Skills Development for Engineers: An Innovative Model for Advanced Learning in the Workplace
Presents an innovative model for skills development for engineering professionals.
TABLE OF CONTENTS Skills Development for Engineers: An Innovative Model for Advanced Learning in the Workplace
Chapter 7: The Supervisor s Role
This chapter addresses two very different aspects of management involvement in the employees continued learning process. The first three sections closely parallel Sections 6.2 to 6.4 of the preceding chapter. In Sections 7.1 and 7.2 we will very briefly revisit the self-assessment and employee development prioritization processes, now from the super- visor s perspective. We will spend a bit more time on creating the development plan in Section 7.3, as it is here that the supervisor plays an especially critical role.
In Section 7.4 we will look at another aspect of supervisory support. This aspect is that of corporate-wide support; the employee s direct supervisor may play a role in this aspect, but this role will be shared with the technical leadership throughout the company.
7.1 Supervisor review of self-assessment
As was emphasized in the previous chapter, the self-assessment process must be owned by each individual employee. The supervisor s role is one of cross-checking the process, ensuring that any differences of view get resolved, and then providing approval and support. The supervisor s work should be concentrated on any areas of disagreement. Conscientiously conducting this work reveals a couple of further benefits of the proficiency assessment process.
Recognizing once again that a well-written description of expected capabilities at each level of the chosen proficiency scale will go a long way to achieve an accurate assessment, the supervisor can typically expect to be in quite close agreement with the employee s self- assessment. In most cases there will be very few areas in which...
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