Description
Assignment 3: Developing People (10%)
Introduction
Now that you have completed Module 3, you will demonstrate your knowledge of the concepts introduced in the module regarding training and developing people in an organization. Assignment 3 is organized into three parts and will count for 10% of your final course grade. Parts A, B, and C total 100 marks.
The mark distribution is as follows:
Parts
Marks
Part A: Training and Development
35
Part B: Employee Orientation and Socialization
35
Part C: Performance Management
30
Total
100
Part A: Training and Development (35 marks)
Using the material from Chapter 6 of your textbook and any other sources, write a three-page report, approximately 700 words, responding to the prompts below:
Choose an organization that you are familiar with and analyze the training and development opportunities available to the employees of that organization. You may identify any gaps and provide suggestions for improvement, including any innovative programs that could work in the organization. (15 marks)
Explain at least four different ways in which managers can assist in the career development of their employees. (10 marks)
What role, if any, does mentoring play in training and development in your organization? (10 marks)
Part B: Employee Orientation and Socialization (35 marks)
You have successfully recruited someone to take over your position and need to make sure that they are smoothly transitioned into the organization through an effective orientation and socialization program.
Using the ideas you generated in the mind-mapping exercise in Module 3, Activity 1: Part C, develop an effective orientation and socialization program for the new employee you have recruited. Justify why you believe the program you have designed is ideal.
Part C: Performance Management (30 marks)
Consider the description that you have designed in Assignment 2. Choose one of the key duties, and consider a scenario whereby an individual is struggling in their performance of one of these key duties.
Write a script to deliver feedback about the issue, and ensure that you include the following:
Explain the purpose of the meeting
Define your expectations (assuming you are the employee’s manager)
Provide overall performance feedback
Consider how you will achieve an action plan for improvement by the end of the discussion
Try running through the scenario with a friend or family member, and briefly describe how the conversation may have gone differently than you had planned.
Completion Guidelines
Submit your assignment through this submission tool. Be sure to save your assignment as a Word document, and name it according to the following format:
A3_HRMN2821_Last name
Please submit the assignment as one .docx file.
Did you put your name and student number on the document?
Did you complete all the required elements and clearly label the parts?
Did you use information and terminology learned in this module?
Did you support your statements with specific examples?
Did you cite references, including your textbook, using correct APA referencing format?
Did you ensure that there are no spelling mistakes?
Is your report grammatically correct, clear, and well organized?
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Module 3: Developing People
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HRMN 2821_SW6 – Human Resources Management (Fall 2021
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Module 3: Developing People
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Overview & Outcomes
Topic 1: Employee Orientation and Socialization
Topic 2: Training and Development
Topic 3: Performance Management
Topic 4: HR’s Role in Setting a Climate for People Development
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Overview & Outcomes
Overview
In this module, you will develop an understanding of the activities involved in people development.
In their book entitled The One Minute Manager, Blanchard and Johnson (1981) noted there are three ways you can have a high-quality staff.
One way is to hire “winners.” You may not have a choice in the matter. A second approach is to hire the best individuals you can find, and
then train them to be effective. If you haven’t done the first two, Blanchard says, the only remaining strategy is to pray.
Staff growth is essential to a healthy, effective organization. Developing employees improves organizational effectiveness and individual
performance by advancing the skills and knowledge of employees. Development involves enhancement, maturing, growing, and improving
people from initial employment to retirement. It can relate to any aspect of the individual that is capable of change and progression.The
process of people development includes:
Improving the performance of people in their present position
Developing the key skills of selected people so as to fill anticipated vacancies
Promoting the self-development of all people in order to enhance their influence as individuals and to achieve organizational goals
People development involves providing people with opportunities to develop the competencies required to fulfill their current
responsibilities, and helping them to pursue their career goals. It can happen both formally and informally. Normally, people development
takes place through training and development activities. However, people development also involves on-the-job training, performance
review, career counselling, mentoring, providing feedback, and individual development planning.
This module covers four topics:
Topic 1: Employee Orientation and Socialization
Topic 2: Training and Development
Topic 3: Performance Management
Topic 4: HR’s Role in Setting a Climate for People Development
In Topic 1, we look at employee orientation and socialization. Specifically, we discuss the impact that effective orientation programs have on
employee satisfaction and their level of loyalty to the organization.
In Topic 2, we look at training and development. We examine the process of identifying training needs, selecting appropriate training
techniques, and evaluating training both from a delivery point of view and as a contribution to the bottom line. We also discuss the role of
career planning and development activities in managing careers both inside and outside a particular organization.
In Topic 3, we discuss performance management and explore performance appraisals as an important component of an organization’s
performance management system. We look closely at different types of appraisals and identify some of the pitfalls to avoid.
In Topic 4, we look at HR’s role in setting a climate for people development. We explore the characteristics of a positive work climate that will
contribute to a culture of people development. We also look at how an understanding of how adults learn is essential to the success of
people development programs in your organization.
Outcomes
By the end of this module, you will be able to:
Design an effective employee orientation and socialization program.
Identify training needs and different training techniques.
Evaluate training programs.
Assess your abilities as a mentor.
Discuss the effectiveness of the role of performance management in assessing your own productivity and performance and recognize
potential problems in the appraisal interview process.
Discuss the role of creating a positive work climate for successful career development.
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Activities & Resources
This module covers materials from Chapters 6 and 7 of your textbook. Make sure you read the review at the end of each chapter; these
include a summary and key terms. Most of the activities are unmarked; however, you may draw on the work you complete in certain activities
to contribute to Discussions and Assignments.
Note
Your participation in Discussions will contribute to the Summary of Learning required in Assignment 6.
Activity Checklist
By the end of this module, you will have completed the following activities:
✓ Check off these Module 3 activities as you complete them
Activity 1: Employee Orientation
Part A: Reading
Part B: Case Study and Reflection
Part C: Mind Mapping
Activity 2: Training Employees
Part A: Reading
Part B: Focus Questions
Activity 3: Career Planning
Part A: Reading and Research
Part B: Focus Questions
Activity 4: Mentoring Opportunities
Part A: Research
Part B: Reflection
Activity 5: Performance Appraisals
Part A: Reading
Part B: Research and Focus Questions
Part C: Reflection
Activity 6: Sources of Bias
Part A: Reading
Part B: Focus Questions
Activity 7: Feedback
Part A: Reading
Part B: Focus Questions
Assignment 3: Developing People (10%)
Resources
Bennington, E. (2011) Onboarding New Hires Effectively (Monster.com Video) [Video]
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Canadian Council of Human Resources Associations (2007) Human Resources Professionals in Canada: Revised Body of Knowledge
and Required Professional Capabilities (RPCs®)
Chartered Professionals in Human Resources Canada website
Chartered Professionals in Human Resources of British Columbia & Yukon website
Fandray, D. (2001, May). The new thinking in performance appraisals. Workforce, 80(5), 36–39.
HRCloud (2013) “The Facts & Benefits of Mentoring in the Workplace”
HRCloud (2015) New HR Cloud Video: Onboard [Video]
Peer Resources website
Russell, P. (1997) “How to Mind Map ”
Winfrey, E. C. (1999) “Kirkpatrick’s Four Levels of Evaluation”
References
Blanchard, K., & Johnson, S. (1981). The one minute manager (2nd ed.). La Jolla, CA: Blanchard-Johnson.
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.
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Topic 1: Employee Orientation and Socialization
You’ve recruited and selected the right person for the job, but this is only the beginning. How you introduce the new employee into the
organization plays an important part in their satisfaction with the job and their desire to stay with the organization. Effective orientation will
make a significant difference in how quickly an employee becomes a fully productive member of the company. Failure to orient a new
employee into the organization adequately may cause the new employee to feel frustrated and even leave the organization. This has
financial implications for the company due to the expense involved in recruiting new employees.
Orientation, or onboarding as it is commonly referred to, is an important aspect of creating a positive organizational culture, by establishing
the expectations and the vision and mission of the organization.
Activity 1: Employee Orientation
Introduction
The purpose of this exercise is to introduce you to the important elements of an employee orientation program so that you are able to
introduce a new employee into an organization effectively.
Part A: Reading
Read “Onboarding Employees” on pages 130–135 in your textbook, paying attention to the important elements of an onboarding program.
Watch these engaging video clips that explains the purpose of having an effective onboarding process:
Onboarding New Hires Effectively (Monster.com) by Emily Bennington
New HR Cloud Video: Onboard by HR Cloud
Part B: Case Study and Reflection
Consider the following case study and answer the questions below.
Case Study
Gerry Sontag was excited about his new position as project manager at APE Technical Services. A recent landed immigrant, Gerry came with
solid educational qualifications and years of experience in a similar position in his country of origin. Of course, the context was different, but
he was sure that, given the right guidance, his skills would translate well into the Canadian workplace.
After accepting the position, he was quite surprised not to hear from the principal of the company. During the interview, his new boss had
been very pleasant and encouraging. He had briefly discussed the position and the work of the organization but had made it clear that they
were more interested in how Gerry would fit into the organization. Gerry reckoned that clearer information on his responsibilities would be
made available in due course.
Gerry arrived on the first day of his new job, keen and ready to contribute. He was surprised that his boss was not around to greet him. He
managed to find his way to the staff room, where he met a new colleague. She greeted him warmly but said that she had heard nothing of
his recruitment. Gerry wandered around for a while feeling uncomfortable, until the secretary told him where his office was, let him in, and
let him be.
He waited for word on what was expected from him, but nothing was forthcoming. Gerry was anxious about getting on with the work but
didn’t seem to know where to begin. He felt himself getting more frustrated as the days went by. Eventually he confronted his boss, who,
although apologetic, brushed it aside with “We’re leaving you to settle in and familiarize yourself with the company.”
Attending the first project managers meeting at which new projects were allocated only served to compound his confusion. Projects seemed
to be allocated to a few key people. As a project manager, he knew he would soon be under pressure to fill in time sheets, but no one
seemed to be giving him the work to do.
The haphazard nature of Gerry’s introduction to the unit left him anxious, discouraged, and disillusioned. After three months of “bungling
about,” not being able to give of his best, he reckoned that it would be best if he sought employment elsewhere.
Answer the following questions in Discussions:
1. How could Gerry’s introduction into the company have been handled better?
2. What effects will his leaving have on the organization?
Module 3, Topic 1 – Activity 1 Discussion
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Part C: Mind Mapping
Based on your response to the case studies in Discussions, as well as your readings on orienting employees, critically reflect on the role of
HR in the orientation process.
Using the mind-mapping tool described on “How to Mind Map” by Peter Russell, brainstorm the essential elements of an effective
orientation process. Be creative!
Note
You will use this information in Part B of Assignment 3, which requires you to develop an orientation and socialization program for a new
employee in your organization or an organization you are familiar with. Therefore, consider this activity as a brainstorming exercise for
Assignment 3.
Concerns of New Employees
The period between the first day of employment and the time the new employee becomes a self-motivated, self-directed, and fully effective
member of the organization requires careful management. The newly appointed staff member needs consideration, guidance, and
understanding while they adjust to their new position.
New staff members are apprehensive about many things when starting a new job. Think back to the first day of your new job. What were
some of your concerns? Perhaps you share some of these negative personal experiences on joining a new organization:
“I was absolutely terrified by the rapid explanation and then being left alone to do the job.”
“I felt that some of the older employees felt hostile to me because I was young.”
“I felt there was too much to learn at one time and no indication from other staff as to what was more important or less important.”
“I felt that there was too little to learn at one time—time dragged and everybody went about their work oblivious of me.”
Or, perhaps you share some of these more positive experiences:
“I was lucky to have a very patient colleague who encouraged me to ask any and all questions.”
“I was assigned a ‘buddy’ who watched over my work during my first nervous days on the job.”
“I received a steady supply of compliments after completing each small task assigned.”
New employees face a number of problems in the first few weeks or months of their employment:
Problems involved in becoming knowledgeable about departmental systems
Problems in becoming acquainted with the position
Problems in becoming acquainted with or making adjustments to the organization’s stakeholders
Problems getting to know other staff members
Some of these problems cause people to leave in this initial period. This has both a financial and a morale cost for the organization. The
investment in recruiting, selecting, inducting, and supervising new staff is lost when they leave voluntarily. One of the aims of the orientation
process is therefore to minimize the drain on the department’s financial and human resources. Employee orientation programs, conducted
by HR personnel, provide new employees with the information they need to perform their jobs satisfactorily. However, this is only one part of
the socialization process.
Other colleagues will be a useful source of information about the culture of the organization. New employees will become familiar with “the
way we do things around here” through their interactions with fellow employees. Of course, this is a natural and mostly positive process. But
what happens in the event of a new hire being overly influenced by a staff member with a grievance? This individual may present a picture
that creates a negative impression, which may poison the new recruit against the organization. The risk of having the new staff member
receive information solely from colleagues is one no organization can afford to take. It is in the best interest of the organization to provide
the newcomer with first-hand facts, with credible information, and with other knowledge that may be required to ensure integration with the
department.
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Topic 2: Training and Development
Now that the new employee is on board and the orientation is complete, it is time to do the best job possible of providing that individual with
the skills and knowledge he or she needs to do the job. A planned approach to training will ensure that the trainee will learn everything
necessary to be a productive member of the team. Training gives new and existing employees the skills/competencies that they need to
perform their jobs.
You might ask what the difference is between training and development. As you will see from the definitions, training is focused on ensuring
that employees have the necessary tools to perform the job they are current doing. Development on the other hand, viewed the individual in
the totally of their careers and seeks to assist employees develop and grow over their entire work life. We will discuss development in the
next section. This section focuses on training.
Definitions
Training is defined as “the process of teaching employees the basic skills/competencies that they need to perform their jobs” (Dessler,
Chhinzer, & Gannon, 2019, p. 135).
Career development refers to “the lifelong series of activities (such as workshops) that contribute to a person’s career exploration,
establishment, success, and fulfillment.” (Dessler et al., 2019, p. 144).
The Training Cycle
Section 6.3.3 on page 137 in your textbook introduces a five-step model in the training and development process. The process described
includes:
Training needs analysis
Instructional and curriculum design
Validation of training design
Training implementation
Evaluation of training
We will discuss these five aspects of training in more detail.
Step 1: Training Needs Analysis
What is a training need? A training need is the difference between the knowledge and skills a task demands and the knowledge and skills
possessed by the person who has to do the task.
In the case of a new employee, training must clearly address all the skills and procedures required to do the job. The job description for the
position will be a good resource for making sure that all-important areas of training are covered.
In the case of experienced workers, you will need to be observant to notice symptoms of underlying training needs. Good initial instruction
can reduce the need for remedial training. Many aspects of inadequate performance can be avoided by careful early training.
Step 2: Instructional and Curriculum Design
Setting clear, written performance objectives is of great importance in preparing training. Before training begins, it is helpful to aim at a clear
target. This can help to tell us where we are headed and whether or not we’ve been successful in our goals. In other words, we need to set
objectives. The process of writing objectives can in itself help clarify exactly what training is required. This will allow you to communicate
performance expectations clearly to the people being trained. It allows you to assess the end behaviour or end knowledge and to measure
the degree of success against a clearly stated standard.
Decide who will benefit most from the type of training you are going to offer.
After the employee’s training needs have been determined and training objectives have been set, the task remains to design and implement
the training. There are a number of factors that influence what techniques are most appropriate; these include:
The nature of the job
The level of the position
The career stage of the person undergoing training
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Pages 139–142 in your textbook describe training techniques and training for special purposes. These include:
Programmed learning
Informal learning
Classroom training
On-the-job training, including coaching or understudy, job rotation, or special assignments
Apprenticeship training
Job instruction training
E-learning
Lectures
Video conferencing
Simulation training
Other forms of training include:
Co-operative training
Internship training
The following are examples of special purpose training programs:
Literacy (basic skills) training techniques
Diversity training
Customer-service training
Training for teamwork and empowerment
Step 3: Validation of Training
Conduct the training using suitable methods and in the right environment.
Step 4: Implementation of Learning
Translate the training into a practical application within the workplace.
Step 5: Training Evaluation and Follow-up
There is increasing pressure within many organizations to carefully measure and monitor training with an eye to the “bottom line.” What kind
of return on investment are we getting with the time and money being devoted to training?
With the limited resources available for training, it is important that the training being provided to employees be effective and helps to
improve overall productivity and perhaps even morale.
The process of evaluating training helps to ensure that the most effective form of training is being offered to the right people at the right
time. In other words, is training actually solving the problem it is attempting to address? A training program or training course can be
evaluated by continuously assessing its progress and effectiveness.
When evaluating the training effort, what is it that needs to be measured? Your textbook suggests on pages 143–144 that four basic
categories of training outcomes can be measured:
Reaction
Learning
Behaviour
Results
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These outcomes are expanded upon in “Kirkpatrick’s Four Levels of Evaluation” on the Encyclopedia of Educational Technology website.
Note that Kirkpatrick’s Four Levels of Evaluation is found under “Evaluation” in the Table of Contents. The table below gives an excellent
overall picture of the types of information you can focus on in a training evaluation.
Kirkpatrick’s Four Levels of Evaluation
CLASSROOM FOCUS
Level 1: Reaction
Assess participants’ reaction to the training environment, including
facilities, the instructor, materials, design, and delivery.
WORKPLACE FOCUS
Level 3: Behaviour
Assess how trainees’ behaviour may have changed as a result of the
training. This includes assessing the application of classroom learning
to the job situation.
Level 2: Learning
Level 4: Results
Test the learning acquired by participants during the training through
written/oral tests, skills tests, and feedback during or at the
Assess the impact of the training on business performance.
completion of the event.
Obtaining Evaluation Information
Once the purpose of the evaluation has been determined, the next step is to choose the best method or combination of methods to collect
the information needed. Here are the six main types of evaluations:
Trainee self-evaluation: The trainee’s own assessment of his/her skill level and attitudes.
Trainer evaluation of trainee: The trainer’s assessment of the trainee’s skill level and attitudes may include a pre-training test to establish a
baseline for measuring improvement.
Evaluation of trainer by trainees: Trainees assess the effectiveness of the trainer.
Trainer self-evaluation: The trainer assesses his or her own effectiveness in the learning process.
Trainee evaluation of content: The trainee assesses the relevance of the topics, the quality of the materials, the timing of the training, the
program design, and so on.
Trainer evaluation of content: The trainer looks at how well the design of the program met the needs of the trainees and the session
objectives.
A careful examination of the steps in the training process will help you determine where changes need to be made. The benefits of
evaluation in training can only be realized if training is monitored and evaluated in a variety of ways, and if the information gained from
evaluation is then acted on and used to adjust the training as necessary.
For training to produce the kind of learning that translates into improved performance in the workplace, it must always be evaluated in light
of clear objectives that have been set for it. Training that occurs without a clear purpose will not produce the positive results needed to
improve the personal performance of employees and the success of the organization as a whole.
Career Planning and Development
Career planning and development is aimed at preparing employees for future jobs with the organization and to provide an environment that
stresses lifelong learning. As we noted above, career development focuses on the totality of activities that seeks to assist an employee over
the course of their careers, not simply in the job they are doing at the moment. Career planning is the process by which an individual
identifies their career goals and moves towards meeting these goals.
Definitions
Career Planning is “the deliberate process through which someone becomes aware of personal skills, interests, knowledge, motivations, and
other characteristics; acquires information about opportunities and choices; identifies career-related goals; and establishes action plans to
attain specific goals” (Dessler et al., 2019, p. 144).
It was once believed that career development was limited to those employees that were destined to become managers and executives in an
organization. This view was tied to the notion that the on-going success of an organization depended on identifying the rising stars and
develop them into future leaders. Today, there is a growing recognition that career development is not the purview of an ‘elite’ group of
workers but should occur at every level of the organization.
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This shift is due, in part, to the more fluid nature of jobs, work, and career trajectories. People no longer expect to work at one job or one
organization over their work life. If they do stay in one job, it is likely that the job with change dramatically over time. As they say, change is
the new constant. Consequently, Dessler et al. (2019) note that “a more dynamic and holistic approach to career development is emerging
with a focus on lifelong learning, flexibility, and adaptability” (p. 144).
Given this new focus on the individual and flexibility, development has shifted its focus. There is not a ‘one-size’ fits all approach to
development. The is a recognition that people, even those in the same occupation, vary a great deal in terms of training, skills, aptitude, and
orientation. Any career development needs to be mindful of these individual differences.
A second aspect of career planning and development is the recognition that it is a process. Edgar Schein argued that career planning is a
“continuing process of self-discovery” (Dessler et al., 2019, p. 145).
Finally, individuals are creating their careers in an increasingly holistic way. Career aspirations are no longer viewed as independent from the
rest of life, but rather, work, family, and other aspects of life are all coming together for individuals as they map out their life trajectories.
Trajectories refer to the way in which “a person designs and builds his or her career and life simultaneously” (Dessler et al., 2019, p. 146).
These trends have shifted the view that career development is a process controlled by the employer to ensure that they can identify and
create new managers and executives to ensure future success, to one that is more of a partnership, with the individual playing an
increasingly larger role in the process.
This shift does not mean that the employer is removed from the process. They still play a large role in assisting their employees develop. The
individual’s manager plays a key role. Some of the things that a manager can do to assist their employees’ career development include:
Providing timely and objective performance feedback
Offering developmental assignments and support
Participating in career development discussions
Managers can be coaches, appraisers, advisors, and referral agents (Dessler et al., 2019, p. 147).
The organization also plays a key role by providing employees access to training and development opportunities. Some of these can include
the following:
Developmental job rotation
Coaching/understudy approach
Mentoring
Action learning
Case study method
Management games
Outside seminars
College/university programs
Role-playing
Behaviour modelling
In-house development centres
Activity 2: Training Employees
Introduction
The purpose of this activity is to test your understanding of the various training techniques and their evaluation so that you are equipped to
conduct effective training in your own organization should the need arise.
Part A: Reading
Read “The Training Process” on pages 135–144 in your textbook.
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Note
As you read, reflect on the different types of training techniques and assess their effectiveness in your organization. Look ahead to
Assignment 3 to see what has to be done.
Part B: Focus Questions
Answer the following three questions in your journal before comparing your responses to the suggested answers.
1. Training needs become evident in a variety of ways. What observable symptoms might lead you to investigate whether there is a need
for training?
Show Suggested Answer
2. What experiences have you had in training evaluation? How were you involved? If you were talking to your organization about why it
should emphasize the evaluation of training, what types of benefits might you discuss?
Show Suggested Answer
3. Identify specific examples of how information could be collected for each of Kirkpatrick’s Four Levels of Evaluation. When you feel
your answer is complete, compare your ideas with the suggested answers.
1. Classroom Focus: Reaction
2. Classroom Focus: Learning
3. Workplace Focus: Behaviour
4. Workplace Focus: Results
Show Suggested Answer
Career Planning and Development
As we move into the new millennium many companies face the challenge of retaining employees and keeping them motivated and
productive where there are limited opportunities for promotion. Key issues in retaining employees are:
Opportunities for challenging work
Advancement opportunities through promotions
Recognition
What are some of the common complaints you hear from new graduates after a few years in their job? Typically, you might find they
complain of not being challenged in their work or that they are working in areas unrelated to their area of study. The trend toward flatter
organizations and fewer middle management positions within companies has compounded the issue, as employees see little room for career
advancement.
So how do companies keep employees satisfied under these conditions? Your textbook suggests that employers should increase the
challenge in employees’ jobs by:
Including employees in external activities
Involving them more closely in the work of senior management
Giving them money to use for developmental purposes of their own choosing
Introducing career-management programs is another way that organizations can keep employees satisfied. This entails discovering
employees’ career aspirations and providing them with opportunities and training that will support their career path. Job transfers and
promotions are practices that aid career development.
HRM activities play an important role in career planning and development, but this is done in partnership with managers and the employees
themselves. Career development programs should be viewed as a dynamic process whereby organizational needs are linked with individual
career needs in a way that joins personal effectiveness and the employee’s satisfaction with the achievement of the organization’s strategic
objectives. We will next discuss mentoring, a technique commonly used in employee development.
Activity 3: Career Planning
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Introduction
In making career promotions, organizations base their decisions on seniority and competencies. The purpose of this activity is to assess
your competencies against core competencies outlined for designation as a Certified Human Resources Practitioner (CHRP) and to get you
to reflect on your own career development path.
Part A: Reading and Research
Read “Career Planning and Development” and “Managing Internal Employee Movement” on pages 144–149 in your textbook.
Also, visit the Chartered Professionals in Human Resources (CPHR) website.
Download the PDF of the “RPCs and Body of Knowledge.” Read the sections on RPCs as they relate to academic and experiential
knowledge. The eight core competencies of HR are:
Professional practice in human resources
Organizational effectiveness
Staffing
Employee & Labour Relations
Total compensation
Organizational Learning, Training & Development
Occupational Health, Safety & Wellness
Part B: Focus Questions
From the reading and your research activities, respond to the following in your journal:
What is your level of competency in these eight areas?
What opportunities does your present position afford for improving competency in these areas?
What will you need to do to improve your competency in these areas?
Mentoring
A common technique used in employee development is mentoring, which is the use of an experienced individual to teach and train another
person. Mentoring can be an extremely valuable tool for change and development of individuals and a profession.
Reverse mentoring is the lates
