Abstract
When confronted with an aging population, fast-developing organizations come to realize that the employee’s continuing professional development drives business success. In order to gain competitive advantage, attracting and integrating new highly skilled workers and developing, motivating, and retaining the current workers have become crucial (Noe et al., Human resource management: gaining a competitive advantage, 6th edn, McGraw-Hill, New York, 2008). To support the professional development of their employees to a growing extent, organizations implement personal development plans (PDP). Although the evidence is scare, research results indicate positive effects on reflective learning and performance. However, the effectiveness of PDPs may depend on the presence of supporting process conditions, inherent to using a PDP. One of the supporting conditions often argued upon is the support of a supervisor. In this study, we will research the role of the supervisor in stimulating and guiding the employee’s use of a personal development plan. To research the role of the supervisor, an intervention study was conducted. During the intervention, the supervisors were trained in conducting performance interviews in which the tool takes a central role. The results suggest that employees start to reflect more because of having a supervisor who was enrolled in the training.
Keywords
- Professional Development
- Governmental Office
- Selection Purpose
- Secondary Vocational Education
- Reflection Tool
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anseel, F., Lievens, F., & Schollaert, E. (2009). Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Human Decision Processes, 110, 23–35.
Armstrong, M. (2004). Performance management; key strategies and practical guidelines (2nd ed.). London: Kogan Page.
Ashford, S. J. (1986). Feedback-seeking in individual adaptation: A resource perspective. Academy of Management Journal, 29, 465–487.
Austin, Z., Marini, A., & Desroches, B. (2005). Use of a learning portfolio for continuous professional development: A study of pharmacists in Ontario (Canada). Pharmacy Education, 5, 175–181.
Bahrami, J., Rogers, M., & Singleton, C. (1995). Personal education plan: A system of continuing medical education for general practitioners. Education for General Practice, 6, 342–345.
Baker, W. E., & Sinkula, J. M. (1999). The synergistic effect of market orientation and learning orientation on organizational performance. Journal of the Academy of Marketing Science, 27, 411–427.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.
Bartram, D., & Roe, R. A. (2008). Individual and organizational factors in competence acquisition. In: W. Nijhof (Ed.), The learning potential of the workplace (pp. 71–96). Rotterdam: Sense Publishers.
Bauer, J., & Mulder, R. H. (2006). Upward feedback and its contribution to employees’ feeling of self-determination. Journal of Workplace Learning, 18, 508–521.
Beausaert, S., Segers, M., van der Rijt, J., Gijselaers, W. (2011a). The use of personal development plans in the workplace: A literature review. In P. van den Bossche, W. Gijselaers, & R. Milter (Eds.), Building learning experiences in a changing world, Advances in Business Education and Training III (pp. 235–265). Dordrecht: Springer.
Beausaert, S., Segers, M., & Gijselaers, W. (2011b). The use of a personal development plan and the undertaking of learning activities, expertise-growth, flexibility and performance: The role of supporting assessment conditions. Human Resource Development International, 14(5), 527–543.
Beausaert, S., Segers, M., Gijselaers, W. (2011c). The personal development Plan Practice Questionnaire (PPQ): The development and validation of an instrument to assess employees’ perception of the personal development plan practice. International Journal of Training and Development, 15(4), 249–270.
Beck, R. J., Livne, N. L., & Bear, S. L. (2005). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28, 221–244.
Biggs, J. (2003). Teaching for quality learning at university. Maidenhead: McGraw-Hill Education.
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
Brown, R. (1995). Portfolio development and profiling for nurses (2nd ed.). Lancaster: Quay Publications.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230–258.
Bullock, A., Firmstone, V., Frame, J., & Bedward, J. (2007). Enhancing the benefit of continuing professional development: A randomized controlled study of personal development plans for dentists. Learning in Health and Social Care, 6(1), 14–26.
Bunker, A., & Leggett, M. (2004). Being wise about teaching portfolios: Exploring the barriers to their development and maintenance. Retrieved from http://www.herdsa.org.au/wp-content/uploads/conference/2004/PDF/P047-jt.pdf on 20/09/2007.
Brutus, S., London, M., & Martineau, J. (1999). The impact of 360-degree feedback on planning for career development. Journal of Management Development, 18, 676–693.
Byrne, B. M. (1998). Structural equation modeling with lisrel, prelis, and simplis. Mahwah: Erlbaum.
Datta, D. K., Guthrie, J. P., & Wright, P. M. (2005). Human resource management and labor productivity: Does industry matter? Academy of Management Journal, 48, 135–145.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 11(4), 227–268.
Dochy, F., & McDowell, L. (1997). Assessment as a tool for learning. Studies in Educational Evaluation, 23, 279–298.
Driessen, E. W., van Tartwijk, J., van der Vleuten, C. P. M., & Wass, V. J. (2007). Portfolios in medical education: Why do they meet with mixed success? A systematic review. Medical Education, 41, 1224–1233.
Dweck, C. (1988). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Gibbs, G., & Simpson, C. (2004). Does your assessment support your student’s learning? Journal of Learning and Teaching in Higher Education, 1, 3–21.
GITP. (2008). HR(D) in Limburgs perspectief. [HRD in Limburg, the Netherlands]
Greve, H. (2003). Organizational learning from performance feedback: A behavioral perspective on innovation and change. Cambridge: University Press.
Guthrie, J. P. (2001). High-involvement work practices, turnover, and productivity: Evidence from New Zealand. The Academy of Management Journal, 44, 180–190.
Hrisos, S., Illing, J. C., & Burford, B. C. (2008). Portfolio learning for foundation doctors: Early feedback on its use in the clinical workplace. Medical Education, 42, 214–223.
Ilgen, D. R., Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64, 349–371.
Joyce, P. (2005). A framework for portfolio development in postgraduate nursing practice. Journal of Clinical Nursing, 14, 456–463.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco: Berrett-Koehler Publishers.
Kolb, D. A. (1984). Experiential learning. Chicago: Prentice Hall.
Lizzio, A., Wilson, K., & MacKay, L. (2008). Managers’ and subordinates’ evaluations of feedback strategies: The critical contribution of voice. Journal of Applied Social Psychology, 38, 919–946.
London, M., & Smither, J. W. (1995). Can multi-source feedback change perceptions of goal accomplishments, self-evaluation and performance-related outcomes? Personnel Psychology, 48, 803–839.
London, M., & Smither, J. W. (1999). Empowered self-development and continuous learning. Human Resource Management, 38, 3–15.
London, M., Larsen, H. H., & Thisted, L. N. (1999). Relationships between feedback and self-development. Group & Organizational Management, 24(1), 5–27.
London, M., & Sessa, V. I. (2006). Group feedback for continuous learning. Human Resource Development Review, 5, 303–329. doi:10.1177/1534484306290226.
Lyons, N., & Evans, L. (1997, September). Portfolio: A tool for self-directed learning at work. Paper presented at the Self-directed Learning: Past and Future Symposium, Montreal, Quebec, Canada.
Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5, 132–151.
Mathers, N. J., Challis, M. C., Howe, A. C., & Field, N. J. (1999). Portfolios in continuing medical education effective and efficient? Medical Education, 33, 521–530.
McKinsey & Company. (2005). The McKinsey global survey of business executives. McKinsey Quarterly (1), 58–65.
McMullan, M., et al. (2003). Portfolios and assessment of competence: A review of the literature. Journal of Advanced Nursing, 41, 283–294.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218.
Noe, R. A. (1988). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 41(3), 457–479.
Noe, R. A. (1996). Is career management related to employee development and performance? Journal of Organizational Behavior, 17, 119–133.
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees’ participation in development activities. Journal of Applied Psychology, 78, 291–302.
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2008). Human resource management: Gaining a competitive advantage (6th ed.). New York: McGraw-Hill.
Pearson, D. J., & Heywood, P. (2004). Portfolio use in general practice vocational training: A survey of GP registrars. Medical Education, 38, 87–95.
Pitts, J., Curtis, A., While, R., & Holloway, I. (1999). Practice professional development plans: General practitioners’ perspectives on proposed changes in general practice education. British Journal of General Practice, 49, 959–962.
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Open University Press.
Roberts, G. E. (2003). Employee performance appraisal system participation: A technique that works. Public Personnel Management, 32, 89–98.
Salas, E., & Rosen, M. (2010). Experts at work: Principles for developing expertise in organizations. In S. Kozlowski & E. Salas (Eds.), Learning, training and development in organizations (pp. 99–135). New York: Routledge Taylor & Francis Group.
Saru, E. (2007). Organisational learning and HRD: How appropriate are they for small firms? Journal of European Industrial Training, 31, 36–51.
Segers, M., Gijbels, D., & Thurlings, M. (2008). The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational Studies, 34(1), 35–44.
Seibert, K. W. (1999). Reflection in action: Tools for cultivating on-the-job learning conditions. Organizational Dynamics, 27, 54–65.
Seng, S. H., & Seng, T. O. (1996, November 25–29). Reflective teaching and the portfolio approach in early childhood staff development. Paper presented at the Joint Conference of the Educational Research Association of Singapore and the Australian Association for Research in Education, Singapore.
Sherman, S., & Freas, A. (2004). The wild west of executive coaching. Harvard Business Review, 82(11), 82–90.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 42, 193–205.
Smith, K., & Tillema, H. (2001). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45, 183–201.
Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment & Evaluation in Higher Education, 28, 625–646.
Steelman, L. A., Levy, P. E., & Snell, A. F. (2004). The feedback environment scale: Construct definition, measurement, and validation. Educational and Psychological Measurement, 64, 165–184.
Swallow, V., Clarke, C., Iles, S., & Harden, J. (2006). Work based, lifelong learning through professional portfolios: Challenge or reward? Pharmacy Education, 6(2), 77–89.
Templer, A. J., & Cawsey, T. F. (1999). Rethinking career development in an era of portfolio careers. Career Development International, 4(2), 70–76.
Tigelaar, D. E. H., Dolmans, D. H. J. M., De Grave, W. S., Wolfhagen, I. H. A. P., & Van der Vleuten, C. P. M. (2006). Portfolio as a tool to stimulate teachers’ reflections. Medical Teacher, 28, 277–282.
Tillema, H. H. (1998). Design and validity of a portfolio instrument for professional training. Studies in Educational Evaluation, 24, 263–278.
Tillema, H. H. (2001). Portfolios as developmental assessment tools. International Journal of Training and Development, 5, 126–135.
Tillema, H., & Smith, K. (2000). Learning from portfolios: Differential use of feedback in portfolio construction. Studies in Educational Evaluation, 26, 193–210.
Tisani, N. (2008). Challenges in producing a portfolio for assessment: In search of underpinning educational theories. Teaching in Higher Education, 13, 549–557.
Wade, R., & Yarbrough, D. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12, 63–79.
Wasylyshyn, K. M. (2003). Executive coaching: An outcome study. Consulting Psychology Journal: Practice and Research, 55, 94–106.
Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Educational Quarterly, 25(1), 9–22.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Beausaert, S., Segers, M., van den Berge, A., Hommes, J., Gijselaers, W. (2013). The Crucial Role of the Supervisor in Supporting Employees’ Use of a Personal Development Plan: An Exploratory Intervention Study. In: Van den Bossche, P., Gijselaers, W., Milter, R. (eds) Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity. Advances in Business Education and Training, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6137-7_3
Download citation
DOI: https://doi.org/10.1007/978-94-007-6137-7_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6136-0
Online ISBN: 978-94-007-6137-7
eBook Packages: Business and EconomicsBusiness and Management (R0)