Career Development: Creating

Favorable Conditions
• Management Participation • Setting Goals
 Provide top management  Plan human resources
support strategy
 Provide collaboration • Changing HR Policies
between line managers  Provide for job rotation
and HR managers
 Provide outplacement
 Train management
service
personnel
• Announcing the Program
 Explain its philosophy

Presentation Slide 7–1

Career Development: Determining
Employee Potential
• Career Planning Workbooks
 Stimulate thinking about careers,
strengths/limitations, development needs
• Career Planning Workshops
 Discuss and compare attitudes, concerns, plans
• Career Counseling
 Discuss job, career interests, goals

Presentation Slide 7–2

 HR’s Role in THE
THEGOAL:
GOAL:MATCH
INDIVIDUAL
MATCH IDENTIFY
IDENTIFYCAREER CAREER
INDIVIDUALAND AND OPPORTUNITIES
OPPORTUNITIESAND AND
Career ORGANIZATION
ORGANIZATION NEEDS NEEDS
---------------------------------
REQUIREMENTS
REQUIREMENTS
---------------------------------
--------------------------------- ---------------------------------
Developmen The
TheGoal:
Goal:Matching
Matching
• Encourage employee ownership
• Encourage employee ownership
Opportunities
Opportunities&&Requirements
Requirements
• •Identify future competency
Identify future competency
t ofofcareer.
career.
• •Create a supportive context.
Create a supportive context.
needs.
needs.
• Establish job
• Establish job
• •Communicate direction of progressions/career
Communicate direction of progressions/careerpaths.
paths.
company. • •Balance promotions, transfers,
company. Balance promotions, transfers,
• •Establish mutual goal setting exits,
Establish mutual goal setting exits,etc.
etc.
and
andplanning
planning • •Establish dual career paths.
Establish dual career paths.
1 2
INSTITUTE
INSTITUTECAREER CAREER GAUGE
GAUGE
DEVELOPMENT
DEVELOPMENT EMPLOYEE
EMPLOYEE
INITIATIVES
INITIATIVES POTENTIAL
POTENTIAL
------------------------------------
------------------------------------ ---------------------------------
---------------------------------
Gauge
Career
CareerDevelopment
DevelopmentInitiatives
Initiatives GaugeEmployee
EmployeePotential
Potential
• •Provide workbooks and • Measure competencies
Provide workbooks and • Measure competencies
workshops. (appraisals).
workshops. (appraisals).
• Provide career counseling. • •Establish talent inventories.
• Provide career counseling. Establish talent inventories.
• •Provide career self-management • •Establish succession plans.
Provide career self-management Establish succession plans.
training. • •Use assessment centers.
training. Use assessment centers.
• •Give developmental feedback.
Give developmental feedback.
• •Provide mentoring.
Figure 7.1
Provide mentoring.
4 3
Presentation Slide 7–3
The Goal: Matching Individual and
Organizational Needs
• The Employee’s Role
• The Organization’s Role: Establishing a
Favourable Context
• Blending Individual and Organizational Goals
Balancing Individual and Organizational
Needs

Figure 7.2
Identifying Career Opportunities and
Requirements
• Competency Analysis
 Measures three basic competencies for each job:
know-how, problem solving, and accountability.
• Job Progressions
 The hierarchy of jobs a new employee might
experience, ranging from a starting job to jobs that
require more knowledge and/or skill.
• Career Paths
 Lines of advancement in an occupational field
within an organization.
Typical Line of Advancement in HR
Management

Figure 7.3
Career Changes

• Promotion
 A change of assignment to a job at a higher level
in the organization.
 Principal criteria for determining promotions are
merit, seniority, and potential.
• Transfer
 The placement of an individual in another job for
which the duties, responsibilities, status, and
remuneration are approximately equal to those of
the previous job.
Career Change Organizational
Assistance
• Relocation services
 Services provided to an employee who is
transferred to a new location:
 Helpin moving, in selling a home, in orienting to a
new culture, and/or in learning a new language.
• Outplacement services
 Services provided by organizations to help
terminated employees find a new job.
Alternative Career Moves

Figure 7.4
 Dual Career Tracks: Xenova System
Scientist

Senior Scientist

Section Leader Research Associate

Department Head Principal Scientist

Source: Adapted from Alan Garmonsway of Xenova and Michael Wellin of Behavioral
Transformation, “Creating the Right Natural Chemistry,” People Management 1, no. 19
(September 21, 1995): 36–39. HRM 2
 Human Capital Profiles for Two Different
Careers

Source: Scott Snell, Cornell University. Figure 7.5

Using Assessment Centers
• Assessment Center
 A process by which individuals are evaluated as
they participate in a series of situations that
resemble what they might be called upon to
handle on the job.
 In-basket training
A process for evaluating trainees by simulating a
real-life work situation
 Leaderless group discussions
A process that places trainees in a conference
setting to discuss an assigned topic, either with or
without designated group roles
Successful Career-Management
Practices
• Placing clear expectations on employees.
• Giving employees the opportunity for transfer.
• Providing a clear and thorough succession plan.
• Encouraging performance through rewards and
recognition.
• Giving employees the time and resources they need
to consider short- and long-term career goals.
• Encouraging employees to continually assess their
skills and career direction.
Internal Barriers to Career
Advancement
• Lack of time, budgets, and resources for
employees to plan their careers and to
undertake training and development.
• Rigid job specifications, lack of leadership
support for career management, and a short-
term focus.
• Lack of career opportunities and pathways
within the organization for employees.
Career Development Initiatives

• Career Planning Workbooks

• Career Planning Workshops
• Career Counseling
 The process of discussing with employees
their current job activities and performance,
their personal and career interests and goals,
their personal skills, and suitable career
development objectives.
Individualized Career Development

• Fast-track Program
 A program that encourages young managers with
high potential to remain with an organization by
enabling them to advance more rapidly than those
with less potential.
• Career Self-Management Training
 Helping employees learn to continuously gather
feedback and information about their careers.
 Encouraging them to prepare for mobility.
Mentoring

• Mentors
 Executives who coach, advise, and encourage
individuals of lesser rank.
• Mentoring functions
 Functions concerned with the career
advancement and psychological aspects of
the person being mentored.
Top Ten Myths about Mentors
1. Mentors exist only for 6. Mentor relationships just
career development. happen.
2. You need only one 7. Highly profiled people
mentor. make the best mentors.
3. Mentoring is a one-way 8. Once a mentor, always
process. a mentor.
4. A mentor has to be 9. Mentoring is a
older than the protégé. complicated process.
5. A mentor has to be the 10. Mentor-protégé
same gender and race expectations are the
as the protégé. same for everyone.

Figure 7.6
 Mentoring Functions

Source: Matt Starcevich, Ph.D. and Fred Friend, “Effective Mentoring Relationships from
the Mentee’s Perspective,” Workforce, supplement (July 1999): 2–3. Used with permission
of the Center for Coaching and Mentoring, Inc., http://coachingandmentoring.com/. Figure 7.7
Forming a Mentoring Relationship

• Research the mentor’s background.

• Make contact with the mentor.
• Request help on a particular matter.
• Consider what you can offer in exchange.
• Arrange a meeting.
• Follow up.
• Ask to meet on an
ongoing basis.
 Mentor Checklist

Source: Excerpted with permission of the publisher from Connecting with Success: How to Build Your
Mentoring Network to Fast-Forward Your Career, by Kathleen Barton; Davis-Black Publishing, 800.624.1765.
HRM 5
Career Networking Contacts
• Your college alumni association or career office networking
lists
• Your own extended family
• Your friends’ parents and other family members
• Your professors, advisors, coaches, tutors, clergy
• Your former bosses and your friends’ and family members’
bosses
• Members of clubs, religious groups, and other organizations
to which you belong
• All of the organizations near where you live or go to school
Career Development for Women
• The “Glass Ceiling”
 Artificial barriers based on attitudinal or
organizational bias that prevent qualified women
from advancing upward in their organizations into
management level positions.
• Eliminating Barriers to Advancement
 Development of women’s networks
 Online e-mentoring for women
 Diminishing stereotyping of women
 Presence of women in significant managerial
positions
Glass-Ceiling Audits
• Glass ceiling audit factors:
 Upper-level management and executive training
 Rotational assignments/International
assignments
 Opportunities for promotion
 Opportunities for executive development
programs at universities
 Desirable compensation packages
 Opportunities to participate on high-profile
project teams
 Upper-level special assignments
Career Development for Minorities
• Career development for minorities is advanced
by:
 Organizational support for the advancement
of minorities to significant management
positions.
 Provision of internships to attract minorities
to management careers.
 Organization of training courses to foster the
development of minority’s managerial skills
and knowledge.
Dual-Career Couples

• Dual-Career Partnerships
 Couples in which both members follow their own
careers and actively support each other’s career
development.
 Flexiblework schedules
 Adaptive leave policies
 Work-at-home
 On-premises day care
 Job sharing
 Stages of Career Development
Stage 5: Late Career (ages 55–retirement):
Remain productive in work, maintain self-esteem, prepare for effective
retirement.

Stage 4: Midcareer (ages 40–55):

Reappraise early career and early adulthood goals, reaffirm or modify goals,
make choices appropriate to middle adult years, remain productive.

Stage 3: Early Career (ages 25–40):

Learn job, learn organizational rules and norms, fit into chosen occupation
and organization, increase competence, pursue goals.

Stage 2: Organizational Entry (ages 18–25):

Obtain job offer(s) from desired organization(s), select appropriate job based
on complete and accurate information.

Stage 1: Preparation for Work (ages 0–25):

Develop occupational self-image, assess alternative occupations, develop
initial occupational choice, pursue necessary education.
Figure 7.9
Presentation Slide 7–4
 CISS Orientation and Basic Scales
• Influencing • Creating
 Leadership, law/politics,  Art/design, performing arts,
public speaking, sales, writing, international
advertising activities, fashion, culinary
• Organizing arts
 Supervision, financial • Producing
services, office practices  Mechanical crafts, wood-
• Analyzing working, farming/forestry,
Plants/gardens, animal care
 Mathematics, science
• Adventuring
• Helping
 Athletics/physical fitness,
 Adult development,
military/law enforcement,
counselling, child
risks/adventure
development, religious
activities, medical practice
Source: ©1992 David Campbell, Ph.D. All rights reserved. Published and distributed by NCS
Assessments, P.O. Box 1416 Minneapolis, MN 55440. Reproduced with permission. “Campbell
Interest and Skill Survey” and “CISS” are both registered trademarks of David Campbell, Ph.D. Presentation Slide 7–5
Combinations of Career Interests and
Skills

High Explore Pursue

SKILLS

Avoid Develop
Low

Low High
INTERESTS
Figure 7.10
Presentation Slide 7–6
The Plateauing Trap

• Career Plateau
 Situation in which for either organizational or
personal reasons the probability of moving up the
career ladder is low.
• Types of Plateaus
 Structural plateau: end of advancement
 Content plateau: lack of challenge
 Life plateau: crisis of personal identity
 Twelve Steps for Starting a New
Business

Source: From Business in a Changing World, 3rd edition, by W. Cunningham, R. Aldag, and S. Block: 139 © 1993.
Reprinted with permission of South-Western College Publishing, a division of Thomson Learning. Fax 800-730-2215. Figure 7.12
Keeping a Career in Perspective

• Maintaining Off-the-Job Interests

• Having a Healthy Marital and/or Family Life
• Planning for Retirement
• Maintaining a Healthy Balance