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The “Nuts and Bolts”of Constructing an EffectiveIndividual Development Plan

Ron WeisingerRon Weisinger©©

Originally presented at theOriginally presented at theNew England Human Resources Association HR Invention ConventionNew England Human Resources Association HR Invention Convention

November, 2006November, 2006

©2006 Ron Weisinger©2006 Ron Weisinger

(intellectual property of Ron Weisinger; may not be modified, copied or distributed without expressed permission)(intellectual property of Ron Weisinger; may not be modified, copied or distributed without expressed permission)

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“Development is a series of small changes that, over time, result in a fundamental and enduring transformation of a behavior, competency, skill, or other personal characteristic.”

What is Development?

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1. Performance in a specific area is below the current requirements of the job

2. A weakness or gap in a skill that isn’t negatively impacting performance but might hold the employee back from future advancement

3. To leverage strengths in order to maximize performance in the current job

4. To acquire a new skill either for emerging business needs or to advance one’s career

There Are Many Reasons To Have An Individual Development Plan (IDP)

All of these are valid reasons to have an Individual Development Plan

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Further development of a strength can be an untapped source of rewards and recognition

After all, our strengths are what got us to where we are. They are the drivers of our success

Sometimes it makes sense to find new ways to apply a strength so we can have a bigger impact in our current role

Developing a Strength is Often Overlooked

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In their annual review an employee is told:

““you need to improve your communication skills”you need to improve your communication skills”

What does this actually mean?

Listening, showing interest, and responding to others’ ideas and concerns;or…or…

Gathering and giving relevant information to others in a timely manner; or…or…

Understanding the real needs of internal and external customers by asking the right questions, listening, and confirming

What Is The Message To An Employee?

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If the manager isn’t able to isolate the right skill,

how will s/he be sure that the employee’s IDP is on

target?

The Importance of Identifying the Right Skill

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If you want an approach that is a bit more structured, you can use what is known as a “skills inventory”

Sometimes the skill gap is perfectly obvious, especially if you have received clear feedback

Ways of Identifying the “Right” Skill

You can think of the skills inventory as a toolbox of generic skills that apply to most exempt jobs

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A list of skills that generically applies to most exempt jobs

The inventory is divided into seven sections:

1.1. Managing workManaging work2.2. Personal leadershipPersonal leadership3.3. Communication skillsCommunication skills4.4. Commitment to learningCommitment to learning5.5. CollaborationCollaboration6.6. Quality and customer focusQuality and customer focus7.7. Leadership Skills (only for Leadership Skills (only for

those who manage or those who manage or supervise others)supervise others)

SECTION 1: Managing Work 1. Managing projects to achieve results within budget and on time. 2. Focusing on projects and tasks that add value. 3. Managing a variety of responsibilities at the same time. 4. Taking action to prevent or minimize the impact of possible problems; being

proactive.

5. Recognizing the broader implications of a project. 6. Making sound decisions with limited information. 7. Remaining productive during periods of ambiguity, uncertainty, and change. 8. Adapting approaches to be appropriate for each situation. 9. Finding a way to get the job done even when usual methods don’t work. SECTION 2: Personal Leadership 10. Demonstrating a commitment to organizational initiatives with words and

actions.

11. Demonstrating credibility and trustworthiness. 12. Taking responsibility for decisions, actions, and results. 13. Contributing to an enthusiastic, positive work climate. 14. Resolving personal conflicts when appropriate. 15. Taking appropriate risks. 16. Projecting a professional image. 17. Communicating insights and lessons learned so others can benefit. SECTION 3: Communication Skills 18. Communicating effectively with people at all levels in the organization. 19. Communicating effectively with people outside the organization. 20. Presenting ideas and facts clearly in oral communication. 21. Presenting ideas and facts clearly in writing. 22. Listening, showing interest, and responding to others’ ideas and concerns. 23. Communicating candidly. SECTION 4: Commitment to Learning 24. Keeping up-to-date on appropriate knowledge (profession, industry,

marketplace, organization’s products/services).

25. Learning from experiences. 26. Thinking creatively; identifying new ideas and innovative actions. 27. Demonstrating a willingness to take on new challenges, responsibilities, and

assignments.

28. Developing and expanding work skills to improve performance and add value.

29. Seeking and accepting feedback for self-improvement.

The Skills Inventory©Blessing-White

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A skillskill refers to a specific technique or method, such as knowing how to run a software program or how to execute a scientific experiment. Skills typically reflect a programmed sequence of steps

A competencycompetency is a listing of related knowledge, skills, abilities, and personal characteristics that help distinguish superior performance from average performance

Skills are the Skills are the building blocks of building blocks of

competenciescompetencies

Connecting Skills and Competencies to Development

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For example, the ability to play professional baseball could be viewed as a competencycompetency

Skills and Competencies: An Example

But the specific skillsskills are hitting, fielding, pitching and running the bases

We’re #1!

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Whether we’re focusing on skills, competencies, or behaviors, the approach is the same

Assess

Assess

Iden

tify

Iden

tify

SKILLSSKILLS

COMPETENCIESCOMPETENCIES

BEHAVIORSBEHAVIORS

DevelopDevelop

A Model of Development

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Most development (whether skill or competency based) occurs through “on the job” activities vs. traditional classroom training

1. 70% on the job Role changes Responsibilities enhanced Practices, techniques, ideas to apply during one’s regular work

2. 20% from working with other people (for support) Feedback Mentoring Modeling Coaching Partnering

3. 10% from readings and course work Internal/external training Reading/reference materials

Sources of Development Activities

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INDIVIDUAL DEVELOPMENT PLAN A development plan is a focused activity and typically an employee should be working on no more than three identified needs at any one time. Reproduce this template to address one item per page. Each employee is responsible for his/her own development, with management and HR providing identification of needs and feedback, support, and resources as appropriate. Construction of this plan is a cooperative effort between the employee, manager and HRM. SKILL/COMPETENCY:

DEVELOPMENT OBJECTIVE:

LEARNING MODE (How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES (What will you do?)

TIME FRAME(S) (By when?)

1. On-the-Job Experiences Role

Change/Enhancements (New Projects, Assignments)

Practices, Techniques, Ideas to apply

2. Working with Other People for Support Sources of Feedback,

Mentoring, Modeling, Coaching & Partnering

3. Readings and Course Work Internal/External Training Reading/References

4. Measures of Development Progress (How will you know if you’ve made progress?)

6 month/1year review with Manager (and HRM optional): 1. To what degree has progress been made on this objective? 2. How has individual/unit performance been impacted? 3. Key learnings (what’s worked well, what hasn’t, and why)?

Constructing Your IDP

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A development plan is a focused activity and typically an employee should be working on 1-2 identified needs at any one time. Each employee is responsible for his/her own development, with management and HR providing identification of needs and feedback, support, and resources as appropriate. Construction of this plan is a cooperative effort between the employee, manager and HR.

SKILL/COMPETENCY: Conflict management and peer relationships.

DEVELOPMENT OBJECTIVE:

INDIVIDUAL DEVELOPMENT PLAN

A “development objective” should: State a desired outcome or result Be action oriented Integrate the specific skill(s) being targeted

Skill Identification and Development Objective

Improving my effectiveness as a project leader by actively listening and responding to others’ ideas, suggestions, and concerns; working effectively with those who have different ideas and perspectives.

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Answering these three questions should help you determine if the planned development activities are meaningful and on target

They will also give you and your employee a common framework for recognizing progress

1. How does the activity relate to the development need that has been identified?

2. How will you make it actionable?3. How will you know if it’s having the desired

impact?

The Three Questions of Highly Effective Development Activities

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LEARNING MODE(How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES(What will you do?)

TIME FRAME(S)(By when?)

1. On-the-Job Experiences Role

Change/Enhancements (New Projects, Assignments)

Practices, Techniques, Ideas to apply

On-the-Job Experiences

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1. Conduct regular, individual Stop, Start, ContinueStop, Start, Continue dialogues with all team members and others across the organization as appropriate Identify the specific individuals Identify what my objectives are Develop an introductory “script” for explaining my objective and

spinning up their receptivity Solicit coaching from my manager or HR before implementing the

above Keep a journal of the feedback and on a monthly basis, discuss trends

with my manager and/or HR. Develop follow-up steps based upon the feedback and these monthly coaching discussions

On-the-Job Activity (Example 1)(Example 1)

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2. In partnership with my manager and HR implement methods to assess how the team is functioning and how I am functioning as the project leader Brief recaps at the end of each team meeting based upon a

pre-determined set of questions Quarterly use of a formal questionnaire to take a “snap

shot” of team and team leader effectiveness

On-the-Job Activity (Example 2)(Example 2)

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3. Prior to selected team meetings, meet with my manager to anticipate issues that may come up so I am better prepared to manage them

On-the-Job Activity (Example 3)(Example 3)

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4. Every few days take a step back and review the communications and interactions I have had with others. Enter these in a journal answering questions such as: Did I maximize my effectiveness? Why or why not? Did I ask for the other person’s opinions or ideas? Why or why

not? If I was resistant to an idea was it because it was a poor one or

because it was different from my own? Did I ask open ended questions to gain more information? Why or

why not? Did I maintain the other person’s self esteem? Why or why not? Was there a missed opportunity? Why or why not? Is follow-up necessary with the other person? On a monthly basis review the entries for trends. Review with my

manager and/or HR as appropriate for on-going coaching.

On-the-Job Activity (Example 4)(Example 4)

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LEARNING MODE(How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES(What will you do?)

TIME FRAME(S)(By when?)

2. Working with Other People for Support

• Sources of Feedback, Mentoring, Modeling, Coaching & Partnering

Working With Other People for Support

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Coaching from my manager and/or HR 3600 feedback Team and Project Leader assessment tools

Working with Other People For Support (Example)(Example)

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Readings and course work typically supplement on-the-job development activities

If you incorporate these into your IDP, be sure to explain how you will make them actionable

LEARNING MODE(How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES(What will you do?)

TIME FRAME(S)(By when?)

3. Readings and Course Work

• Internal/External Training

• Reading/References

Readings and Course Work

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1. Review three chapters in Leadership Through People Skills Chapter 8: Creating Receptivity to Your Ideas Chapter 9: Probing Chapter 10: Presentation Skills Extract key points from these chapters and develop them into an Extract key points from these chapters and develop them into an

action plan to augment the activities in the action plan to augment the activities in the practices, techniques, practices, techniques, ideas to apply ideas to apply sectionsection

2. Attend Facilitation Skills (internal course) Extract key points from this course and develop them into an action Extract key points from this course and develop them into an action

plan to augment the activities in the plan to augment the activities in the practices, techniques, ideas to practices, techniques, ideas to apply apply sectionsection

Readings and Course Work (Examples)(Examples)

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For each activity in your IDP you should indicate a timeframe for completion, or milestone dates

Without dates or milestones, how will you know you are on schedule?

Be realistic in terms of your “bandwidth” Apply appropriate “urgency”

LEARNING MODE(How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES(What will you do?)

TIME FRAME(S)(By when?)

Time Frames

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LEARNING MODE(How will you learn?)

SPECIFIC ACTIONS/ACTIVITIES(What will you do?)

TIME FRAME(S)(By when?)

4. Measures of Development Progress

(How will you know if you’ve made progress?)

Measures of Development Progress

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Don’t agonize over “hard” metrics for skill development; the so-called “soft” skills can be the hardest to measure

Transforming a weakness into a strength isn’t easy, nor is it realistic in the short term. Aim to “neutralize” a weakness first

Having a structured process in place to work on the skill is an acceptable “work in progress” metric

Periodic feedback from appropriate sources (i.e., your manager, co-workers, customers, etc.) can be a good measure of developmental progress

Ask those your work with for examples of what “improvement” would look like to them

See if you can describe or define the gap between “what currently is” and “what should be”

Tips for Measures and Metrics

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The various sources of feedback have enabled me to identify specific behaviors that I want to change in order to meet my development objective

I’ve been able to implement specific actions, tools, and processes that are helping me to practice the behavior changes I want to make

I have a process for continuous feedback and am utilizing it regularly I’m meeting regularly with my manager and HR to review the insights I’ve

learned and assess my progress I feel more comfortable in team meetings, and don’t get “hijacked” when

there is conflict or a difference of opinion When I ask others for feedback they recognize my efforts and offer positive

reinforcement. They notice a difference There is less “noise” about my leading the team. My manager has noticed a

definite change in the amount of negative feedback he’s been receiving after team meetings

Our team is getting our work done faster Their ratings on the team and project leader assessments have improved

Indicators/Measures of Developmental Progress (Examples)(Examples)

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Actively soliciting and embracing feedback

Introspection; a willingnessto look at oneself

Receptivity to changing conditions or circumstances

Venturing outside one’scomfort zone

Behaviors That Support Development

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STOP, START, CONTINUE

One way to obtain feedback is to utilize this process with key people your direct report has frequent interactions with

This approach can be modified for a wide variety of uses in support of development activities

A Tool for Soliciting Feedback

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A full page of development ideas and activities for each skill in the inventory On the job ideas

Readings

Programs

How to practice

How to measure

How to use this talent more

The Skills Inventory Resource Guide ©Blessing-White

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Ultimately the best source of advice and assistance for your employee’s IDP is YOU, THEIR MANAGERYOU, THEIR MANAGER

And don’t forget their HR business partner either!

The Best Source of Advice on Their IDP

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And Remember…