scheme depended to a large degree on theenthusiasm and commitment of the line manager. They couldplay a key role in encouraging individuals and giving themessage that PDPs were important. Some users believed thatgreater clarity on who owns the PDP, and what it is meant toachieve, mav help individual commitment.

ii Deselopment Plans Case Studies of Practice 23

2 4

The scheme is not monitored at the centre, although there aremeasures in place to track use. This was a deliberate decision ascentral monitoring did not sit comfortably with the ethos ofpersonal ownership.

As described above, personal development plans are an outcomeof the performance management process, but their production isalso encouraged as part of a framework of managementdevelopment programmes. Personal development is an integralpart of these programmes. Line managers and local personnelteams are partners with the individual in terms of gettingdevelopment plans actioned. The senior level ChallengeProgramme, concentrating on the skills needed for seniormanagement, is also supported by a formal mentoring scheme.

Nominees for the development programmes must have an activePDP, as must internal recruits for the Management TraineeScheme.

Implementation

The scheme was designed and launched in a step by step way bythe Training and Development Department. Publicity for theinitiative included leaflets to all staff, a letter from the Director,plus a question and answer sheet. Managers we spoke tocommented that they would have liked a more formal launch.

As the initiative of personal development plans was so new, itwas felt that individuals and line managers needed guidance tocomplete the process. Consequently, supporting documentationgave detailed guidance and was much more complex thanbefore so much so that many were daunted by the prospect ofits completion. A far simpler version was therefore re-issued in1993, in the belief that employees had now grasped the conceptand were comfortable wich its application. It seemed however,that this new, simpler document had not penetrated to all areas,as not every manager we spoke to had seen it. Some that had,believed it had become too simple and would have liked moreguidance as part of the form, a view echoed in our discussionswith individuals who said they would have liked more help.

On-going support is provided by local personnel specialists.Central HR learned that gaining their commitment was essentialfor the effective roll-out of the scheme. The centre maintains anintegrated approach by involving local peNonnel staff inactivities to promote personal development.


TSB's training policy states that each individual should beenabled to develop his/her potential. FSB have set a target thatwithin two years everyone should be operating an effective PDP.

34Institute for Employment Studies

Individuals commented that they believed that managers had animportant role to play in maintaining the use of PDPs. Bydiscussing the PDP at quarterly review meetings they gave themessage that the scheme was important. Some individualscommented that their managers did not show much interest intheir PDP and consequently they themselves lost enthusiasm.Those individuals who had completed a PDP via the ChallengeDevelopment Programme spoke of the benefit of peer supportand the time given on the programme to work throughdevelopment needs. Overall, the attitudes of users we spoke tovaried. Some spoke of the opportunity to knock down barriers todevelopment or career moves, of forging closer and moresupportive relationships with managers, of increasingconfidence and employability. Others were more cynical andbelieved there was much confusion over who and what the PDPwas for, that there was much rhetoric but little real support, andthat some managers' attitudes meant that certain things couldnot be shared with them, hence the PDP only containing whatwas acceptable in that public domain. This difference in view,from the very positive to the negative, may be a reflection of thedifference in enthusiasm of line managers.

Managers felt that there had indeed been a shift in culture, thatdevelopment now took place in the context of a wide range ofresources and was more self driven than company driven.Individuals tended to be better focused and more forwardthinking. There were signs, however, that the scheme needed aboost as completion was declining. Undoubtedly the initiativewas launched at a very difficult time and alongside other highprofile initiatives such as TQM. Some users that we spoke tocontrasted the high profile given to TQM with the quieterintroduction of PDPs, and believed a higher profile launchwould have helped. In fact a decision was made to implementvia steady growth and gradual reinforcement to avoid possiblenegative reactions to there being too many HR initiatives.

Person.d Developnient Plans Case Studies of Practice 2 5

tac Stuth IW hcmicals

Background

In 1989, the Chairman of BP set up a project team to examine waysin which the company needed to change. At that time BP was seento be too bureaucratic and hierarchical. This team believed theway forward demanded new behaviour, summarised as:

O pen thinkingP ersonal impactE mpoweringN etworking

These OPEN behaviours underpinned many subsequentinitiatives. In 1990 various groups were set up to examineprocesses such as appraisal. The climate at this time was one offinancial uncertainty and reduced opportunity for upwardprogression. In the circumstances self-development was seen askey a fundamental culture change initiative of whichmanagers were very uncertain. It did, however, have strong toplevel support.


All non-unionised staff are covered by the PDP initiative: in BPChemicals some 4,000 individuals. Internationally, in the USAtake-up is 100 per cent. Worldwide it is approximately 50 to 60 percent. The scheme is completely optional. The form itself is verysimple and is given to employees as part of the appraisal pack.However the PDP process is separated from the appraisal processby six months. Central HR thcught that this may not always beobserved. As trust in the PDP scheme has grown, managers andemployees may be able to integrate it closer in time toperformance appraisal. The appraisal covers performance throughthe demonstration of OPEN behaviours which, expressed in termsof competences, encourage appraisees to think in this way.

The formulation of the personal development plan is supportedby a software package called 'Connections', with the emphasisof around 70 per cent on the current job, 25 per cent on thefuture and five per cent person focused. The software leads theindividual to consider various issues such as work/familybalance, what the individual wants for the future and the skills,knowledge and experience needed, and how these can beacquired. They are encouraged to talk to people at home, peersand anyone else who may be helpful. Once again the softwareleads people through this. Most of the users we spoke to hadused the software package and found it useful. They commentedthat its main value was when personal development %vas a newconcept. Once experience was acquired the package was less

Institute for Employment Sturlies

36

important. The package took some time to complete but many ofthe sections would not have to be repeated very frequently, if atall, as they gave insights into learning styles and the company.The case study discussion group of managers had experiencedmore mixed reactions to 'Connections' and many had found thatuse among their teams had been variable. One believed it wasaimed at too low a level, others had received comments that ittold individuals what they knew already, but others believedthat several of their staff had found it useful.

At the site we visited, individuals are expected to have adevelopment discussion with their line manager every sixmonths, which can be initiated by either party. The individualswe spoke to would normally initiate this themselves. Managersagreed that individuals should take the initiative but wouldthemselves initiate meetings if individuals failed to do so.Managers felt that development discussions were not applicableto every indiv; dual. Some had reached their desired career goaland did not want to progress.

Other than via the appraisal system, BP Chemicals also run bothdevelopment and assessment centres which are structuredaround helping develop realistic PDPs.

Once completed, the hard copy of the plan is signed off as anagreed plan. The employee is responsible for progressing it butthe company is a partner: the employee thinks creatively what todo, the manager helps them to deliver it. In fact, responsibilitiesare explicitly assigned in the PDP. It is then retained by themanager, the employee and HR. At BP Chemicals' Hull site,individuals can choose to present their completed PDP to staffdevelopment teams. These consist of the individual's linemanager, their senior line manager and a manager from anothersection. The panel can provide a broader outlook and give anoverview on how desired experiences can be achieved. They canalso act as a reality check by encouraging individuals to look atrealistic options for development. Each user would n rmallypresent their PDP yearly, but less frequently if this was moreappropriate. Both individuals and managers believed that staffdevelopment teams played an important role in keeping the PDPinitiative going. However, managers expressed concern thatattendance at the meetings was now viewed as at.' ridatorvwhereas they were trying to encourage individual choice.

As part of the selection process for job posting, PDPs accompanyindividuals' applications to demonstrate why they want the job.

Implementation

PDPs were an integral part of a number of other HR initiatives,united by their support for OPEN behaviours, that wereconceived at company wide level and then taken forward by thebusinesses individually. Within 131' Chemicals their introduction

Personal De \ieloprnent Plans: Case Studies of Practice 2 7

28

was overseen by a line steering group and the detail worked upby a multi-disciplinary project team in HR. The launch itself wasclearly a massive undertaking in this international setting. Allemployees were given a guide to employee development, a bookwas produced for managers, and all team leaders had to presentto their teams. A booklet was produced which was sent aroundthe world, and small groups at each location piloted the scheme.As a consequence of feedback from this piloting, the books andsoftware were substantially amended. At the final product launch,use was made of internal newspapers and a video. Thisdemonstrated how the initiative fitted in with appraisal andcompetences. It was felt at this time that existing managersneeded some help in developing coaching skills to try and ensurequality conversations on development. Therefore all managerswent through a coaching course, and booklets were produced toassist the coaching process. All materials were provided in a rangeof languages.

On-going support varies from location to location. In the USAthere are support hotlines and advisors for both employees andmanagers, this is reflected in the uptake of 100 per cent.Elsewhere some support for individuals is available from HR.All new employees get a booklet on arrival, and the scheme isalso covered in the induction programme. The coaching coursecontinues to run.


At implementation assumptions were made of a likely take-up of25 per cent over the first two years, which has been well exceeded.At the site we visited, uptake was estimated at 100 per cent. Arecent, company wide, attitude survey showed that 62 per cent ofindividuals felt they took responsibility for their own personaldevelopment, and 45 per cent thought managers encouraged thedevelopment of skills. This is a major change in attitudescompared to 1990. HR have seen instancrss of job moves andindividuals widening their responsibilities within their currentjob. There has been an overall trend towards more project typework. Most dramatically the take-up of central courses hasdecreased by 70 per cent in one year as the organisatioi moves tomore tailored training.

Individuals spoke of the PDP process providing a vehicle tohang development on, leading to varied development outcomes.Some had asked for, and been placed on, an MBA programme.Others had been given job related training or experience. Therewas general agreement that lateral job moves had become moredifficult in the current climate. Individuals also commented onthe process giving them a longer term view and increasingcommitment to development generally, and to self developmentparticularly. There was a strong view from users that PDPsworked but that the commitment from the line manager wasessential.


Managers believed that the culture had moved to become moreopen and that this was healthy. Most believed that theirrelationship with their staff had changed as a result of PDPs. Thedevelopment discussion had become more relaxed and thediscussion process had helped managers get to know their staffbetter. PDPs eased the manager's role as individuals took moreinitiative and managers devolved more. They also spoke of morenetworking and greater realism about opportunities in thecompany as a result. Despite the greater time burden onmanagers, they commented that it was time well spent.

Personal I )e.elo mlent Plan, Case Studies ot Practice () t 1 9

Case Study 6. Marks and Spencer

Background

At Marks and Spencer, PDPs are an integral part of a managementdevelopment programme. This programme was originallyconceived as a way of addressing various business issues that thecompany was grappling with at the time. Like others in thisstudy, the effect of delayering and reducing numbers of peopleled the organisation to look for individuals who could self-startand be abie to take responsibility for their own development. Thecompany wanted to move away from the culture of paternalismand therefore the development scheme w ith its emphasis on self-directed learning was an important lever for change.


The PDP scheme at Marks and Spencer covers executives, seniorand middle managers and supervisors via the managementdevelopment programmes. Prior to the executive and seniorprogramme there is a one dav seminar where potentialparticipants learn about the course. They complete psychometricprofiling and are given advance work to do assembling a profileof themselves from the viewpoint of peers, subordinates andmanagers. The latter two programmes are not preceded bypsychometric profiling and are more work focused. Thecomments of individual users and line managers refer to thesenior manager scheme.

To date, most of the executives have been through the schemeand around 60 to 65 per cent of the 1,500 senior managers andapproximately 85 per cent of middle managers and supervisors.

The development plans are an integrli part of the managementdevelopment programme, which is very much a whole persondevelopment event, designed to challenge individuals'perception of themselves, to give them greater self-insight andmore awareness of how others see them. A key outcome of eachdevelopment event is to create groups that trust ,ind supporteach other in this process. These groups consist ot those thatattended a particular management development programme andcan be both the entire cohort and a much smaller set that form amore nuclear support group both on and off the programme.They are encouraged to continue to meet and it is in this contextthat the PDF is updated and progress discussed. Individualsdescribed how some formally update their PDF via thesegroups. Others tend to keep it in their heads and update it viaverbal conversations. Most individuals share their NW withtheir line manager. Also integral to the scheme is the role otmentor/sponsor who will support both individuals and groups.

InqitLity tor f mplovnivnt

Mentors are selected from volunteers who have already beenthrough a management development programme.

The development programmes themselves are self-ominating,although those that do not nominate themselves may well beencouraged to do so: atti.ndance is seen as a very positive thing.

The original form used was a glossy leaflet but individualspreferred a less perfect version. The form was issued in twovariations. One simply covered areas to be worked on undergeneral headings; the other looked at these areas fordevelopment action in a more focused way, by dividing the formi.nto the ten core skill areas. Individuals could choose forthemselves which form they used. In practice, nearly allindividuals chose to use the less structured version of the form.

Actions cover behaviours, skills, attitudes, and networking. Theactions themselves vary: it can be sharing the action plans withpeers or subordinates, or talking to others to get feedback.Individuals are encouraged to tackle small, achievable objectivesrather than be too ambitious initially and possibly fail.

PDPs can also be created via an appraisal system which hasvariable impact in different parts of the business, with take-upgenerally greater in the stores. There was a view that PDPscreated via the management development programme had muchmore impact than those arising from appraisal, and we thereforeconcentrate on the former in this case study.

Implementation

The management development programme was the initiative ofthe Management Development Manager and developed inconjunction with a c,msultancy who have been closely involvedwith the scheme ever since. The introduction itself was fairly lowkey and initially delegates for the course were the subordinates ofsenior managers who were known to be keen and supportive ofmanagement development. This created an informal networkuntil the scheme was formally launched. At that stage in theprogramme's development, line managers had to go on a two davbriefing before their subordinates attended the course. This wasabandoned later as being too unwieldy and increasinglyredundant, as more and more managers themselves attended thecourse and therefore did not need to be briefed. Individuals spok,2of a certain mystique about the course prior to their experiencingit. This they telt was due to the difficulty of describing to otherswhat was for most a profound personal experience.

since implementation, there has been an integration of coreskills, which individuals we spoke to felt gave greater clarity tothe process of development outcomes. Psychometric profilingused to happen on the course and now precedes it as individuals

nal I )e\,plopment Plans Case Studies of Practic e'1 A

3 1

1 2

are then better prepared. It also takes place on a one to one Jasisrather than in a group forum.


There has not been any formal evaluation of the developmentprogramme and the role of PDPs within it. There is, however,some evidence of the scheme's success, for example the drop outrate prior to attendance on the course has fallen from ten per centto around two per cent. Target groups continue to come on thecourse and give time, despite increasing work pressures. Therehave also been some key commercial benefits arising from thedevelopment programmes. For example: i idividuals haveundertaken development projects on issues such as customerservice; cross-group networking has produced some tangiblebenefits including the introduction of new lines; different parts ofthe business have developed a greater understanding of eachother; and individuals have used their support network to helpthem examine their units' objectives.

Managers and individuals we spoke to had clearly been veryimpressed with the development programme. Managers felt theprogramme had had a huge impact; individuals were more self-motivated and could see the rewards, one had made a lateralcareer change as a direct result of the management developmentprogramme, others had undertaken very different tasks. Thecompany culture had changed significantly, there was morehonesty and openness and the executive developmentprogramme was perceived to have had a critical effect;executives now talked openly about their own developmentneeds which had not happened previously. Individuals alsobelieved the company culture had changed significantly frompaternalism to partnership. The permission to seek feedback waspart of the management development programme culture. Onemanager described the culture at Marks & Spencer as previouslybeing one of 'Don't bring me the questions, bring me theanswers', whereas now there were open and frank discussions,and as a consequence the organisation was significantly better atbringing about change.

Individuals also believed they and others were more honest as aresult and more willing to seek and accept feedback. Somementioned the empowerment of the course with its emphasis onindividual impact, others had found the effects of the course tobe almost entirely personal.

Other than these cultural changes, managers spoke of a changein development outcomes away from a set of courses towardsother forms of learning and development.

Intitute tor Employment titticiteS

AZ

Case Study 7: The Wellcome Foundation

Background

Wellcome have been running a Management DevelopmentProgramme for selected middle and senior managers worldwidesince July 1992. This includes a 11/2 day session on Personal CareerPlanning and 360 degree feedback is used as a diagnostic tool inthe process. Prior to this current programme through which PDPsare created, career development was a process carried out by theline on behalf of individuals without their direct knowledge. Thecompany wanted to improve its succession planning in a way thatgave better information to managers involved in the process. Todo this, individuals had to take part. This not only improved theinformation available, but was also designed to address therealisation that many individuals had not managed their careersvery effectively. A further objective was to broaden more seniormanagers and give them experience of working in other functionsand countries. Another influence, which came later, was the drivefor personal responsibility, to move away from a culture ofpaternalism and also to prepare people better for a future wherelifelong employment with Wellcome could not be guaranteed.


One of the main ways in which PDPs are created is via theManagement Development Programme which is designed forhigh fliers at middle to senior management level. The programmeis divided into two modules, the first a two week course inLondon followed after four months by a one week course in theUSA, which starts with one day devoted to career planning. Theresulting career plan is logged with HR. Prior to attendance onthis programme, participants have to complete Schein's careeranchors questionnaire, a 360 degree review and a self-ratingquestionnaire. Individuals are encouraged to use the feedback ofthe development programme to develop objectives and to utilisethese in team building with the other attendees.

Other ways of creating career profiles and plans are via theappraisal scheme (in the UK and USA), by being considered fora job or, indeed, as a stand alone document. The opportunity todevelop a career plan is open to anyone. Career plans areoptional, but as they feed into the succession planning processwhich is not optional, their completion is strongly encouraged.

The PDPs themselves tend to concentrate on j('b moves as adevelopment process, but will also contain projects and taskforces, secondments/transfers, training courses and formaleducation. Those arising i rom the development programme tendto me more competence based language, and more assignmentsas a development tool. Perhaps because of the links to moreformal succession planning, the more personal development

Por,,ot131 )(,\,f'loprnt.nt PI,in Case Sttulies of Practice 33

14

needs tend to be held back. Individuals themselves agreed thatthis tends to be the case especially in the current climate ofdriving down costs and overheads and large scalereorganisation. In the completed PDPs that we were able toanalyse, these impressions were upheld. The most frequentlyoccurring development needs were categorised in terms ofgaining experience, usually of a different function or country, orof acquiring knowledge. Development outcomes were nearlyalways expressed in terms of job moves or secondments.

The manager's role within PDPs is to give feedback on theindividual's own assessments and aspirations, to provideopportunities for development, to pursue with the individualother avenues and to help make some of the developmentactions happen. On the development programme individuals arealso encouraged to log their plans with their manager'smanager, as they may have a wider view of the career

Irtunities available.

Implementation

The current management development programme was readilyaccepted and rolled out top down, with full support from theChief Executive, It formed the first international managementdevelopment programme for 15 years. The introduction wasoverseen by a formal steering group of senior line and HRmanagers and utilised the results of a survey designed to findindividual views on the key issues facing the business. Two levelswere created: the management development programme alreadymentioned, and a senior managemer.t programme comprising twoone week modules separated by four weeks. This was marketedas a forum for strategic debate which made it more acceptable toits target audience than a training course would have been. Bothprogrammes were delivered in conjunction with a businessschool. The launch of the programme was via face to facebriefings, a brochure, and a video for key people.

On-going support for career planning discussions is offered toline managers by HR and individuals can also come and talkdirectly to central HR for career counselling. In both the UK andUSA performance appraisal skills training has been offered.


Objectives were not initially set for the Management Developmentprogramme with the initial approach being low key, thusallowing the programme to build (,n its own success rather thanundertake a very public launch. There has been one major reviewwith external consultants to understand the relevance of the workand its contribution tc the company's objectives, which took placeapproximately one year after the programme's launch. ;Th,;review surveyed all those who had been through the MDP, their

4 4

!nstItute for Employment Studies

peers and subordinates. The results were very positive andindividual career planning was especially appreciated.Individuals and colleagues were seeing things done differently,individuals felt that there was a broadening of perspective andunderstanding of the business.

Individuals we spoke to were mixed in their reaction to creatinga PDP. Some were hazy in their recollection of this part of theprogramme. Others were more enthusiastic and referred to thePDP as being their opportunity to log what they wanted andneeded to do. None of the individuals we spoke to had updatedthe development plan they had created on the programme, andthey were also unclear about how it was used by HR. They feltthat development had been caught up in a lengthy exerciseActivity Value Analysis (AVA) which required detailedanalysis of the way individuals spent their time. AVA is a majororganisation wide review of activities and costs and has clearlybeen an uncomfortable process. The outcome of this exercise wasa short term focus on reducing costs, which meant that some hadexperienced development needs not being fulfilled. Moves hadbecome more difficult and dependent on enlightened managerswho had been less affected by the budget cuts following AVA.Managers we spoke to were hopeful that individualdevelopment needs would be addressed once more whenWellcome returned to a more certain environment.

In the course of the interviews conducted for this research, HRbelieved that there were improved communications betweendifferent functions and also within functions, with more teamworking and the ground rules being laid for a new culture.Lateral job moves had been to ;ibly greater, which included thewhole of the company, not just the UK. There were more shortterm assignments and more cross fur ctional moves. Individualswe spoke to were aware of a culture change in the company butless sure how this impacted on their behaviour. A keyunderstanding was that working for Wellcome could no longerbe considered a job for life. However, many were continuing totry to secure a future in the company by broadening experiencethrough working in other functions and gaining someinternational experience. Individuals also commented that theybelieved that the development programme and PDPs had madethem more employable in that the opportunity for reflection hadenabled them to clarify the experience they had and thedevelopment opportunities they needed.

Individuals commented that the most recent seniorappointments had come from people who had been through tht.MDP, which was felt by some to be as a result of the participantson the programme becoming more aware of their developmentneeds and doing something about them. Alternatively, somebelieved that the development programnw was in factassessment orientated and that individuals were being identifiedwith promotion potential.

Pfr,.011,11 Develnpment Pldns, ase Studies of Practicei)

Case Study 8: Abbcy National

16

Background

Abbey National introduced Personal Development Diaries earlyin 1993 following a pilot scheme in 1992. The diaries wereintroduced as part of a wider review of performance managementwithin the company and were intended to encourage individualsto take more responsibility for their own appraisals and personaldevelopment.


Personal Development Diaries are available to all Abbey Nationalstaff and their use is completely optional, although other aspectsof performance management, eg year-end and interim appraisals,are compulsory. This emphasis on personal responsibilityparticularly in relation to development is an extension of theapproach taken with career management; any individual can havea 'Career Management Profile' (based on generic competences),but nobody has to have one. To date, over six thousand diarieshave been requested (over one-third of the total workforce).

A diary can be requested at any time, but requests often coincidewith induction, participation in training or educationprogrammes, or are generated by the appraisal process. Diariesare also distributed to graduate trainees and participants inCareer Development Workshops. The diaries are designed to beemployee-driven, although feedback from users emphasises thatthey work more successfully when the manager takes an interestor initiates discussions on the contents.

The diary contents cover career history, personal motivations,job context, performance records, and the planning andmonitoring of learning/development. Individual users areencouraged to adapt the diary to suit their own needs, adding orremoving elements as they see fit. Whilst most of the diarycontents remain with the individuals, there is also the facility forthem to submit their Career Management Profiles to theirpersonnel office. The profiles were expressed in terms ofcompetences, and this enables individuals to receive reportscomparing their own personal competency profile with thatdemanded by their current job, the next job up or the averageprofiles of their peer group, to help them plan their personaldevelopment.

Implementation

The diaries were designed by a working party of managers fromdifferent levels across the organisation. This was part of the widerproject to review performance management an I make a number

4 6Institute for LmoloN,nlent Studies

of recommendations on how the process could be improved.Members of the project group also took on responsibility forpresenting the findings and recommendations from the project.

Abbey National offer all staff a range of learning resources,including interactive computer tutorials, self-assessment tools,and a wide range of videos and books. Use of the resourceshelps individuals and managers to determine developmentneeds and identify solutions that fit with differing localdemands and work patterns (many staff work part-time).

Impad and evaluation

Enhancements were made to the original diary design followingthe pilot study, prior to its full launch in early 1993. Since then,only the number distributed has been rigorously monitored. But afull evaluation study is currently under way with findings andrecommendations due by late Summer 1994. During June, aquestionnaire was circulated to ten per cent of diary users, so thatthe content and usage could be evaluated and improvementsmade as necessary. The questionnaire has been designed tomeasure the effectiveness of the diary in helping individuals tomanage their own jobs, careers and development. Managers arealso being asked if the diary has helped in the management ofothers.

Abbey National appear confident that the diaries can beconsidered instrumental and of benefit to those using them,although their worth seems to be more appreciated by those inthe junior/middle management ranks. However, all staff in thecompany are now in a position where the mechanisms exist forthem to drive a dialogue concerning their own developmentwhich should, in turn, lead to more focused skills developmentand improved performance management.

'1 I

Pe1 vm,11 Deek)pment Plans: Case Studies of Practice .17

2.2 Summary of telephone interviewed case studies

This section summarises the main issues which emerged fromthe telephone interviews conducted as part of this study inaddition to the detailed case studies above. One of the telephoneinterviews has already been described in more detail andappears as a separate case study above, although it is alsoincluded in the summary below.

Seven telephone interviews were selected from thoseorganisations which were interested in participating in thisstudy but had not been using PDPs for very long or which werefrom a sector that was already represented. Of those selected,three were from the energy sector, one from communications,two from public services and one from financial services. Theinitiative for PDPs was found to have been largely driven by thePersonnel/HR function with board approval. Two participantswere also committed to the liP initiative and one had drawnupon the MCI competences model at the design stage of theirscheme.

Performance management systems were currently beingintroduced by three participants and all seven were found to beusing or introducing a competence based approach. Everyoneinterviewed identified PDPs with meeting business objectives,goals, needs or plans. PDPs were found to be open ended,usually linking with other HR processes (eg appraisal) orframeworks (eg competences). Six of the seven participantsinterviewed were currently involved with either implementingor revising their existing PDP framework. Although the new orrevised schemes were generally available for all staff groups,interest shown was often found to be greater for thoseemployees in, or approaching, managerial positions. None of theorganisations who participated in the telephone interviews wereformally monitoring their schemes beyond initial take upfigures.

All participants viewed PDPs ar.= a flexible self-driven tool,usually supported by the job holder's line manager, although therelationship between the job holder and the line manager varied.PDPs were intended to be a vehicle for employees development,generally within their job bv realising individuals' potential andmaximising opportunities. Cross-functional job moves werefrequently given as an example of a typical learning action thatmight occur as a result of producing a PDP. All thoseorganisations interviewed emphasised that PDPs were not to beviewed as a mechanism for promotion.

Other resulting actions cited included: on and off the jobtraining, technical skills training (usually via short courses), jobrotation, coaching programmes, secondments, and businessawareness training. One organisation encouraged job holders to

111tItutc. tor I mplo nwrit Stuck's

4 b

2.3 Summary

use PDPs for planning career breaks. Two were using acomputer based system for job profiling. These systems couldalso be used to determine employees' preferred learning styles.

Participants frequently reported using workshops andinformation packs at the implementation stage of their schemes,together with ongoing support such as help lines and computerbased information on learning opportunities.

Some participants interviewed were concerned about the issuesof personal development planning in organisations that arecurrently downsizing. However, others felt that PDPs could beinstrumental in providing job holders with valuableopportunities and experiences that they might previously havebeen denied. Therefore downsizing was not generally viewed asa barrier to introducing PDP schemes. Some participants werealso apprehensive about maintaining employees' enthusiasm forPDPs and managing their expectations over time. Organisationsinterviewed, stressed the need to inform, involve, support andgain commitment from all staff (particularly line managers) fromthe outset, in order to dispel any worries or confusion.

This chapter has presented the detailed findings from eightnamed case study organisations (seven of which were visitedand one which participated by telephone) and from anadditional six organisations which contributed throughtelephone interviews. In this latter group, the PDP schemes wereat a relatively early stage of development. The case studies raisea range of more general issues which are explored in the rest ofthe report.

P(.ison,11 I 4,,elopment Plans! (lace Studies of Practice 39

3. Main Findings

There are certain themes that have emerged from this study ofpersonal development plans. The main findings are structuredaround these themes:

the content and character of PDPs themselves: their focus,who they are completed by, the framework by which skillsand learning needs are expressed, what they cover and howthe paperwork (often a form) is presented.

process issues surrounding the PDP initiatives: how they areimplemented and supported, who has a role to play in them.

the HR processes or information which flows into and out ofthe plans: what processes they flow from and what processesthey contribute to.

finally we present an overview of the impact of PDPs on theorganisation.

The relationships between these themes are illustrated in Figure3.1.

These findings are based on the case studs' material alreadypresented in some detail in Section 2, and an analysis ofcompleted PDPs for three organisations. A summary table offindings is shown in Appendix B. This table shows key

Figure 3.1 PDPs as part of the HR system

Linkages OutProcess Implementotion

Operung I exping Support

rwnIng

PDPsPlinnim; Target group

Fo( ushm; (intent

\t tn,111(,,,

mnk`1(,(

-411

Linkages In

Appr,usal

De% elopmentReIevs

De\ elopmententres

N.,1,1njpornent

)eelopnwiuourso,,

41)

50Institute tor I mplo\ merit Studies

information for all case study companies: their coverage, focus,details of implementation, how the PDP is originated, the otherHR processes that it feeds into, how PDPs have been evaluatedand the learning points organisations have perceived they haveacquired.

3.1 Content and characteristics of the PDP

3.1.1 Frameworks for skills and learning needs

Most organisations provide a framework to help individuals thinkabout personal development. In most of our case studiescompetences or skills lists were used to help individuals articulatedevelopment needs. In addition, other inputs were also used todevelop a common understanding to assist personal developmentin foir of our case studies. In three of these organisationsindh Lduals were asked to undertake a 360 degree review, and in allthree this took place in the context of a management developmentprogramme. Of these three: one was using the OPQ to completethis review; one was also asking individuals to complete a careeranchor questionnaire and a learning stifles questionnaire; and the thirdwas utilising a battery of psychometric tests alongside the 360degree review. The fourth organisation supplied an interactivecomputer programme that helped individuals develop a commonunderstanding by various exercises including a learning stylesquestionnaire.

Three of our case studies were also involved in a Total QualityProgramme. In these cases the PDP initiative complemented theemphasis on continuous personal improvement.

3.1.2 Target group

A further influence on the character f PDPs is the target groupitself. The majority (eight of our case Audies) intended PDPs to beused for all staff, but a number of th e were still in the process ofintroduction. Four had schemes for managers only, and two hadschemes that were directed at managerial/clerical staff butexcluded at present another operational section of the workforce.It wo,ild seem that those that have had schemes the longest havemostly begun with managerial staff, whereas those currentlyintroducing PDPs have adopted a more broad brush approach.

3.1.3 Focus

From our literature search we expected there to be a difference inthe focus of PDI' with some being focused mainly on developmentneeded in the current job, some primarily career focused andothers embracing the development needs and interests c,f thewhole person.

Person,11 Deelopreent tuo, (:ase Studies ot Pra;.tice 41

Table 3.1 Focus of PDPs in Case Study Organisations

Visit Case StudiesCase 1 2 3 4 5 6 7StudyFocus Whole Job Career Job Whole Job Job

person Career Career Person Career CareerWhole WholePerson person

Telephone Case StudiesCase 8 9 10 11 12 13 14StudyFocus Left to Job Unclear as Job Job Whole Whole person

individual Career yet Career person Job CareerJob

Note: where more than one focus is given, they are shown in order of ucisht

Source: 1ES, 1994

42

In the case study organisations (Table 3.1), it would seem thatpersonal development plans were most commonly job or careerfocused or some mix of each. Of our case studies, five companiesfocused on current and future jobs about equally, and a sixthconcentrated on the current job, but with more limited attentionon the future. Four companies focused mainly on either thecurrent job and/or the future hut with some attention to thewhole person. Less frequently the primary emphasis was on thewhole person. In such cases, development is more 1,kely toaddress assertiveness or personal impact than to deal with gapsin job related skills. Two of our case studs' companies describedtheir schemes as being predominately whole person orientated.

Not all the case study companies were able to providecompleted forms, either because the scheme had not been inoperation very long or because completed PDPs were notreturned to a central source, or were confidential to theindividual. This was interesting in itself, as it showed differencesbetween those organisations which expected to know who had aPDP, and even keep a copy, and those who did not expect tokeep any form of control over the process in this way. Threeorganisations were able to provide some anonymous PDPs.

These completed plans showed quite marked differences in thedevelopment needs recorded by individuals. The results of thisanalysis are shown in Table 3.2. The organisation identified ascase study number 2 produces PDPs by appraisal anddevelopment centre. The 38 PDT's we looked at were theoutcome of the development centres and show considerablygreater emphasis on the development of personal skills than theother two organisations. Interestingly, case study number 3, (4 Pcompleted PDPs were looked at), utilises completed PDPs forsuccession planning. Here the emphasis is on seeking

rJAW

Institute for Emplovinent Studies

Table 3.2 Analysis of development needs from completed PDPs

Development Needs

2

Case study

3 7

Experience S% 370 .

Knowledge 21% 34", 29"b

Technical skills 9% -t?";

Personal skills 65%

Note: Cifinpicted PDPs=93 Development needs recorded = 224

Source. IES

opportunities for experience of different jobs or countries, andenhancing work related knowledge, eg financial accounting andbusiness awareness. Case studs' number 7 produces PDPs via anappraisal scheme where there is considerable fozus on personaleffectiveness.

Because of these profound differences it is important foremployers to be clear on the focus of theit. PDPs, and to ensurethat this is in line with their objectives for the scheme.Employees also need to be clear what kinds of needs the PDP isdesigned to address.

3.1.4 Development actions

For seven of our case study companies, the types of developmentactions recorded in PDPs could not vet be analysed as theirschemes were so new. For the other seven companies who hadbeen using PDPs for some time, individuals we spoke to reporteda wide variety of development actions recorded in their plans.As might be expected, training courses featured highly but sodid more unusual forms of development such as job moves;secondments; project work; task forces; work shadowing;coaching from managers or mentors; distance learning; andpersonal development opportunities. Many of these companieswere hoping to move away from training as their maindevelopment approach and build a more varied developmenttoolkit.

Further analysis of completed PDPs that we had available isshown in Table 3.3. This shows the types of developmentactivities recorded by the participating employees. Case studs'number 3 utilises PDPs predominately for career plans and fursuccession planning and this is reflected in the high numbers ofjob moves being suggested as development actions.

From these forms and from our discussions with individualssome conclip.;ions could be drawn. The kind of developmentoutcome people pursue depends strongly on the organisation.For example, in some organisations the emphasis is still on

Pcr,,onal De\,olopment Plans ase Studies ot Practice 4 3

Table 3.3 Analysis of development actions from completed PDP forms

Case Studies

Development Actions 2 3 7

Job based activities 35°, 31"0 230b

Self study/open learning 11°0 300

Course 6°0 21", 80t,

Project

Coaching 60,

Networking 6To 5".

Secondment 6% 31), 50

Job Move 60"0

Other 11"

Niimber POI'=9', Number of achoms = 270

SowTe: IES

4.1

training courses, in others there has been a switch to self studyand open learning, and in others the emphasis is on secondmentopportunities, project experience or task forces. It appeared to bethe case both from the discussion groups with users and fromthe analysis of completed forms that PDPs were a vehicle forexpressing more varied development opportunities. Severalusers mentioned to us that they were looking more at on-the-joblearning opportunities through coaching and mentoring. Inthose organisations that were encouraging whole persondevelopment, individuals were also using varied forms of directfeedback from peers, subordinates, managers and customers.

3.1.5 The PDP itself

We looked at blank forms from most of our case study..)rganisations to examine the characteristics of the formsthemselves. On analysis of the blank forms, there were cleardifferences in how structured the form itself was, both in theinput side in defining areas of skill deficit, and in the output sidein defining development actions planned. These differencesalong the input/output dimensions are illustrated in Figure 3.2.

As can be seen, a number of organisations define developmentneeds in terms of competence or skill frameworks, therebyencouraging users to consider development needs in each of thekey skill or competence areas. Others leave the definition ofdevelopment needs to the individual. Similarly, on the outputside some organisations had separate sections CON ering differentsorts of development action, ic training, on-theiob development,counselling, secondment, distance learning etc, Others leftindividuals free to consider vhatever development actions the%wished. Example forms demonstrating the different approaches

Irhtitute tor f mplo rnent `,tutilt.s

Figure 3.2 Degree of structure in needs and planned actions

Marks & Spencer (A)*

Analysis ofDevelopment

NeedsStructured ie bykey competences Norweb

Royal Mail Angha Child Support Agency

ProposedDevelopmentActions

Open-ended 4 Structured re by kinds ofdevelopment actions suchas open learning:training

to.

Marks & Spencer (B)* British TelecomWellcome C;RE

TSB

Abbey NationalBP ChemicalsScottish Power

Open-ended

Note Marks and Spencer offered their emplowes a choice of two alternative MP forms, one more structured than the other.

Source: IES

3.2 Process issues

along the input/output dimensions are shown in Figures 3.3 and3.4.

3.2.1 Implementation

In most companies the HR unit or personnel function had playeda major part in the implementation of PDPs; in twelveorganisations they were the initiator and champion and in theremainder the Chief Executive had taken a personal interest indeveloping the PDP concept. In seven out of our fourteen casesthe idea was developed involving a working party of one kind oranother. Consultants were used to support the in-house HR teamin seven cases.

The detailed process of implementation varied, but mostcompanies employed a range of initiatives to explain andpublicise the scheme including company newspapers, briefingnotes, booklets, videos, presentations and workshops. Formalpiloting only took place in a minority of cases but mostorganisations who had used PDI's for some time had amendedtheir initial scheme in the light of experience.

l'er,,011,11 )eeloinnent l'Idns ,P,e Studies of Practice

Figure 3.3 Structured and open ended approaches to development needs

IStructured

re by key competences

Open ended

iindividual to definede% elopment needswithout prompts

Development Needs

Name: Dept

Skill area Rating Plan/action

Businessawareness

Analyticalreasoning

Customerservice

Planningorganisation

Personaleffectiveness

Team work

Achievementdrive

Flexibility

Name: Dept

Development need

what are mv development needs?

Objectives

what behaviour will change'

what new know lodge or skilk will I gain?

c 11 1'10,1

4()

buInstitute tot f niplo riiriit Studie

Figure 3.4 Structured and open ended approaches to development actions

Open endedindividual to definedevelopment actions.*the\ will pursue

Action Plan

How will I rneet mydevelopment needs?

What support do I require?

What will be the measures ofsuccess?

Structured te bykinds ofdevelopmentactions such asopen learning,training etc

Adion Plan

Training

On the Job activities

Career moves

Secondments

Sourcc IFS

For some organisations the initial introduction was deliberatelylow kev, either because senior managers would need convincingfirst of the value of investing in development initiatives, orbecause FIR wanted to prove or pilot the initiative beforecompany wide launch. In these organisations PDI's weregradually introduced so filat their value could be demonstratedand ambassadors for the scheme develope .. Once this supporthad been gained then a more formal la, .1ch would frequentlytake place.

3.2.2 Support

The need for advice and support to those participating in PDI'sand their managers was clearly a major issue for the case studyorganisations. The most popular means of providing support foremployees and managers was via training or workshops (ninecase studies), sometimes delivered by the HR department andsometimes delivered by cascade through line managers. This wasreinforced in five organisations bv written information in the formof manuals or guidelines. On-going support was normally

dse Studies Of Practic e r 47

3.3 Linkages in

.48

provided by the HR unit or local personnel specialists asappropriate. Two organisations provided telephone hotlines formanagers and users of PDPs. In some programmes, support wasan integral part of the programme itself; the programme wascascaded so that those offering support to others had beenthrough the experience themselves. In one company, amanagement development programme deliberately created asupport network from those attending each course, whichfunctioned as an action learning set for the PDPs. This groupwould meet regularly to review development plans among otherissues related to personal effectiveness.

3.2.3 Roles and responsibilities

In all cases the introduction of PDPs was seen as a way of shiftingthe responsibility for personal development towards theindividual so that they had the primary responsibility foractioning the plans. Line managers played an essential supportrole in most organisations (twelve case studies) and would helpget plans actioned through authorising training needs, arrangingproject work and secondments, and helping individuals thinkthrough their plans. In one case study this role may beundertaken, not by the immediate line manager, but by the nextlevel up.

Several organisations felt that iine managers did not all possessthe necessary coaching and influencing skills for this role. Somehad attempted to address this by providing training andsupport. Others had introduced a mentoring programme tosupplement the role of line managers or, if individuals wished,to provide their main support. Of the five organisations thatwere using mentors, three used them for specific groups of staff,such as graduate entrants and participants on developmentprogrammes.

An important aspect of a PDP scheme is the process by whichthe PDP is created. These inward linkages affect the context inwhich the PDP is considered. We might expect that PDPsflowing from appraisal would reflect the emphasis of theappraisal and be more current job or career orientated, whereaswhole person development plans would be expected to be theresult of a more challenging and wide ranging devcilopmentevent such as a development workshop or a managementdevelopment programme. As is shown below, these expectationswere, in the main, upheld by the case study information.

On analysis (Tables 3.4 and 3.5), there were three organisationswhich utilised a management development event to create thePDI' (case studies 1, 3 and 5); in two cases these turned out to bestrongly whole person focused. in the third case the

56

Inqitpte for F mployment Studrp,,

Table 3.4 Linkages in to PDPs and the relationship with focus

1 2 3

Case Studies4 5 6 7

Linkages Mgt Dev Appraisal Mgt Dev Appraisal Appraisal Appraisal AppraisalIn Course Dev wkshp Course Dev wkshp Der wkshp Mgt Dev.

Course

Focus* Whole Job Career Job Whole Job JobPerson Career Career Person Career Career

Whole WholePerson Person

ote: LVIzere more flay; o?le ,focus is shoum they are gwen in order (if emphasz

Source: lES

development event itself was much more career/job orientatedand this, combined with other pressures on the PDP (it wasdesigned as a career profile and used for succession planningand placement on secondment opportunities) made it mostlycareer focused. Seven organisations used appraisal as the mainoriginating HR process (case studies 6; 7, 9, 10, 11, 12, 13), and infive cases the resultant PDP was predominately current job andcareer based. One of these had also developed a computerprogramme that guided individual users through various selfreflection exercises but which ended by focusing on careerdevelopment. The seventh had not vet begun to really make useof PDPs and therefore could not assess their focus as vet.

Two organisations (case studies 4 and 8) were also usingdevelopment centres as an alternative route to a PDP alongsideappraisal or performance management schemes. In these casesthe emphasis was, in one, on current job/future career, and inthe other left to the individual. One case study (14), useddevelopment centres as a sole source of development planswhich were in this case whole person job and career focused.

Interostingly, one of our case studies (2), used a range of eventsto ginate the I'DP including appraisal and two different kindsof development workshops; one concentrating on job-relatedcompetences, the other on the whole person. Some of these

able 3.5 Linkages in to PDPs and the relationship with focus

Case Studies Telephone interviews

8 9 10 11 12 13 14

Linkages Appraisal Appraisal App. ',sal Apt, sal Appraisal Appraisal De\ wl.o.hpin I )e. \1,0-ip

Focus' 1.ett to Hi) t iic ;ear As lob li A , lob \'holeiluil\ idual r JrPer \ t`t ( 1,1v,

\'holePersun

km

Vd., IOU 0, 0 .hozori they Crdt'r

H

Po'r nal )(.\ el( yelent /'Lins C, ase Studies ot Practice 49

3.4 Linkages out

events were quite new and so it is difficult to makegeneralisations, but the HR people we spoke to commented thatthe events themselves and the outcomes were quite different innature, wi' those from the latter workshops being more wholeperson focused.

Approximately half of the organisations we spoke to were notusing personal development plans to contribute directly to anyother HR process. In several cases this may well be due to therecent introduction of PDPs, which meant that links had not yetbeen formed. Seven companies reported using the resultingPDPs to influence other HR processes including job moves,placements on task forces, and job rotations. The degree offormality of these processes varied; in three companies it was aninformal arrangement dependent on the individual and the linemanager, in the others it was a more formal procedure. In twoorganisations PDPs were formally linked into succession plans,one well established and the other relatively recent. This createsa fundamental difference: whether the PDP is private to theindividual with the emphasis on meeting their developmentneeds, or whether it becomes a public document designed toalso meet some organisational needs. The effect that this has isdiscussed further in the next chapter.

3.5 impact and evaluation

5(1

None of the companies we spoke to had built evaluation criteriainto the scheme to start with, although several had set objectivesfor the scheme. These tended to be fairly broad, along the linesof shifting responsibility for learning and development on to theindividual or developing a learning culture. For many it was tooearly to tell how the scheme was faring and some haddeliberately adopted a hands off approach, which madeevaluation more difficult. Five of our case studies hadundertaken some kind of evaluation, although the means bywhich this was conducted varied enormously. Two companieshad conducted an attitude survey, which in one showed that 62per cent of individuals accepted responsibility for their owndevelopment and 45 per cent of individuals believed theirmanager encouraged development. This was in a companywhich sought a significant culture shift towards selfdevelopment supported by the line. They were encouraged bythis finding as these per centages had risen recently. In thesecond organisation the survey showed that satisfaction withtraining had increased.

Two case studies had monitored lateral job miwes and hadfound an increase. In addition, one ot these had commissionedan evaluation study which questioned the managers, peers andsubordinates of those who had been involved in a management

Institute for ITholoment Studies

3.6 Summary

development programme of which PDPs were an integral part.This reported that individuals performed more effectively sincethe programme. The other case study reported an increasedsense of purpose, greater flexibility, better teamworking andimproved performance against the competence criteria used inappraisal.

In one of our organisations, although no formal evaluation hadbeen completed, individuals and managers we spoke to wereuniversally in agreement that their programme had led to a clearand positive culture change. This was an organisation in whichPDPs were embedded in a management developmentprogramme. In this case, other evidence of the success of theprogramme was reduction in the numbers of individuals whocancelled or postponed their attendance on the programme,despite increasing pressure on managers at work. Theorganisation also believed they had found tangible businessadvantages of improved networking and communication.

Where organisations had carried out some evaluation of theperceived value of PDPs the results were encouraging, althoughcomparatively few of the case studies were conducting seriousevaluations.

In this chapter we have looked across the case studyorganisations and identified some factors which seem importantto the design and implementation of PDP schemes. Theyinclude:

the use of frameworks (especially competences) and self-assessment instruments to help employees think aboutdevelopment

the target group of staff

the focus of the PDP, those linked with appraisal being morejob or career focused than the more holistic emphasis indevelopment centres or workshops

the wide variety of development actions contained in PDPsand how these are influenced by the design of the scheme

the central role played by HR in implementation

the influence of more formal use of PDPs (in successionplanning or job filling) on what pecple put in their plans

some evidence of the impact of PDPs on culture anddevelopment activities.

These findings inform the more general issues discussed andsurnmaried in the ccmcluding chapter.

Per i..onal I fecilopment Plans. Case Studiec. of Pr ac tic e01

51

4. Issues for Practitioners

The previous two chapters have presented detailed case studyinformation on the implementation of PDPs and shown howapproaches varied between the case study organisations. In thisfinal chapter we attempt to draw out some broader lessons fromthe research, which we hope will be of relevance to thosecontemplating the introduction of PDPs.

The emerging themes include factors which seem to enhance orreduce the effectiveness of PDPs. These range a good deal widerthan the format of PDP forms. Some of the most important issuesconcern how PDPs link with other FIR processes. It is aparticular feature of employee development processes that theyoften have complex links with each other. Previous IFS researchon both employer-led processes such as succession planning(LT irsh, 1990) and self-development initiatives (Jackson, 1990;Jackson and Yeates, 1993) has already examined these linkages.This research certainly reinforces that message. PDP schemesneed to be understood not just as 'forms' or even as processes fordiscussing development needs, but also in terms of theirposition within a web of other FIR processes.

A PDP scheme should not be designed without anunderstanding of the other. processes already in place and howI'DPs might link with them.

Many of the issues raised in this chapter arise with all careerdevelopment interventions, and many ot the ways of makingI'DI's more effective would also apply to other initiatives.

(the of the problems in drawing out general messages from thecase studies is that we are dealing with complex patterns ofcause and effect, and no two organi:;ations introduce PDI's in thesame way or against the same background. We must also bear inmind the small scale nature of this research project. Some of themost interesting insights about the perceived difficulties withschemes became apparent in the discussion groups vitl linemanagers and users of PIM's. I lowever, these were the subjee.tiveviews of a relatively small number of people who might nothave been representative ot users as a whole.. We. therefore.present these issues for practitioners knowing, as always, thatmore and larger-scale. researe h is desirable, but also that

actitioners need soffit' advice now.

(")I'1,41t1110 I 114)10 \ 111(.1111 ,111(IIPS

4.1 PhilosophyThe notion of personal development planning arises out oftheories about how individuals learn.

Organisations going the self-development route, of which PDPsare so often a part, should realise just how big a culture changethis is for most UK organisations.

4.1.1 Self-organised learning

The philosophical base for personal development plans lies inthe concept of self-organised learning, with its emphasis on theindividual being responsible for the identification of their ownlearning needs, and choosing the means by which they will bemet. Self-organised learning is made up of two distinctcomponents. Its definition means that it is learning organised byself, but it also potentially embraces learning that is not merelyby self but also of self, ie it can have an emphasis on self-understanding, self-knowing. Within the literature a view wasexpressed that truly effective self-organised learning shouldcontain both elements (Mossman and Stewart, 1988; Fritchie andSkinner, 1988).

Within the self-organised learning framework someorganisations have interpreted learning widely, encompassingall aspects of the self or including learning activities that havelittle to do with an individual's current job or even future career.Others have focused heavily on job-related skills or knowledge,or have laid a heavy emphasis on the user's future career andrequired experience. If individuals are going to own thedevelopment process and invest the considerable time andenergy which personal development demands, then the iearningmust have genuine relevance to their needs.

The more tightly organisations define the arena for developmentthe further they move from the philosophy of self-organisedlearning and the less likely are they to engage the enthusiasmand commitment of the learner.

In the course of this research several of the case studyorganisations spoke of business changes increasing the demandfor individuals that were more independent and flexiblethinkers. Within this context, if companies want to develop moreflexible people, then development may well be more effective ifit looks wider than the skills needed for the current or next job.

There is also an issue as to whether truly effective developmentcan focus exclusively on the public domain and not take accountof the private domain that can have such impact on personaleffectiveness. The difficulty then for individuals k in making

1)0,,r)n,i1 I )0\ 01c)pment Cace Stud les ot f'rac tiro .. 5 3

this private domain public, and how safe this feels, especiallywhere completed PDPs are used for other, public processes.

These apparendy philosophical issues of fo, us and ownershiphave important practical consequences for MP schemes, as weshall explore in this chapter.

4.1.2 Individuals' ability to manage their own learning

The literature reveals two views on the ability of individuals toorganise their own learning. One view expressed by Abbott andDahmus (1992), is that individual preparedness will vary withsome individuals preferring more traditional 'directed' methods.The other view, supported by Malcolm Knowles (1989) is that allindividuals are naturally self-directed learners. In the course ofthis research, it was often mentioned that some individuals wouldnot participate in PDPs, but this was perceived to be because theywere not interested in job or career development at that time (egthey were happy with their job, they had reached a careerplateau). This may be a reflection of how frequently PDPs are seenas a job or career development tool rather than a personaldevelopment tool.

The case studies did show how hard it is to get a PDP initiativeestablished and how much help individuals need to manage theirown learning. It must be remembered that most UK employeeshave little experience of autonomy in their development. Oureducation system has leant heavily towards 'other directed'learning methods and traditionally work based training has donethe same.

Self-managed learning is, for most individuals, a new experiencerequiring much effort and considerable support to succeed.

4.1.3 Emergent themes

Against the backcloth of these ideas which underpin the PDPconcept, issues of relevance to practitioners are arrangedthematically under the following headings:

scope and content of PDPs

links with other processes and the focus ot the I'DP

implementation and support

ownership, control and confidentiality

impact

6 rupl()%nwnt !.)tudies

4.2 Scope and content of PDPs

4.2.1 Employee coverage

From the initial literature search, individual development wasseen to be a key component in the creation of the learningorganisation. If this is so, then we would expect that individuallearning should be encouraged in all employees. The wider theapplication of individual learning initiatives, the more effectivethey should be. In our research, none of our case studycompanies had initiated the use of PDPs as a deliberate steptowards becoming a learning company, although several did seeit as part of a culture change encouraging self-development.Some also saw PDPs as reinforcing a broader message abouttaking responsibility in their work. Given these backgroundintentions, one might expect PDP schemes to lend themselves toimplementation throughout the workforce.

However, as we have seen, a number of the case studyorganisations were using PDPs, only for sections of theirworkforce. This was sometimes a result of the contexts in whichPDPs were created (eg management development programmes),and sometimes the consequence of phased introduction whichwas still incomplete.

A serious practical problem for organisations is in achievinguniversal penetration of PDPs, by a method which both capturesthe enthusiasm of users and is viable in terms of costs. This issueis discussed further as one of support (section 4.4).

It is important for organisations to consider both the process ofproducing PDPs and the level of support on offer in thinkingabout which parts of the workforce to target. Although it maysend mixed cultural messages, a well implemented PDPprogramme for part of the workforce max' be more effective thana poorly supported one aimed at the whole workforce.

4.2.2 Structuring the PDP

Should a PDP be based on structured ideas about types ofdevelopment needs and types of development actions, or shouldit be a totally open ended affair a blank sheet of paper?

In terms of the PDP format, the case studies \ aried in the extentto which they provided structured headings, under which toplace development needs or development actions or both. Arelatively unstructured format would appear to be most in tunewith allowing individuals the latitude to express their own plan.

1 lowever, employees might appreciate guidance notes andstructured inputs (eg from the kinds of exercises undertaken atdevelopment centres) to help their thinking.

PerY plopnwnt Plaric,: Case Studirii., Of Prar tic e 55

The study did provide some evidence from discussions withemployees that competence frameworks were perceived asuseful aids to thinking about and expressing development,especially when they embraced personal skills.

Computer systems can be used to provide structures forthinking about development by leading the user through variousquestions and informatiort This may be especially useful whenthe PDP is being produced in a 'stand alone' way ie not as partof any other FiR process. The use of computers, workbooks andother self-help material warrants further investigation byorganisations as ways of providing structure to thinking about aPDP.

4.3 Links with other processes and the focus of the PDP

As already indicated at the start of this chapter, a major set ofissues were raised about the relationship between:

the focus of the PDP: current job, career or 'whole person'

the processes as part of which PDPs are created or which leadon to a PDP (eg development centres, workshops,development programmes, appraisal)

the processes into which the PDP links (eg training, otherdevelopment activity, job filling and succession planning)

4.3.1 Links into PDPs

Looking at focus and inputs to start with, this study has foundthat the focus and content of a PDP is heavily influenced by theprocesses which feed into it, or during which it is created.Employees appeared most enthusiastic about schemes whichfocused on them as people, as contrasted with those thatconcentrated purely on skills for their current job or next careermove. It seemed that such schemes provided greater initialimpact and were also more likely to generate visibleperformance differences. Where PDPs could be generated by anumber of methods, individuals commented that a personaldevelopment method such as a management developmentcourse or a development centre, had greater impact than via aninevitably job centred appraisal scheme. This impact max' resultfrom a combination of simply spending more time on the PDP,or haying more support in discussing it, or the strongeremphasis on reflection and self-understanding which is oftenlacking in appraisal schemes.

The real problem for organisations is that these high impactmethods are expensive and therefore tend to be used selectively.The challenge is how to reach the greatest number of individuakin a way that makes a real impact. For some organisations therewill also be cultural barriers. Where there is a generally held

H,,tituto tor Emploment Stuck'',

6 6

belief that development should focus only on the job thatindividuals are paid to do, the organisation is unlikely to becomfortable with a person centred approach. It is easy to end upsending rather confusing messages about focus, and care isneeded to get the balance right.

Organisations should also look at cheaper ways of providingsome of the advantages of the development centre approach toPDPs.

After all a development centre only provides structured insightinto one's own skills and a chance to discuss development insome depth. A combination of tests, exercises, and discussioncould be provided via workshops and self-study material(including computer based materials), perhaps backed bsupport from an action learning set.

Indeed, one of the case study organisations had experimentedwith the use of a computer programme to help employeesstructure their thinking and reflect on their strengths andweaknesses, prior to the development discussion with their linemanager. Although time consuming, the package was used andappreciated by many users. Line managers appeared moresceptical about it than the employees who were interviewed.

PDP schemes originating in appraisal will frequently requirefrom individuals a change in orientation from being otherdirected to being self directed. The traditional appraisal has beenline manager led, or at best held in partnership. Line managershave used appraisal to convey feedback to the individual. Tothen switch to a development plan owned by the individual willin many instances involve a change in ownership between theappraisal process and the PDP.

The link between appraisal and the PDP is likely to feelsmoother if the appraisal also shifts to become more employeeowned, by placing a stronger emphasis on self-assessment.

Successful appraisal based PDP schemes seemed to involve amore energetic launch which consciously prepared individualsand line managers for the shift to employee-led personaldeveIopment. They also allowed more time to be spent indiscussing personal development and focused more on personalqualities, not just current job skills. This may not be possiblewith an appraisal which also serves the needs of a performancerelated pay system.

4.3.2 Links out from PDPs

The focus and content of the PM is not just affected by theprocesses which feed into it, but als, I' v its anticipated use.

Ppry)11,11 I )...elciptliprit ase Studies ot Practice ) /

In all the case studies tiv re were clear and expected linksbetween the PDP and access to training courses for individuals.This had also impacted on the design of training courses tobetter reflect the needs expressed on PDPs. PDPs also linked toother forms of development such as coaching, open learning andproject opportunities. For some of the case studs' organisationsthis widening of development activity was a key desiredoutcome.

Two organisations in our sample used POPs for successionplanning. In one it was not at this stage possible to understandits impact on the character of the PDP itself. In the other itseemed that the influence of this link was that the PDP becamemore like a CV and was used to sell the individual and tospecify particular desireLi job moves. This made the analysis ofneeds less self-critical and the planned actions weighted towardsjob moves.

The use of POPs in the planning of training or job placement alsoraises issues of confidentiality which are discussed in section 4.3.

Organisations which do not develop any links to other processescan suffer from lack of clarity as to what personal developmentplans are for.

In one case study, with a strong performance culture, usersmentioned that reward should be linked to the POP because ofthe effort individuals expended on it. Obviously there is anexpectation that the action plan will be followed up, whetherthat be through training courses, development moves, coachingor project opportunities. It is not always clear exactly how this isexpected to happen. A number of other self-developmentprocesses have to be in place for employees to be empowered totake these actions for themselves (Jackson, lt4ge`.

Several of the case study organisations svere concerned abouthandling the career development aspects of PDPs at a time whenthere was little hope of upward progression. This researchwould indicate the need firstly to redefine 'career' more widelyto embrace experiences other than promotions (eg lateral moves,secondments, project working etc.). 'Career' also needs to bediscussed in its wider context of the development of theindividual as a person, and not just as a series of steppir.4!stones. To retreat ,rom the problems of 'career' by focusingpurely on current job is not likely to resolve these issues for theemployee.

4.4 Implementation and support

I he introduction ot )1's present MI enormous prat tI611challenge to the organisation which is often under-estimated.Support is needed in:

f 111j)10% 111f

1LS

launching the initial implementation

helping individuals actually produce their plans

maintaining momentum.

4.4.1 Launching PDPs

PDP approaches which take place in other structured processes,such as development centres, do not require a complex launch.

PDP approaches which are designed to stand alone or form partof a new approach to appraisal, will often requirecommunication with all employees and managers. This needs tocover not just the mechanics of the scheme but its rationale andplace in cultural change (see section 4.1).

Some organisaLions simply fail to plan and support this initialimplementation.

The role of the HR function in getting a PDP scheme introducedis not always straightforward. There are choices about whetherit is driven from the corporate centre or more locally, and issuesabout whether HR can introduce PDPs to local units without thelocal line management feeling they have some control. In someof the cases where HR was primarily seen as a support functionto the line, the process of implementation was determined byseeking agreement from each unit in turn. In others it wasdriven both more centrally and more by HR.

As with so many HR initiatives, it is easier if top level support isthere at the start. Indeed, some of those companies whoseemployees were most enthusiastic about PDPs were those wherethere was top level involvement. In several cases the Board hadbeen involved in the decision making process, either at thepolicy formulation stage or in the scheme design, and in somecases the chief executive had been directly involved in the movetowards personal development.

However, this top down approach is not the only route. In someof the case study organisations the introduction had happenedvery quietly without such high level approval in the beginning.In these, the schemes were allowed to develop quietly beforebeing formally launched and top level support was fosteredafter the event. From these observations it would seem that toplevel support is not essential before PDPs are launched. Theapproach taken will depend strongly on the cultural context ofthe organisation, and the degree of support or resistance thatsuch a development initiative is likely to have. In two of our casestudy companies which were using management developmentprogrammes to create PDPs, senior level commitment wasgained in part by the attendance of these people on a seniormanagement development programme.

Pprs(m,t1 OeN..eloprnent Plans: Case Studies of Practice D-9

f)(

4.4.2 Supporting individuals

We have already seen that individuals may need practical helpin completing a PDP, especially the first time.

Obviously this is there at development centres and managementprogrammes. In the case of stand alone or appraisal basedsystems, it is dangerous to assume that individuals do not needany help or that line managers can provide all the help theyneed.

Initial training and guidance material play a part, bu other moredetailed self-help tools (whether computer or paper based) andsome kind of help-line may also be needed. Local HR staff mayalso play a crucial role. Again there was a real differencebetween organisations which anticipated this need and plannedit as part of implementation, and those which hoped PDPswould not need serious support.

4.4.3 Maintaining momentum

Although providing support at the start of the scheme requiredplanning, maintaining the momentum of the scheme proved themore difficult problem in practice. Central HR departmentsoften introduce schemes but then withdraw. Individuals andmanagers may need practical help and encouragement to followup PDP actions and to review and revise plans. It is all too easyfor the individual and the line to lose enthusiasm andcommitment.

Some organisations had handed their schemes to individualsand departments to manage after the initial introduction; eitherbecause the role of HR in the organisation was facilitating ratherthan operational, or because of a philosophical belief that self-organised learning must be managed by the individual, andpushing/policing from the centre is contrary to this philosophy.Most of the employees we spoke to mentioned that maintainingcommitment was a problem. As we have seen, of all the manydevelopmenv initiatives, PDPs offer the least integral support to,and control of, the learning process and it is thereforeunsurprising that maintenance is difficult.

In some organisations the schemes were in danger of decline,because individuals were not encouraged by their line managersto use the PDP approach. This indicated to them that completinga PDP was not valued. They also failed to see any benefit ofcompletion and, as many managers had only asked to seecompleted PDPs when the scheme was first introduced, theybelieved that this was one thing they could let slide. Thiscontrasted with other organisations where users were initiatingdevelopment discussions with their line managers, who werethemselves supportive of the scheme. Such differences may well

71)Institute for Employment Studies

be due to the different approaches taken to the introduction ofthe personal development initiative, and to the actionsindividuals and the line perceive as flowing from producing aPDP. If support is not there to take action resulting from a PDP,then employees will quickly take a cynical view.

Even if not involved right at the start, top level support may beimportant in maintaining momentum through backing thescheme, both by personal participation and resources.

All schemes require a source of energy to keep the momentumgoing. Placing this with either the individual or the linemanager, without some kind of organisational link (eg appraisalsystem, support through mentors or groups, some system ofreview and update) makes it very difficult for this energy to bemaintained.

This may be part of the reason that PDPs have greater impactwhen completed in a high energy setting such as a developmentworkshop or management development setting. It may also bewhy schemes linked with appraisal were more common in thecase studies than those which were truly stand alone. Linemanagers appear to find it difficult to put energy into a PDPscheme if they are unclear as to its place in a wider approach toemployee development.

4.5 Ownership, control and confidentiality

Some important dilemmas of ownership and control emergewhen an initiative, designed to help employees take charge oftheir own development, is introduced by the organisation theywork for. Some of these have already surfaced as issues of focus

for example, why should an employing organisationencourage employees to think about the full range of theirlife/work issues, if the organisation is primarily interested inshort-term performance improvement in the current job?

Three other key questions are:

should organisations insist that individuals complete a PDP?

should organisations monitor take-up of PDPs?

should completed PDPs be confidential?

Some of the case study organisations did not in any way seek tomonitor or control the use of their PDP scheme. Once designedand launched it was up to individuals whether they chose to useit. In contrast, others had made the completion of a PDP close tocompulsory. Some collected completed PDPs so that trainingneeds or succession plans could be formulated. Others did nothave any collection of completed PDPs, leaving it to individualsto share and action their plans in their own way. The lack of

Personal Development Plans: Case Studies of Practice7 1

61

agreement on these issues of ownership and control point tosome real tensions for organisations in a process so central toemployee self-development.

Taking first the issue of whether PDPs can be compulsory, thesimple answer is 'no'. They cannot be and, in any case, shouldnot be.

Being told you MUST develop yourself and, moreover, must doso by filling in a certain form, is a contradiction in terms.

However, most of the case study organisations stronglyencouraged the completion of a PDP, often by linking it withother processes (especially annual appraisal). They also usedsupport as a form of encouragement. Most did not want thisencouragement and support to detract from the process beingemployee-owned. The line managers interviewed were oftenpainfully aware of the problems of trying to persuadeunconvinced employees to produce and use a PDP.

The issue of monitoring is an interesting barometer of how muchcontrol organisations are really willing to give up in espousingself-managed learning. One can argue and several cases did

that monitoring take-up is important to evaluation of theeffectiveness of the scheme. However this is not strictly true.Random confidential surveys (including existing attitudesurveys) could be used to estimate take-up without setting upprocesses for recording whether each employee has completed aPDP or not. A few of the case studies felt strongly that PDPschemes should not be monitored in this way, as it smacks oftaking back control over a process the organisation has passed toits employees.

It may he better to think about how the scheme is to beevaluated -- in terms of impact not just take-up rather than toset up bureaucratic approaches to recording how many PDPshave been completed.

The issue of confidentiality is critical.

We have already seen that PDPs which feed into management'sdecisions about people, for example job filling and successionplanning, change their nature as a result of this intended use.Who is going to confess to weaknesses on a PDP which functionslargely as a CV? Certainly not some of the individualsinterviewed in organisations which made this link. It is fine tohave inputs from individuals into such processes, but we cannotdeceive ourselves that these will be PDPs in the real sense of theterm.

In any scheme where the line manager has a critical role,honesty is also dependent on the quality of relationship of the


'7')

4.6 Impact

employee with their line manager. Encouragingly, in most or ourcase study organisations, individuals and managers believedthat it was acceptable to discuss development needs on a one-to-one basis in the context of their culture.

This study was not large enough to conduct any independentassessment of impact, but the case study organisations wereasked what they felt the impact of PDPs had been and whetherany evidence of impact was available. The impact which the casestudy organisations wanted to see from personal developmentplanning was predominantly the culture change away from theorganisation owning individual development, towardsemployees feeling they were responsible for their owndevelopment. In some cases, attitudinal measures were startingto register such a shift. Other outcomes sought, included a moreadventurous approach to development methods, usually awayfrom courses to more job-related approaches, including morelateral job moves. Some of the individuals interviewed hadgrasped the opportunity to pursue these broader types ofdevelopment. Some of the organisations also saw evidence ofthis change. The employees and managers participating in theresearch were mainly enthusiastic about the PDP approach, andits link with business development.

As always with HR processes, however, few of even thisvanguard group had really evaluated their schemes. For some itwas still too early to have done so.

4.7 Lessons for practitioners

In conclusion, what tips can this studs' suggest to thoseintroducing a PDP scheme?

The key outcomes sought from introducing PDPsincluding cultural change need to be clear to all thoseinvolved, and built in at every stage of design andimplementation.

The introduction of the scheme whether 'big bang' or'softly, softly' should take account of the target group andthe prevailing z ttitudes to employee development.

The process used to generate plans must be realistic in termsof the target group of employees and the level of resourcesavailable to the scheme.

If PDPs are expected to flow out of appraisal, then the designof the appraisal scheme should take this into account bybuilding in sufficient time for discussion of individualdevelopment.

Personal Development Plans: Case Studies of Practice 63

6,1

PDPs which focus solely on skill development for the currentjob, will not be welcomed by many employees. Those whichtake a broader view of the individual and their future, may bemore effective in encouraging flexibility and have a higherimpact on employees.

Frameworks (including competences) and instruments forassisting in self-assessment (including psychometric tests) canbe very valuable in helping ernplo,,ees to think about theirPDPs. However, the PDP form itse' should not be too highlystructured, as this will constrain th. user.

If the organisation really wants employees to own their owndevelopment, it will have to aLhieve a critical balancebetween encouragement and control.

Formal use of PDPs in other processes such as selection orsuccession planning, will affect the content andconfidentiality of the plans, and therefore should be carefullyconsidered.

A PDP scheme will not sell itself or maintain itself. A plannedand realistic approach to supporting the scheme is crucial.This has cost implications.


Appendix A

Section A: Background and Context

Al: General information about the organisation

Name of CompanyName(s) of people we interviewBusiness/sectorWhich bits of the business will we be talking about?No. of employees total and in parts covered by thisinterview

A2: Context to introdudion of PDPs

When were PDPs first introduced?Why go for PDPs?

What else was going on in employee development at thattime?Were they a part of a self-development strategy?

Who championed the idea?Is the scheme we will be talking about today the original one?

If it has evolved, brief history of phases of development,especially changes if any in coverage and approach.

Section B: Design of the Current PDP Scheme

Bl: Coverage

Who is intended to have a PDF'? (part of org. job types)Is completing a PDP optional?Is there data on who the scheme is used for in practice and take-up?

B2: Content

How is the PDP constructed le the design of the form(REQUEST BLANK FORM)Are there fixed headings? if so what are they in detailHow does it look at skills? (eg does it use competences)What is it intended to cover job/career/whole person?What kinds of learning actions do staff actually record (anyanalysis?)

Personal DeN:elopnient Plans: Case Studies of Practice7 5

65

B3: Process

When is a PDP produced?Who starts the process?Does it come out of other processes? (appraisal, assessment ordevelopment centres etc.)How often is it updated?

Roles of employee/manager/others in writing and agreeing planDo they get held from others (eg mentors)Is it formally agreed/signed off?Who sees it?Where is it held (computerised?)

Who is responsible for actioning it?Does anyone help action/monitor or follow up?Do any resources for development come to the employee?

Does the PDP link in with any other development processes?eg succession, development programmes, access to trainingetc.

Sedion C: Implementation and Support

Cl: Implementation

Who agreed to the programme? (eg did the board know?)Was it piloted or launched with a big bang?Who designed it?What was needed to implement it?

info, packs, training for managers and employeesCost of design and implementation

C2: Support

What is the on-going support offered now?line manager training?advice from personnel function? (who?)how much resource does it now take?

Section D: Impact and Evaluation

66

Do PDPs feed into any other processes?Were any objectives/targets set for the PDP scheme"!Has there been any monitoring of the scheme?

take up, impact etc.

If there has been some formal evaluation, what does it show?take uptypes of development actions proposed

76

Institute for E mplovment Studies

satisfaction with the process (staff, managers)use made by staff of the processability to follow up development actionsmeasurable impact on career moves, training, attitudes?

If there has been no formal evaluation, what is the personnelfunction's perception on the list above?Would you say that the scheme has succeeded in terms of itsreasons for introduction?

Section E: Reflections, Wider Issues and the Future

Do PDPs as a general idea have a major contribution to make todevelopment?

How would you answer some of the questions raised about PDPs?are they just a gimmick?do employees take them seriously?will managers really help?do they really meet business needs?what happens when org changes (layers, downsizing)are actions possible to follow up?

gives more training to those who would get it anyway? (equalopps issues)other pros and consculture issues

What are the pros and cons of the wav your organisation has goneabout it?if changes have been made along the way, why?what would you do differently if you were starting again?Are vou considering changes to Your scheme (what and why)?What advice would you give to a company thinking of usi..ngPDPs?

Personal De%elopment Plans: Case Studies of Practice 77 67

Appendix B

Visited Cases

2 3 4 5 6 7

Focus Person Job; Career;Person

Career job; Career Person lob; Career Job; Career;Person

Who Managers Managers Managers All AH ManagerClerical

ManagerClrical

Framework

'Watson

16PFFiro B OPQ

Glaserreview

OPQ as 360reviewCompetences.

Schein's careeranchors; 360review %sill becompetence.Learmng styles

Competence Not ( ompetence Skill lists Competence.OPEN conceptscomputerpackage skills/interests/values.I.earning styles

Roles &Resources

ManagerEniployeeMentorsPeers.

Employee &Manager

Employee.Manager

EmployeeManager.

Emplovee.ManagerMentors on (ley!prog.

Employee.Manageri.Mentorsi

EmployeeManager

Whoestablishedthe scheme

PersonnelDirector.Consultant

7Q TeamHR led.Consulta t

HR ledSteering group.Business SchoolBriefings.

HR led, sem;piloted.Consultant

HR led Team w inked CF changeprogrammeProject group.Consultants onsottware

Means ofestablishing

Managr rs 2 daybriefing

Newspaperbriefing.AssessormanualsWorkshopInformal rneetingtor deyt prog

Briefing.Brochure.Video.

Newsletter.Packs formanagers.Training corirses

Leaflet i\. letteQ+A sheet.Local spec,alists

Workshops.Letter & bookletinduction

Guide .Team brioBooklet.\ ideo.NewspapersPiloted.

Ongoingsupport

_ as, xii1.3r'"irlg da

.ManualsWorkshopCoaching;training

HR advi( eAppraisalTraining

manual & guideWorkshopsHR advice

Leafle!Q+A sheetmanualF FR adylCe

WorkshopsInductin

Hotlines L,SA

Coaching wurseBookletFIR advice

Linkages in Dos oHpment,sent

Appraisal.Des t Workshops(2 kinds1

Developmentesent

Appraisal.Deselopnwiltr entre.

1)eselopmenteventAppraisal

Appraisal AppraisalDtiyelopmentcentre

Linkages out N.,-, tiiirmai links Succession(ilanning

Successionplanning.Placement.Job movesTask forces.

l ateral jobmoyes.

job swaps SoaessionplanningiindireM

lob posting

Evaluation pricip opt ray( JrItural ( hange\rtiiiidan, -

7iio soon Lateral moyesInternationalMOWSilhta resiitio.Results'earn wiir-king

rs- I.ci, flietliterp.F Attltilit, Mir\ 0F\ Attitude sun. eyProject work1 dkiiUti efc entral c c)urws

loo sorin

Learningpoints

( ,,ri,,,-., l '10"anitJiiii and

,,aptr! , r I i,i,

Inch\ Huai inns!

mi,st havestappcirtstru: turesNeed tep di,i,i,( immitipent"ake time

Vhat nevtr:rarnessork

helpsiflspir,itiimr,u llirograrimmmi. c

CascadeFirelight

nrinitincinl

Need top les.elsupport( ompereni fF0,helpManagerc,esistant

W'here nest'Morn my illri 0.

h lard a. c irk

Chi viseanihassailcir,.Integratenutiati es

lake tin,Pcnotion in InnlineI cIc: rii-ilingni ri,asnc,eley an( 0.

rlanagorsicod( hini,:, ahilitIis a limita'inn

68 76Institute for Employment Studies

Telephone Interview Cases

8 9 10 11 12 13 14

Focus Depends onindividual.

Job: Career. Unclear as vet. Job. Joh, Career Person. Joh. Person: Career.Job

Who All Manager. All. Manager All. All All

Framework ( .nppetence. Competence. Competence. Learning stylesCompetence.

Conipetence Learning styles.Competence.

Competence

Roles &Resources

Emplosee 1..Manager 2

Employee.ManagerMentors forgraduates

Emplosee 1 .

Manager.Emplosee 1Manager.

EmploveoManagerMentors forgraduate prog

Em plos ee 1

Manager.EmployeeMentors

Whoestablishedthe scheme

HR led\\ orkIng partv

HR led.Boardins olvement

HR led.Board approvedworking parts.

HR led.Managementteam.

Training & Persled.Board appoa,,edconsultants

Training led.HRD Boardapprovedconsultant

f iR led.Consultant .

Means ofestablishing

Manager briefsHR briers

Into pack.WorkshopsCascade

Tra nIng to all. Info packsManager andemployeetraining

Into packsPresentations totop managers.Workshops

Half dasss orkshopCast ado

Casc ade

Ongoing \ ia c areersupport 'ieselopmen!

,rocesS

Casc ade 17 raining.

trainmn,t GuidelinesHotline

'Workshops WorkshopsFIR ads l!'f..

Workshopscascadc

I IR adviceMentors

Linkages in Aprraisal:).es el, ipmeor(entre

Aprra;sal Appraisal. Appraisal .Appraisal Appraisal Des elopmentcentre

Linkages out 1, io soc,o .1ou soon oci soon Toc soon (,,, s,,on (.aroer mo es Successionplanning

Evaluation 7, ,.) s, n ,)r) soon 'Too soon Too soon 70, soon .1oo soon 'I oo soon

Learning Isii,i, linnpoints ,lirt.,)U, rdt"

ir1,1",,,!,1,,,.1,-1,N,tssork

As ou; initiat,se'Aorhod

tompetcni etrarneyr,r1, ma\ht'ad tir distrost

^seedcommotineniand ossnership,1i, Into and

iwsin, e othersW. orking grmips

Uo not neglectrole or line JSnentors\ cod to coll1,; )p,,

Personal Development Plans: Case Studies of Practice 7 4 69

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Per' onal Development Plans: Case Studies of Practice 73

PERSONAL DEVELOPMENTPLANS: CASE STUDIES OFPRACTICEP Tamkin, L Barber, W HirshReport 280, 1995.ISBN 1-85184-206-3

Personal Development Plans arerapidly gaining in popularity as atool for encouraging employees tothink through their owndevelopment needs and action planfor their careers and skilldevelopment. This report, based oncase study research of leaders inthis field, gives practitioners cleardescriptions of what PDPs reallyare, how they fit it with other HRprocesses, and how they areworking in practice. The eightnamed case studies include TSB, BPChemicals, Marks and Spencer andAbbey National. The report alsoraises some wider policy issues andchoices in using PDPs as part of astrategy of self-development.

rhe Institute for Employment StudiesMantell BuildingLnwersity of SussexBrighton BNILiK

Fel. .44(011273 6itin71Fax 44 (0) 1273 6,40430

SBN 1.85 84-206.1

9 41,111111

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