Organization Development and Change

Thomas G. CummingsChristopher G. Worley

Chapter Eighteen:Developing Talent

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-2

Learning Objectivesfor Chapter Eighteen

To examine three human resource management interventions: coaching and mentoring, career planning and development, and management and leadership development

To understand how these OD efforts seek to improve the individual’s personal competencies and enhance traditional human resource approaches

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-3

Coaching and Mentoring Goals

Assist in execution of a transition Address a performance problem Develop new behavioral skills with leadership

development Application Stages

Establish the principles of the relationship Conduct an assessment Coach and client debrief the results Develop and Implement an action plan Assess the results

Benefits of coaching

Overcoming performance problems.

Developing employee skills.

Increasing productivity.

Creating promotable subordinates.

Improving retention.

Fostering a positive work culture.

Identifying coaching opportunities Use performance appraisal to guide your

coaching.Performance appraisal is often the best instrument for

identifying important coaching opportunities. Intervene early

Not to allow bad behavior or performance problems to fester.

Be it a personality variable, attitude, value system, perception or any problem.

A four step process

Step 1: Preparation

Observation Understand the situation, person, and

person’s skills through direct observation. Identify the person’s strength and weakness. Understand the behaviour he is having on

coworkers and on his ability to achieve goals.

Step 2: Discussion

Be clear about the purpose of the discussion, issues you think are important, and consequences of not addressing these issues.

Engage your subordinate in a dialogue for overcoming performance problems and building skills.

Lead a coaching plan on which both the parties agree.

Step 3: Active coaching

Understand the person and the situation and then plan a coaching session.

Offer idea and advice in such a way that the subordinate can hear and respond , and appreciate their value.

Giving and receiving feedback is critical part of active coaching.

Step 4: Follow up

follow-up to monitor progress. Follow up helps individuals stay on an

improvement trajectory. Follow up might include asking current status,

barriers if any in learning process. If action plan needs any modification meeting

with subordinate to revise plan.

Why executive coaching? Altering dysfunctional behavior:

A failure to establish productive relationships with peers and subordinates.

An unwillingness to delegate responsibility and decision-making powers to their direct reports.

Placing the interests of their own units over the interests of the organization as a whole.

Resistance to collaboration with potential rivals for the next promotion.

An ineffective or inappropriate leadership style. An inability to follow process in dealing with peers and the

CEO. Promoting personal growth

Diagnosis and development• four basic components

• Diagnosis: using direct observation method like Myers-Briggs personality assessment, 360-degree feedback method.

• Self-awareness: after assessment coach meets with the client-often offsite. The executive is brought face-to-face with strengths and weaknesses.

• Development plan: once executive come to grips with the problematic behavior or weaknesses being addressed, next step is to create a plan to deal with it.

• Plan implementation: the coach and executive work together in this final phase, discuss progress and problems.

Mentoring A mentor is simply someone who helps

someone else learn something that he or she would have learned less well, more slowly, or not at all if left alone.

Mentoring is offering of advice, information, or guidance by a person with useful experience, skills, or expertise for another individual’s personal and professional development.

How mentoring supports individual development

Career functions Psychological personal functions

Sponsorship: The mentor opens doors that would otherwise be closed.

Role modelling: The mentor demonstrates the kinds of behaviors, attitudes, and values that lead to success in the organization.

Coaching: The mentor teaches and provides feedback.

Counseling: The mentor helps the protégé deal with difficult professional dilemmas.

Protection: The mentor supports the protégé and/or acts as a buffer.

Acceptance and confirmation: The mentor supports the protégé and shows respect.

Challenge: The mentor encourages new ways of thinking and acting, and pushes the protégé to stretch his or her capabilities.

Friendship: The mentor demonstrates personal caring that goes beyond business requirements.

Exposure and visibility: The mentor steers the protégé into assignments that make his or her known to top management.

Mentoring Versus CoachingCoaching and Mentoring: Key differences

Coaching Mentoring

Key goals To correct inappropriate behavior, improve performance, and impart skills that the employee needs to accept new responsibilities.

To support and guide personal growth of the protégé.

Initiative for mentoring

The coach directs the learning and instructions. The mentored person is in charge of his or her learning.

Volunteerism Though the subordinate’s agreement to accept coaching is essential. It is not necessarily voluntary.

Both mentor and protégé participate as volunteers.

Focus Immediate problems and learning opportunities. Long-term personal career development.

Roles Heavy on telling with appropriate feedback. Heavy on listening, providing a role model, and making suggestions and connections.

Duration Usually concentrates on short-term needs. Administered intermittently on an “as-needed” basis.

Long-term

Relationship The coach is the coachee’s boss. The mentor is seldom the protégé boss. Most experts insist that the mentor not be in the other person’s chain of command.

The Benefits and Cost of Mentoring

It develops the human asset of the organization.

It helps to transfer important tacit knowledge

from one set of employees to another, and

It aids in the retention of valued employees.

Characteristics of effective mentors They set high standards.

They make themselves available to their protégés.

They orchestrate developmental experiences for those they counsel.

Effective mentors also are successful and respected citizens of their

organizations.

They demonstrate good people development skills.

They understand how their protégés learn best.

They have access to information and people who can help others in their

careers.

They are candid in their dealings.

They have good “chemistry” with their protégés.

They are solidly linked to the organization.

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-18

Career Planning and Development Interventions

Career planning is concerned with individuals choosing jobs, occupations, and organizations at each stage of their careers.

Career development involves helping employees attain career objectives.

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-19

Career Stages

Establishment Stage (ages 21-26) Advancement Stage (ages 26-40) Maintenance Stage (ages 40-60) Withdrawal Stage (age 60 and above)

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-20

Career Planning Mechanism

Communication regarding career opportunities and resources within the organization

Workshops to assess member interests, abilities, and job situations and to formulate career plans

Career counseling by managers or human resource department personnel

Self-development materials directed toward identifying life and career issues

Assessment programs that test vocational interests, aptitudes, and abilities relevant to career goals

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-21

Career Stages and Planning Issues

Establishment What are alternative occupations, firms, and jobs? What are my interests and capabilities? How do I get the work accomplished? Am I performing as expected?

Advancement Am I advancing as expected? What long-term options are available? How do I become more effective and efficient?

Maintenance How do I help others? Should I reassess and redirect my career?

Withdrawal What are my interests outside of work? Will I be financially secure? What retirement options are available to me?

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-22

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-23

Career Development Interventions

Role & Structure Interventions Realistic job preview Job rotation and challenging assignments Consultative roles Phased retirement

Individual Employee Development Assessment centers Coaching and Mentoring Developmental training

Performance Management Work Life Balance

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-24

Career and Human Resource Planning

Personal objectivesand life plans

Occupational andorganizational choice

Job assignment choice

Developmentplanning and review

Retirement

Business objectives and plans

Ways to attract and orient new talent

Methods for matching individuals and jobs

Ways to help people perform and develop

Ways to prepare for satisfying retirement

Individual Career Planning Human Resources Planning

Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning 18-25

Management and Leadership Development Interventions Goals

Changing the skills and knowledge of organization members to improve effectiveness and build capabilities

Application Stages Perform needs assessment Develop objectives and design training Deliver training Evaluate training