- Expand a staff member's job content to include a wider variety of tasks, risk taking opportunities, greater responsibility and/or authority.
- Ensure that different types of tasks and levels of responsibility are needed, not just more work in the same task.
- Monitor and review the staff member's progress.
ATTENDANCE AND INVOLVEMENT IN DEPARTMENT, DIVISION, STAFF OR OTHER SPECIALLY DESIGNATED MEETINGS:
- Select the meeting(s) which will provide the staff member with the knowledge, exposure or broadening needed.
- Pre-plan the staff member's involvement in the meeting and determine the expected outcome for the staff member.
- Review the meeting with the staff member - emphasizing the areas related to the anticipated results (e.g. exposure to thinking at a more global instead of local level).
ON-THE-JOB COACHING AND FEEDBACK COUNSELING:
- Provide skill and knowledge by answering questions, reviewing work, discussing progress and providing general direction.
- Work through actual problems in order to share insight and problem solving strategies.
- Monitor development progress and feed back the results.
SERVING AS A CONFERENCE LEADER OR TRAINER:
- Schedule the staff member to serve as a conference leader or trainer.
- Teaching others is a valuable way to obtain new knowledge, broaden one's viewpoint and clarify one's thinking.
- Select training responsibilities that put the staff member in touch with new operations, process or operating problems.
- Review audience responses with the staff member.
FORMAL PRESENTATION OPPORTUNITIES:
- Assign a presentation that will give the staff member an opportunity to develop planning and organization skills as well as effectiveness in speaking.
- Review and critique the plan prior to presentation.
- Provide feedback on the effectiveness of presentation.
- Prepare the staff member to assume the responsibility of his or her supervisor either as a substitute or as a replacement.
- Provide opportunity to observe and be involved in the day-to-day responsibility of the supervisor's job.
PLANNED EXPOSURE TO ANOTHER FUNCTION:
- Expose the staff member to lateral job functions either on a project or observation basis.
- Identify and plan the expected outcomes with the staff member.
- Review and critique the exposure experience.
- Transfer the staff member to another job at the same position level to broaden his/her knowledge and experience as well as develop an appreciation for viewpoints and interrelationships of various groups within the organization.
VACATION OR REPLACEMENT ASSIGNMENTS:
- Assign the staff member to responsibilities of his/her superior when the superior is on vacation or extended travel.
- Review the assignment with the staff member and critique his or her performance.
- Select a problem area that will require increased analytical ability, improved judgment, knowledge of the organization and/or decision-making skills.
- Assign an in-depth study of the problem area.
- Review and critique the study.
SPECIAL TEAM PROJECTS OR ASSIGNMENTS:
- Place the staff member in a group problem-solving situation to develop his/her skills in working with others.
- Place the staff member in a group with representatives from various parts of the organization to develop the participant's knowledge and understanding of the organization.
- Review and critique the staff member's performance or participation.
WORK ONE-ON-ONE WITH A SPECIALIST:
- Arrange to have the staff member talk or work with people experienced in specific areas.
- Arrange to have the staff member talk or work with external professionals.
- Follow-up to review new ideas, perspectives, and knowledge gained.
IN-HOUSE TRAINING PROGRAMS:
- Enroll the staff member in an applicable in-house course or program at Learning and Organization Development, DUHS Education Services, the Professional Development Academy and/or Continuing Education.
- Have the staff member report on what was learned.
- Provide the staff member with access to computer-based training.
OUTSIDE FUNCTIONAL TRAINING:
- Carefully select outside professional development programs.
- Ensure that the programs (e.g., leadership development, functional broadening, or technical education) meet the organization's and staff member's specific needs.
- Consider community college and university courses that can be used to teach specific skills.
- Schedule participants in interpersonal skills and motivational programs.
- Expect only short-term effects.
READING SKILLS TRAINING:
- Enroll the staff member in reading courses to increase reading skill and comprehension.
- Use organizational or community literacy programs.
STUDY MANUALS, BULLETINS, REPORTS AND OTHER PRINTED MATERIALS:
- Carefully select the reading material and have the staff member study it.
- Follow-up and discuss the insights and/or knowledge gained as well as its applicability.
PLANNED READING IN SPECIALIZED FIELDS (E.G. TECHNICAL BOOKS, TRADE JOURNALS, MANAGEMENT LITERATURE, ETC.):
- Limit the amount of time spent on reading by carefully planning the reading assignment.
- Reinforce the staff member's effort and demonstrate interest in his/her development by follow-up discussion of material covered.
- Encourage the staff member to check out books, tapes, videos and journals from the internet and/or department/university/local libraries.
- Share your experience, knowledge and ideas on specific topics with the staff member in order to encourage him/her to try new approaches to solving problems.
HOME STUDY COURSES AND FORMAL EVENING COURSES:
- Select courses through many community colleges, universities and professional associations.
- Such courses require a great deal of self-discipline and effort.
- Review progress.
ACTIVE PARTICIPATION IN COMMUNITY AND CIVIC AFFAIRS:
- Encourage the staff member to become involved in community organizations in order to develop leadership ability, skills in planning and organizing, problem-solving ability and community awareness.
PERSONAL DEVELOPMENT WORKSHOPS:
- Carefully select and evaluate the workshops.
- Select participation on a voluntary basis only.
- Select workshops to help gain new insights into his/her personal style and how others perceive him/her in interpersonal relationships.
MODELING OR ROLE PLAYING:
- Demonstrate to the staff member the appropriate behavior in a specific situation (e.g. evaluation discussions).
- Allow the staff member to practice the demonstrated behaviors.
- Critique the staff member using the S-B-I feedback model.
PLANNED STRUCTURED BEHAVIOR CHANGE:
- Identify desirable behaviors that need to increase.
- Provide a means of systematically reinforcing positive behaviors.
PERSONAL COUNSELING BY A TRAINED PROFESSIONAL:
- Arrange professional counseling (beginning with Personal Assistance Services) for a staff member who has personal or adjustment problems.