Definition
Overall concern for the developmental level
of an individual or group of peers, clients, or superiors.
Takes steps to explain and provide guidance because it is
needed in contrast to training somebody as a formal
responsibility. Sending people to required training is
not included.
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Behavioral Descriptions
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Proficiency Level 5
- Develops others using personal mentoring.
Creates learning environment.
Challenges others to seek opportunities to learn.
Uses assessment to identify short and long term
developmental needs.
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Proficiency Level 4
- Concerned for the development of others.
Identifies need for training and coaching.
Provides comprehensive feedback to supplement
instruction.
Modifies teaching style depending on
situation/audience.
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Proficiency Level 3
- Coaches others to promote knowledge.
Explains rationale, demonstrates appropriate
behaviors.
Provides instruction to promote others' development.
Offers constructive feedback about errors.
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Proficiency Level 2
- Misses opportunities to develop others.
Tells others how to perform tasks with little
explanation.
Provides minimal feedback to supplement instruction.
Often misses opportunities to reinforce good
behavior in others.
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Proficiency Level 1
- No concern for the development of others.
Refuses or shows little interest in helping others
with new tasks or procedures.
Belittles others' mistakes.
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Suggested Activities for Development
- Schedule individual one-on-one time with
subordinates/supervisor to the sole purpose of
development. Focus on coaching and development, what is
accomplished well and what could be done differently to
be more effective.
- Arrange to meet and work with people who are good at
coaching and teaching others. Incorporate their methods
in your own teaching style.
- Regularly share resources or information that you
have researched or learned about for the benefit of
individual agencies and the government as a whole.
- Ask an employee to attend a meeting in your place,
ask him/her to take notes. Schedule time afterwards to
review the details of the meeting.
- Become a mentor.
- Provide and participate in mock feedback sessions.
- Teach a course to address training needs.
- Identify job assignments that will increase team
members’ or employees’ exposure to different divisions
and management experience. Identify initiatives in other
areas that may provide development opportunities for
others.
- Develop a presentation that informs customers of our
products and services.
- Volunteer to talk to students about what you do at
your local high school or college.
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Recommended Courses
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Additional Resource
Books
- Coaching for Performance: Growing
People, Performance and Purpose by J. Whitmore (Nicholas
Brealey, 2002). This is a definitive guide to mastering
the skills needed to help people unlock their potential
and maximize their performance.
- Coaching, Mentoring, and Managing:
Breakthrough Strategies to Solve Performance Problems
and Build Winning Teams by M. Holiday (Career Press,
2001). Offers hundreds of practical, easy to learn
techniques every manager can use to coach employees to
become more productive, positive, inspired and
effective. Shows managers how to tap into the hidden
strength and talents of their employees.
- Beyond the Learning Organization:
Creating a Culture of Continuous Growth and Development
Through State-Of-The-Art Human Resource Practices by J.
W. Gilley & A. Maycunich (Perseus Publishing, 2000).
Reveals how state-of-the-art HR practices can create a
culture of continuous growth and development.
- The Mentor's Guide: Facilitating
Effective Learning Relationships by L. J. Zachary (Jossey-Bass,
2000). The Mentor's Guide explores the critical process
of mentoring and presents practical tools for
facilitating the experience from beginning to end.
Mentoring is conceptualized as a relationship of adult
learning.
- New Directions for Adult and
Continuing Education, The Power and Potential of
Collaborative Learning Partnerships by I. M. Saltiel, A.
Sgroi & R. G. Brockett (Jossey-Bass, 1999). Using a
range of theoretical frameworks, the contributors
identify the factors that make for strong collaborative
relationships, and they reveal how these partnerships
actually help learners generate knowledge and insights
that goes well beyond what each brings to the learning
situation.
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Behavioral-Based Interviewing Questions
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