Sample.Professional-Development-Toolkit

Table of ContentsTable of Contents...2 The 70:20:10 Learning Framework...3 70:20:10 Defined...3 70:20:10 in Practice...3 In practical terms what does this look like?...3 Advice to Indivi

Professional Development Toolkit

Table of Contents

Table of Contents 2

The 70:20:10 Learning Framework 3

70:20:10 Defined 3

70:20:10 in Practice 3

In practical terms what does this look like? 3

Advice to Individuals on 70:20:10 Learning 5

Example of 70:20:10 in Practice: Giving and Receiving Feedback 9

Performing Individual Needs Assessments 11

Individual Needs Assessment Defined 11

Individual Needs Assessment Process 11

What kinds of needs are there? 12

Self-Assessment 12

Gathering Data on Individual Development Needs 12

Skills, Knowledge and Competencies Analysis 15

High-Potential Employees 16

Conclusions 16

Individual Development Plan 17

Individual Development Plan Defined 17

Individual Development Planning Responsibilities 17

Individual Development Planning Process 18

Key Elements Of An Individual Development Plan 19

Providers of Management Skills Training 22

The 70:20:10 Learning Framework

70:20:10 Defined

The 70:20:10 Model is a learning and development model based on research by Michael M Lombardo and Robert W Eichinger for the Center for Creative Leadership The concept states that a blend of different learning approaches can provide powerful learning

The 70:20:10 Learning Framework posits that 70 percent of learning happens through job-experience, 20 percent happens through discussions with and feedback from others, and 10percent through structured courses, trainings, and formal programs The below slide deck and video by Charles Jennings, a leading thinker and practitioner in human capital management, describe the principles behind the 70:20:10 framework in more detail

It doesn’t matter if the job is simple or complex, whether it’s repetitive or highly varied, or if it’s driven by defined processes or requires extensive innovative and creative thinking The

principles are the same – the most effective and generally fastest way to improve and gain mastery will be through workplace and social learning

I N PRACTICAL TERMS WHAT DOES THIS LOOK LIKE ?

It may mean using any of these ‘70’ approaches:

 Identifying opportunities to apply new learning and skills in real situations

 Allocating new work within an existing role

 Increasing range of responsibilities or span of control

 Identifying opportunities to reflect and learn from projects

 Allocating assignments focused on new initiatives

 Providing the chance to work as a member of a small team

 Providing increased decision-making authority

 Providing stretch assignments

 Enhancing leadership activities, e.g.; lead a team, committee membership, executive directorships

 Setting up coordinated swaps and secondments

 Arranging assignments to provide cross-divisional or cross-regional experience

 Providing opportunities to carry out day-to-day research

 Providing opportunities to develop a specific expertise niche

 Allocating assignments to provide new product experience

Or any of these ‘20’ approaches:

 Encourage the use of colleague feedback to try a new approach to an old problem

 Establish a culture of coaching from manager/colleagues/others

 Encourage seeking advice, asking opinions, sounding out ideas

 Engage in formal and informal mentoring

 Embed informal feedback and work debriefs

 Encourage learning through team work

 Target building strong internal and external networks

 Build a culture of learning through teams/networks

 Support professional and industry association membership and external networking

 Encourage facilitated group discussion as a standard practice

 Use Action Learning

The above are just a few options available for development in the ‘70’ and ‘20’ zones

Advice to Individuals on 70:20:10 Learning

From George Washington University, Organizational Development and Effectiveness

http://ode.hr.gwu.edu

On the job learning is one of most effective methods for professional development Research ‐ ‐indicates that for working adults, approximately 70% of their professional development occurs

on the job making it important to focus on experiential learning opportunities Use this ‐ ‐

resource to help you identify on the job learning activities In addition to this resource, explore ‐ ‐the Staff Learning and Development self guided learning pages to identify resources to ‐

supplement your on the job learning The suggestions below provide only a few samples of on‐ ‐ ‐the job learning ‐

Modify the recommendations below or create your own based on your unique

situation Resources mentioned below are available in this resource library:

https://ode.hr.gwu.edu/learn-now

COMMUNICATION

□ Identify ways to improve your listening skills, using the tips in the above resource library Select an important meeting as a case study to practice your listening skills After the meeting, debrief with a colleague Ask about your listening skills and identify ways to improve

□ Select an opportunity for you to improve your writing skills by offering to draft an important document for your manager

□ Volunteer to lead a group meeting as an opportunity to develop your facilitation techniques

To prepare, explore the facilitation resources in the above library and after the meeting ask a participant to give you feedback on your techniques and style Prepare yourself to receive the feedback by using the Planning to Receive Feedback tool (below this guide)

□ Identify a project you can work on that allows you to be creative and inspire creativity in others Explore the creativity resources available in the above library and integrate the use of the resources to help you complete the project

□ Take initiative to give and receive constructive feedback from others actively Select an opportunity to use the tool, Planning to Give Feedback, to apply a process and practice

delivering feedback effectively

CUSTOMER SERVICE

□ Select a specific customer you work with to serve as a focal point for improving your

customer service skills Focus on understanding the customer perspective and managing

□ Select a situation you know will be challenging – one where you are sure you will have a different point of view from others Use it as a case study to use the tool, Conflict Resolution Tips and Worksheet to prepare After the situation, debrief your lessons learned with a

colleague or your manager

□ Identify a peer who needs help and extend an offer of assistance Seek out strategic

opportunities to help others such as colleagues working on interesting projects that would represent new learning opportunities for you

□ Volunteer to facilitate a team building session with your group During the session, refer to our organizational values and use the tool, Assessing Team Values Instrument, as a way to fosterdiscussion and identify ways to strengthen teamwork

PRODUCTIVITY

□ Take this decision making quiz to better understand your decision making style Identify an opportunity to apply what you learn from the quiz and test it out

□ Review your “To do” list and apply the 80/20 rule – the idea that roughly 80% of the effects come from 20% of the causes Apply this to your work as a way to prioritize what is most

important – what will yield the greatest result and reallocate your time as appropriate

□ Volunteer to run a meeting you regularly participate in Use this opportunity to practice your meeting management skills and help increase the productivity of the meeting Use the

resources available in the above library to help you prepare and seek feedback after

□ Identify an assignment that gives you the opportunity to develop your time management skills Leverage the time management resources in the library above and use them as you work

on the assignment Track your progress and adopt the techniques that improve how you use your time

MANAGEMENT

□ Volunteer for a project that enables you to demonstrate ownership and accountability without full authority over the people and/or process Explore the resources in the library above for motivating others to build your ability to ensure the job gets done – even when everything isn’t in your control

□ Select one staff member to improve your coaching relationship with Take advantage of the coaching suggestions in the performance management process Actively work on your coaching skills with that employee, track your lessons learned, and move on to another staff member once the process is working effectively

□ Schedule time at an upcoming staff meeting to clearly define expectations of your staff Afteryou share with the team, schedule one on one discussions to highlight the unique elements thatwill help each specific staff member be most effective

□ Ask clarifying questions to ensure your staff understands and be open to their feedback and concerns

□ Ask your manager questions and observe his/her behavior to understand style and

preferences Utilize the managing up resources in the above library to help you develop a partnership with your manager Identify what you can learn from your manager

□ Put in place a management system – a process for ensuring work flows through your office and that you have time to coach your employees

SUMMARY TIPS

• Identify one or more “informal mentors” to help you build various skills Find someone who is good at something you want to learn and seek guidance.

Remember that informal mentors do not need to be more experienced than you – one of your direct reports or peers may be the best source to learn a new skill

• Be a student of others and study their behavior Determine what behaviors are effective and ineffective Practice doing what you see working for others to build your skills

• Request feedback about your behavior from direct reports or colleagues after a challenging situation Ask for recommendations for what could have been done differently

• Be curious! Ask questions of other people to gain insight into their processes, techniques, andstyle

• Identify some currently unused strengths and find ways to communicate them and use them

as you pursue your goals

• Review more of the professional development resources in the above library Discuss what you learned with others and how you can use it on the job

Example of 70:20:10 in Practice: Giving and Receiving Feedback

The sources for the following tools include:

 George Washington University, Organizational Development and Effectiveness

 Harvard Business Review blogs

 Free Management Library (managementhelp.org)

 CBS News (cbsnews.com)

 Marshall Goldsmith (marshallgolsmithfeedforward.com)

The guide below outlines blended learning options for a specific competency – the ability to effectively give and receive feedback Similar guides could be created for any number of

competencies or skills

Table 1: Examples of 70:20:10 Methods of Developing Competency in Giving and Receiving Feedback

 70% - On the job The most effective way to learn to give and receive feedback is to “learn by

doing” Below you will find a number of experiential learning opportunities for both giving and receiving feedback Pick two “on the job learning” options below for both giving and receiving feedback, and discuss your successes and challenges with someone you trust.

Giving Feedback

 Use the tool – Giving feedback then pick one person to give feedback to (at work or outside

of work) in the next week

 Use the upward feedback pointers - feedback/ on a real situation – until you find one worth using and then give your boss feedback

http://blogs.hbr.org/2010/03/how-to-give-your-boss- Give each of your direct reports one piece of feedback following the 6 guidelines found at http://managementhelp.org/communicationsskills/feedback.htm

 Set the expectation among your staff that they use the tools (giving and receiving feedback)

to give each other peer to peer feedback – and then check in during staff meetings to ensure it’s happening and openly discuss barriers to do it

 Practice being open to feedback (either at work, or outside work)

 Recognize a colleague who has modeled the organizational core values or who has gone

“above and beyond” in their job

Receiving Feedback

 Practice active listening skills - Take the self-assessment tool - listening and pick at least two areas you marked as a “c” or “d” to focus on skill building Pick specific situations or conversations in which to practice building your skill in this area.

http://ode.hr.gwu.edu/active- Communicating in difficult situations

 Ask a direct report to give you feedback in your next 1-1 (give them time to plan ahead and

be specific about the topic you are requesting feedback about)

 Ask a peer to give you feedback

 Ask your boss to give you feedback

 Seek out a situation in which you might normally feel defensive Practice the skills necessary

to avoid becoming defensive.

 20% - Learning from others Opportunistically learn from others when situations present

themselves Select a minimum of one of the learning tactics below to continue enhancingyour ability to give and receive feedback

 Find someone who models the behaviors you strive to be better and ask if they will be your mentor on this topic Schedule at least two meetings of 30 minutes each to discuss how their approach and experiences may benefit you.

 Join a project team where giving and receiving feedback amongst team members will be critical to the success of the project

 Schedule quarterly performance checkpoints with your manager and/or your staff

Incorporate their feedback on your progress both giving and receiving feedback as a standing agenda item

 Ask a trusted peer or friend for feedback about things they think you do well and things they think you could do differently related to giving and receiving feedback.

 We all have successes at work, just as we all make mistakes After you recognize you’ve made

a mistake at work, seek feedback from someone on what you could have done differently to practice receiving feedback.

 Type 10% - Courses and reading Learn by exploring expert resources Leverage a

minimum of two of the options below to supplement your other learning

experiences

Book Giving and Receiving Feedback – Harvard Business Review Pocket Mentor

Challenges/dp/142210348X

http://www.amazon.com/Giving-Feedback-Solutions-Everyday-Reading Planning to Give Feedback (DOC)

http://ode.hr.gwu.edu/giving-and-receiving-feedback Article Taking Constructive Criticism Like a Champ

criticism-like-a-champ/

http://www.forbes.com/sites/dailymuse/2012/11/07/taking-constructive-Video How to Prepare for a Difficult Conversation

dodging-landmines/485820?promo=665&tag=nl.e665

http://www.bnet.com/videos/how-to-prepare-for-a-difficult-conversation-Article How to Approach a Colleague Who is Making Mistakes

http://hbr.org/tip?date=012010

Article Top Six Tips to Share Useful – and Respectful – Feedback

http://managementhelp.org/communicationsskills/feedback.htmVideo/Tool The FeedForward Tool

http://www.marshallgoldsmithfeedforward.com/html/FeedForward-Tool.htm

Performing Individual Needs Assessments

Individual Needs Assessment Defined

Sources:

CIPD Identifying Learning Needs in Organisations October 2006

South African Management Development Institute Training Needs Assessment 2007

An individual needs assessment can be defined as determining the gap between what an employee must be able to do and what he or she can or is currently doing A individual needs assessment (also called a “individual needs analysis”) therefore identifies the gap between whatthe job expects an employee to do, on the one hand, and what the employee is actually doing,

on the other An individual needs analysis discovers whether there is a discrepancy or conflict between what an employee ought to be doing and that which he or she can do

Individual Needs Assessment Process

As with strategic workforce planning, individual needs assessments begin with understanding

the organization’s goals Through a workforce planning process (See resources in Workforce

Planning folder), the organization will have aligned its organizational goals with its talent needs.

It will have determined the critical skills and competencies needed to achieve current and future organizational goals

The individual needs assessment brings this analysis further down to the level of particular roles Once you know the competencies needed and responsibilities expected for a role, you can perform an individual needs analysis to identify the gap between what an employee in that role should be doing and what the employee is currently doing This gap provides insight into the professional development needed to help the employee build the skills and competencies needed to perform the role effectively (Alternatively, if the employee has taken on

responsibilities above and beyond the role, it may redefine the assessment of competencies needed for that role or may mean that the employee needs to be promoted This is described further in the “Identifying High Potential Employees” section below)