Unit- IV/ HRM. Self Development

Transcription

1 Unit- IV/ HRM Self Development Self development describes taking steps to better yourself, such as by learning new skills or overcoming bad habits. An example of self development is taking courses at the university to learn new skills and interesting things. Personal development includes activities that improve awareness and identity, develop talents and potential, build human capital and facilitates employability, enhance quality of life and contribute to the realization of dreams and aspirations. The concept is not limited to self-help but includes formal and informal activities for developing others, in roles such as teacher, guide, counsellor, manager, coach, or mentor. Finally, as personal development takes place in the context of institutions, it refers to the methods, programs, tools, techniques, and assessment systems that support human development at the individual level in organizations. At the level of the individual, personal development includes the following activities: improving self-awareness improving self-knowledge building or renewing identity developing strengths or talents improving wealth spiritual development identifying or improving potential building employability or human capital enhancing lifestyle or the quality of life improving health fulfilling aspirations initiating a life enterprise or personal autonomy defining and executing personal development plans improving social abilities The concept covers a wider field than self-development or self-help: personal development also includes developing other people. This may take place through roles such as those of a teacher or mentor, either through a personal competency (such as the skill of certain managers in developing the potential of employees) or a professional service (such as providing training, assessment or coaching).

2 # Career Management It is a process that involves preparing, implementing and monitoring career plans undertaken by an individual alone or within the organization s career systems. # Organisational career development programmes/ Interventions 1.Self-assessment tools a. Career planning workshops: These workshops are beneficial in helping employees gain greater self-awareness and insight and learn more about career opportunities in the organisation. b. Career work-books: It consists of questions and exercises designed to guide individuals to figure out their strengths and weaknesses. 2. Individual counseling One common career development activity is career counseling. It helps individuals to discuss their career goals, current job activities, performance, etc., using work books and other self-assessment exercises. 3. Information services: a. Job-posting systems: Which are commonly used by companies to Internal communication inform employees about openings in the organisation using web sites, systems are used by bulletin boards, newsletters, etc. organisations to alert employees about employment opportunities at all levels. b. Skill inventories: Which are company files of data on employee s skills, abilities, experiences, etc., that are computerized. It is created to help organisations know the characteristics of their workforce so they can effectively utilize employee s skills. c. Career ladders and career paths: Organisations usually map out the present and future job positions. It is used to document possible patterns of job movement including vertical or upward moves. The description of a career path or ladder illustrates a career plan complete with the final goal, intermediate steps, and timetable for raching the goal. 4. Organisational Assessment programmes: It consists of methods for evaluating employee s potential for growth and development in the oragnisation. d. Career resource center: A centre consists of a small library set up to distribute career development materials such as reference books, learning guides, videos and self-study tapes. a. Assessment centers: Assessment centers conducting variety of situational exercises including tests, interviews, in-baskets, GDs and business games. The performance of participants is evaluated by a panel of trained raters (Middle/Upper level managers) and they are given indepth development feedback on their strengths and weaknesses. b. Psychological assessment: This method helps individuals determine their vocational interest, personality types, work attitudes and other personal characteristics that may reveal their career needs and preferences.

3 c. Promotability forecasts: It is used by organisations to make early identifications of individuals with exceptionally high career potential. d. Succession planning: Senior executives periodically review their top executives and those in the next lower level to determine several backups for each senior position. 5. Career programme for special target groups e. Mentoring: It consists of establishing formal relationships between junior and senior colleagues or peers. a. Fast-track employees: Organisations often identify stars or individuals with high career potential and place them on a fast track for upward moves in the company. They are given rapid and intensive developmental opportunities in the company. b. Outplacement programmes: It is for terminated employees in making the transition to new employment and helping them find jobs faster than they could on their own. It involves individual counseling session with external or internal counselors where individuals are able to share their feelings about being let go. 6. Programmes for Women, Minorities and Employees with Disabilities. 7. Programmes for New employees (Early-career issues) 8. Programs for late career and retirement 9. Programs to assist employed spouses and parents c. Programmes to entrenched employees: Some employees do not leave the organisation though they are unfit. They stay in the job because of their investments, psychological preservation and having no/few career opportunities called entrenched employees. a. Employee orientations programmes b. Anticipatory socialisation programmes

4 Mentoring or Coaching Mentorship refers to a personal developmental relationship in which a more experienced or more knowledgeable person helps a less experienced or less knowledgeable person. The person in receipt of mentorship may be referred to as a protégé (male), a protégée (female), an apprentice or, in recent years, a mentee. Mentoring/ Coaching: A senior employee takes an active role in guiding another individual on career opportunities. Mentoring is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)". Mentoring functions 1. Research the person s background 2. Make contact with the person: Both the mentor and protégé should have a mutual friend in order to liaison and bridge the gaps if necessary. 3. Request help as a particular matter: The protégé should ask for help in a specific area 4. Consider what you can offer in exchange: Mentoring is a two way process. The protégé should also do some favour or benefit to the mentor 5. Arrange a meeting 6. Follow-up Functions of successful mentoring Efficient Mentors Listen and understand Challenge and stimulate learning Coach Build self-confidence Provide wise council Teach by example Act as role model Share experiences Offer encouragement Efficient Protégés Listen Act as advised Show commitment to learn Check ego at the door Ask for feedback Are open minded Are willing to change Are proactive

5 Mentoring techniques The focus of mentoring is to develop the whole person and so the techniques are broad and require wisdom in order to be used appropriately. There are five most commonly used techniques among mentors were: 1. Accompanying: making a commitment in a caring way, which involves taking part in the learning process side-by-side with the learner. 2. Sowing: mentors are often confronted with the difficulty of preparing the learner before he or she is ready to change. Sowing is necessary when you know that what you say may not be understood or even acceptable to learners at first but will make sense and have value to the mentee when the situation requires it. 3. Catalyzing: when change reaches a critical level of pressure, learning can jump. Here the mentor chooses to plunge (force) the learner right into change, provoking a different way of thinking, a change in identity or a re-ordering of values. 4. Showing: this is making something understandable, or using your own example to demonstrate a skill or activity. You show what you are talking about, you show by your own behavior. 5. Harvesting: here the mentor focuses on "picking the ripe fruit": it is usually used to create awareness of what was learned by experience and to draw conclusions. The key questions here are: "What have you learned?", "How useful is it?". Different Mentoring programs a. New-hire mentorship Newcomers to the organization (protégés) are paired with more experienced people (mentors) in order to obtain information, good examples, and advice as they advance. b. High-potential mentorship In other cases, mentoring is used to groom up-and-coming employees deemed to have the potential to move up into leadership roles. Here the employee (protégé) is paired with a senior level leader (or leaders) for a series of career-coaching interactions. A similar method of high-potential mentoring is to place the employee in a series of jobs in disparate areas of an organization, all for small periods of time, in anticipation of learning the organization's structure, culture, and methods. c. Mentorship in education Mentorship programs are offered to support students in program completion, confidence building and transitioning to further education or the workforce. There are also many peer mentoring programs designed specifically to bring under-represented populations into science and engineering.

6 d. Blended mentoring The blended mentoring is a mix of on-site and online events, projected to give to career counseling and development services the opportunity to adopt mentoring in their ordinary practice. e. Reverse mentoring In the reverse mentoring situation, the mentee has more overall experience (typically as a result of age) than the mentor (who is typically younger), but the mentor has more knowledge in a particular area, and as such, reverses the typical constellation. Examples are when young internet or mobile savvy Millennial Generation teens train executives in using their high end Smart Phones. f. Business mentoring The concept of mentoring has entered the business domain as well. This is different from being an apprentice, a business mentor provides guidance to a business owner or an entrepreneur on the entrepreneur's business. An apprentice learns a trade by working on the job with the "employer". # 8 tips for a successful mentor/protégé relationship 1. Establish the nature of the relationship: Discuss whether you should make the mentoring relationship official, so the mentor knows you ll be looking to him or her for guidance and the protégé understands it s appropriate to seek advice on a continued basis. Understand this means there will be a link between the two people professionally, and be sure both sides are on board. 2. Discuss what both sides need/want out of the relationship: Both people should have a clear understanding of each person s expectations. That way, they ll able to honor the arrangement. Be honest about how much time and energy each is ready to invest in the relationship, and how each expects to learn from the other. 3. Create some kind of schedule: Decide how often it makes sense to meet or chat and the type of time commitment. Agree on what type of communication makes the most sense for your mentoring goals, and then stick to it. 4. Make it easy for your mentor to help you: Protégés should be prepared with a specific request, topic of discussion, or question when seeking advice. Everyone is busy, so focusing on a single purpose or outcome helps the mentor focus on giving the best guidance possible with each interaction. Be prepared with background information, and clearly explain what sort of help you re seeking.

7 5. Bring something to the table: Protégés probably get more value out of this type of relationship, but something should be in it for the mentor, too. Associating with each other s personal or professional brands isn t something to take lightly. Be the kind of young professional that experienced pros can be proud of, and show them you re ready to grow and learn. People want to help people they think are going places. 6. Knowledge works both ways: A great mentor will help you see around corners. They ll draw from experience to help anticipate things the protégé might not be aware of, including harmful situations. They ll warn a protégé of issues in enough time to correct behavior. But someone with less overall professional experience can be just as helpful. Explaining or researching new technologies or offering a fresh perspective can be equally valuable. Don t be afraid to engage in some reverse mentoring from time to time. 7. Adhere to the professional/friend dividing line: This is particularly important when two people are professional colleagues, because sometimes the tendency to share work frustrations could become a problem. As people get closer, they ll often become more comfortable confiding in each other, so use good judgment to know what type of discussion is appropriate. If a friendship develops, or has already developed, it s OK as long as both parties are comfortable with the situation. If the relationship becomes solely a friendship, be willing to recognize the change and adjust accordingly. This doesn t mean you can t go have a beer and talk to your mentor, but just be aware of how the relationship may or may not be changing. 8. Be willing to recognize when you ve grown apart: This is always a tough issue when two people have a genuine interest in each other s future. Realize, though, that the relationship won t always be a good fit. You need to be comfortable with bringing up those feelings and understand when both sides aren t getting the same value. Change is normal. If you re ready to leave the nest, be willing to say so.