Making The Case For Employee Development

Personal Development Plan

Personal Development Plan

In my current job assignment, I serve as an Intern for an Instructional Design Specialist program. This two-year program focuses training individuals on various aspects of teaching, evaluating, and designing curriculum for military learners.  Each Intern is given an Individual Development Plan (IDP) as a guide for tracking scheduled training.   According to Noe, there are four approaches used to develop employees:  formal education, assessment, job experience, and interpersonal relationships.  While some of these approaches have been incorporated in my professional development, others have not.  My assessment of my current professional development (along with recommended changes if needed) is as follows:

            Formal education. Per my IDP, I’m required to complete 24 post-baccalaureate semester hours in addition to an extensive list of formal military courses and in house development programs.  This is an excellent tool to encourage employee retention and potential.  As a result of the extensive training, I’m afforded the opportunity to acquire many marketable skills that positions me to be eligible for employment in numerous organizational departments.   I recommend no changes to formal education. 

          Assessment.  Assessment involves collecting information and providing feedback to employees about their behavior, communication style, values, or skills (Noe, 2010).  While my IDP has projected dates and timelines for my scheduled training, I receive little to no feedback on my progress or milestones achieved.  Furthermore, I do not receive periodic assessments or evaluations.  Along with assessment information, employees need suggestions for correcting skill weaknesses and using skills already learned (Noe, 2010).    In order to make assessments more effective, I recommend more oversight and supervision of individuals participating in the intern program.  I also recommend the enforcement of quarterly assessments to ensure track my progress.

         Job experiences.  Job experiences refer to relationships, problems, demands, tasks, or other features that employees face in their jobs (Noe, 2010).  My IDP requires me to rotate to various departments for on-the-job training.  This is an excellent strategy for improving my functional and operational knowledge of each department.  Additionally, it affords me valuable networking time in order to position myself for upcoming vacancies or positions.  I recommend no changes to job experiences.

         Interpersonal Relationships.  Mentoring and coaching are two types of interpersonal relationships used to develop employees.  Mentors are experienced, productive senior employees who help develop a less experience employee.  A coach is a peer or manager who works with employees to motivate them, help them develop skills, and provide reinforcement and feedback (Noe, 2010). I currently have no assigned coach or mentor.  Because interns frequently travel independently of each other, we don’t see each other on a regular basis.  This, combined with a lack of general supervision and communication, makes the intern experience seem like a disjointed process.  As a result, a lot of double work happens.  Nothing is more de-motivating than having to repeat the same task twice due to lack of information.  My recommendation is to incorporate a mentoring program in which former interns mentor are paired with new interns.  I also recommend mandatory supervisory meetings at least once or twice monthly.  The meetings would provide an opportunity for the supervisor to properly communicate with and also coach interns. 

In closing, I’d like to add that the intern program has provided an awesome opportunity for me to improve my professional and personal resume.  It is designed and structured to make each individual’s experience enriching and valuable.  If my recommendations are incorporated, I’m confident that future interns will have a more positive experience.  Thanks for reading.

Noe, R. A. (2010). Employee Training and Development. New York: McGraw-Hill/Irwin.

Technological advances

 The evolution of technology has made a significant impact on life as we know it.  Specifically, it has changed instructional strategies for teaching.  In this entry will discuss five examples of technological advances in training and impacts resulting from them.   

1.       Smart phones.  Newly developed software applications have empowered cellular telephones to become powerful tools not only for personal use, but business initiatives as well.  IBM partnered with Columbia University to learn how mobile phones are used and how they affect employee performance for 400 employees.  From the study conducted, IBM learned information that will reshape their training strategies for employees.  The corporation found that nearly all of the employees used their mobile phones for in-field performance from colleagues and access to late-breaking information.  It also found that the use of mobile phones increased employees’ ability to locate others quickly in time of need.  As a result, employee confidence level and self-perception of job performance improved (Ahmad & Orton, 2010).

The survey findings have encouraged IBM to incorporate “just-in-time” performance support systems with tremendous future impact.  As a result of this initiative, IBM’s executive sellers will have access to critical information that is useful for client meetings.   The support systems will also remind new hires about relevant learning opportunities (Ahmad & Orton, 2010).

2.       Augmented Reality (AR).  AR’s allow users to see the real world, with virtual objects superimposed upon or composited with the real world.  As pictured above, a three-dimensional virtual image is superimposed onto a real-world object or environment.   As a result, the viewer has the ability to merge his/her physical environment to a predesigned virtual environment.  The significance of AR is the fact that it can superimpose a virtual overlay of data and experiences onto a real-world context.  Moreover, it is very useful in the area of training and development.  AR can be great for discovery-based learning, allowing students to be creative, take risks, and make mistakes without consequences.  In the workplace, ARs can be used to provide interactive visual instruction thereby enhancing employee performance (Thorton, Ernst, & Clark, May/June 2012).

Future impacts of AR’s are limitless and could potentially result in an endless number of applications for users and designers.  AR can be incorporated into a variety of technologies, ranging from head-mounted displays to simple mobile devices (Thorton, Ernst, & Clark, May/June 2012). 

3.       Interactive video.  With interactive videos, instruction is provided one-on-one to trainees via a monitor connected to a keyboard.  Trainees use the keyboard or touch the monitor to interact with the program.  Interactive video is used to teach technical procedures and interpersonal skills (Noe, 2010).   It provides dual functions of providing video pictures and computer-assisted instruction.   The computer controls all the normal functions of the video machine like play, fast forward, rewind, still frame, search etc  (Sen, 2011).   Current implications of interactive video include the following:

a.       Training is individualized.

b.      Employees receive immediate feedback.

c.       Training is accessible on a 24-hour basis regardless of employees’ work schedules (Noe,

As technology and Internet connections improve, the quality of sound and picture should also improve, and the time delays and echo should be minimized. Thorough planning, flexibility in teaching and thoughtful reflection on teaching and learning are necessary in this video-conference environment (Riley, 2009).

4.    Online learning.  Online learning includes Web-based training, distance learning, and virtual classrooms.   In online learning it is possible to enable learners to interact with the training content and other learners and decide how they want to learn.   Training can be delivered faster and to more employees in a shorter period of time.  Online learning may facilitate greater social interaction between trainees than face-to-face learning methods because other trainees are equally accessible or more accessible than the instructor and there are more methods available that allow learners to interact, such as e-mail, group projects, white boards, wiki documents, and chat rooms (Noe, 2010).

5.       Simulations.  Simulations refer to a training method that represents a real-life situation, with trainees’ resulting in outcomes that mirror what would happen if they were on the job.  Simulators are meaningful because they get trainees involved in learning, and they are emotionally engaging.  This increases employees’ willingness to practice, encourages retention, and improves their skills.  Simulations can safely put employees in situations that would be dangerous in the real world (Noe, 2010).

In the future, simulations can contribute to conceptual change; provide open-ended experiences for students; provide tools for scientific inquiry; and problem solving experiences.

In conclusion, technological advancements have enhanced life as we know it.   Their inclusion in training programs will continue to add value to and enrich learning experiences of trainees.

Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development , 47-50. Retrieved from the Academic Search Complete database

Noe, R. A. (2010). Employee Training and Development. New York: McGraw-Hill/Irwin.

Riley, P. (2009). Video-conferenced music teaching: challenges and progress. Music Education Research , 365-375. Retrieved from the Academic Search Complete database

Sen, V. (2011). What is the Advantage and Disadvantage of Interactive Video? . Retrieved June 6, 2012, from Preserve Articles: http://www.preservearticles.com/

Thorton, T., Ernst, J. V., & Clark, A. C. (May/June 2012). Augmented Reality as a visual and spatial learning tool in technology education. Technology and Engineering Teacher , 18-21. Retrieved from the Academic Search Complete database