Organizational Employee Development Plan – Unit 6, Learning Activity 3

Employee development is meant to grow any organization’s key asset: people! Regardless of the industry, employees are the ones who develop and carry culture, who influence a customer’s experience, and who determine the impact and effectiveness of an organization.

I work at a church which is an industry with a relatively short history when it comes to employee development. Thankfully as senior leaders, we have already decided to make employee development a significant part of what we do and I feel we have a fairly robust system in place to help employees grow. At the same time, it’s always good to hit pause, take a step back, and evaluate the effectiveness of what you are currently doing to see where they could be some improvements. This is what I’ve done as I’ve considered an outline of an employee development plan for our organization using technology.

Three components to this employee development plan include orientation, on-going coaching and onward focus. Development is crucial in each of these layers yet the implementation will look different.

Orientation
An employee will never be as disoriented as they are on their first day on the job. Effective leveraging of this disorientation would be to build organizational citizenship behaviour from day one. Understanding an organization’s mission, vision and values while in this state of heightened disorientation means the impact of these can be strengthened and deepened in the life of the employee. Understanding how staff values shape the way we interact with other staff, with congregation members and with community residents is an important factor in employee and organizational success.

Although personal contact and interaction is a priceless vehicle for delivering information, using video, websites and digital tools like Google Drive allows us to leverage technology in presenting mission, vision and values to new employees as part of their orientation.

Orientation also gives managers the opportunity to explain “standardization of work processes” (Damanpour, 1991, as cited in Kandampully, Belgian & Tingting, 2016, p. 158). Employees who understand these processes and the reasons behind them are then freed up to innovate within this common script or shared behaviour across the organization. As Kandampully, Belgian & Tingting affirm (2016), many contemporary organizations have a desire for innovation and employees (rather than managers) are often the right people to encourage, value and reward toward these new ways of thinking.

On-going Coaching
Once an employee is comfortable in their role on-going development moves from orientation to coaching. These should be regular and expected. Each employee knows that once a month they have a dedicated meeting with their manager to talk about their performance and give them an opportunity to ask questions.

Technology to track an employee’s progression on certain projects is definitely helpful when it comes to coaching and on-going development. Project management software like Trello or Asana can be used to facilitate this on-going coaching.

Coaching creates a culture where every employee is seen as valuable and has a voice to speak into the overall function of the organization. Opportunities for innovation and co-creation can often begin in these regular, expected, safe, trust-filled coaching conversations between managers and employees.

An employee who understands that their manager cares for them personally and not just for the work they do will become much more effective in both the work they are doing and in their effectiveness for the organization. As Dan Rockwell (2017) says, “Effective improvement is always self-development.” And this is a two-way street. As an employee improves under a manager’s coaching their desire for development increases. And as an employee is encouraged to grow and develop through coaching and challenges, their effectiveness will also improve.

Onward Focus
Along with orientation and coaching, there should be a desire that an employee would succeed within an organization and find a long-term opportunity as they continue to grow. Performance reviews can be part of seeing this happen but entering into conversations between the manager, the employee and senior leadership around possible career paths and succession planning become a key component of employee development.

Technology then becomes incredibly valuable for on-going education. If an employee is succeeding in a role but needs to gain skills to continue in their growth, online learning or video-based resources become so valuable to help the employee develop while not being forced to leave their current position or the organization.

Conclusion
Starting with the conviction that employees are the most significant asset in an organization, these forms of employee development including orientation, on-going coaching and onward focus help to promote organizational citizenship behaviour and innovation in a service-oriented culture.

Reference
Kandampully, J., Bilgihan, A., & Zhang, T. C. (2016). Developing a people-technology hybrids model to unleash innovation and creativity: The new hospitality frontier. Journal of Hospitality and Tourism Management, 29, 154-164.

Rockwell, D. (2017, March 5) The Anatomy of Performance Enhancing Coaching Conversations.

Andragogy: Leadership and Learning – Unit 6, Learning Activity 1

Andragogy is meant to help understand the role of the learner’s experience in adult education. The distinctions between andragogy as education for adults and pedagogy as education for children need to be understood to help both the teacher and the student succeed.  The challenges of going back to school at 41 while also working full time as part of an incredible staff team in a senior leadership position has given me fresh eyes as both a learner and a leader.

Malcolm Knowles’ six assumptions about andragogy give some clarity to help understand both the overarching experience of an adult learner as well as to my own experience of andragogy.

  1. As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being.
    The fact that I’m in this program now is evidence of the truth of this assumption! Although I attended university after high school, my own personal motivation to further my own education now is a result of 20 years of maturity, life experience and a desire to continue to move forward. Understanding now why I am continuing my education is very much a self-directed decision.
  2. An adult accumulates a growing reservoir of experience, which is a rich resource for learning.
    When it comes to leading others, part of my desire is to help equip people where they are able to take on the work they are doing without my direction. As a learner grows in their experience they should grow in competency but also in their understanding of how they can become better as they grow. Helping adult learners move beyond simply gaining skill has been a key function of my own leadership. 
  3. The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.
    As children, students learn because they are required to go to school or there may be family pressures toward pursuing education. For adults, the requirements of a job or a desire for future opportunities mean that the function of education is much different.For myself, the requirements of my current job as well as what I would like to pursue in the future have helped to influence and shape my readiness for this program. My focus isn’t on simply completing the courses or doing the work but in developing as a leader and becoming better in my role.

     

  4. There is a change in time perspective as people mature – from future application of knowledge to immediacy of application. Thus, an adult is more problem than subject centered in learning.
    As a leader, helping an adult who serves as a musician on our worship team means teaching them how they help us solve the problem of leading the congregation in worship every Sunday across our church’s three locations. The reality of family, work and other responsibilities means adults only have a narrow bandwidth when it comes to learning new tasks, resulting in an increased focus in helping to solve the immediate problem in front of them. 
  5. Adults are mostly driven by internal motivation, rather than external motivators.
    As a pastor this has been something I have had to learn as a leader. When it comes to motivating people to be involved in ministry we are very dependant on growing internal motivation simply because the resources for external motivation are simply not available. Internal motivators such as achieving goals, helping to launch new locations of our church, becoming a more skilled team of musicians and to see the impact in the lives of people in our congregation are all examples of how I have helped adults learn as they participate in different volunteer teams in our church. 
  6. Adults need to know the reason for learning something.
    This assumption has become very clear to me even in the first half of this course. Because I understand the reasons for the learning I’m doing in this program I am more motivated, dedicated and focused. The learning I’m doing is not specifically for the benefit of understanding the content but in becoming a better leader, growing in current and future opportunities. 

I’m grateful for these six assumptions of andragogy and how they help to give language and understanding to my own experience as both leader and learner when it comes to adult education.