Chapter 9: Career Development ⢠Career Planning and development ...
Chapter 9: Career Development • Career Planning and development: the deliberate process through which a person becomes aware of personal career related attributes and the lifelong series of activities that contribute to his or her career fulfillment • Career: is a series of work related positions paid or unpaid, that help a person to grow in job skills, success and fulfillment Management Development • Attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills • On-The Job Management Development • Off-The-Job Management Development On-the-Job Management-Development Techniques • Developmental Job Rotation: Involves moving a trainee from department to department to broaden his or her experience and to identify strong and weak points (i.e. Strategic HR p. 241) • Coaching/Understudy Approach: Like Apprenticeships, executive coaches and mentors his/her replacement • Action Learning: Trainees work full-time while analyzing/solving problems in other departments Off-the-Job Management-Development Techniques • Case study method: Trainee presented with organizational problem in writing • Management Games: Teams of managers compete using computer simulation of company • Outside seminars • University Programs: Executive development, courses and degree programs • Role playing: Trainees act the parts of people in a realistic management situation • Behaviour Modeling: Modeling-Role Playing-Social Reinforcement-Transfer of Training Back on Job Explain the strategic importance of career planning and development in the context of today’s talent shortage that the supply of necessary talent is available • Critical strategic insure that the supply of necessary talent is available • deliberate process through which one becomes aware of personal career-related attributes and the lifelong series of activities that contribute to his or her career fulfillment Explain the responsibilities of the organization in the career development process - provide a realistic job preview o Previews that describe both the attractions and the possible pitfalls - avoid reality shock o Perhaps no other stage in the person’s career is it more important for the employer to be career development –oriented that at the initial entry stage, when the person is recruited, hired and given a first assignment and a boss. This should be a period of reality testing during his or her initial hopes and goal first confronts the realities of organizational life and of the person’s talents and needs - provide challenging initial jobs o One of the most important things is to provide new employees with challenging first jobs - be demanding o The more the supervisor expects and the more confident and supportive he or she is the better new employees will perform - provide periodic job development rotation o The best way in which new employees can test themselves is to try out a variety of challenging jobs - conduct career-oriented job appraisals o Supervisors must understand that providing valid appraisals in the long run is more important than protecting the short term interests of their staff Roles in Career Development: The Individual, the Manager and the Organization The Individual’s Role: – Self-Awareness – Self-motivation – Independent learning – Effective time and money management
Self-promotion Networking - is the foundation of active career management and is essential for accessing the most valuable career resource-people The Manager’s Role • Provide timely and objective performance feedback • Offer developmental assignments and support • Participate in career development discussions • Act as coach, appraiser, advisor, and referral agent The Employer’s Role • Realistic job previews • Challenging initial jobs • Training, development & career planning information, options and tools • Developmental job rotation • Career-oriented performance appraisals • Become a Learning Organization: An organization that creates, acquires, and transfers knowledge & modifies behaviour according to new knowledge and insights – –
Factors That Affect Career Choices: 1) Career Stage • Growth (birth to age 14): Develops self-concept by interacting • Exploration (age 15 to 24): Explores alternatives, seeking a match • Establishment (age 24 to 44); Attempts to earn a permanent place in chosen field • Maintenance (age 45 to 65+): Securing place • Decline (retirement age): Slowing down 2) Occupational Orientation (VPT John Holland) • Realistic: these people are attracted to occupations that involve physical activities requiring skill, strength, and coordination • Investigative: attracted to careers that involve cognitive activities (thinking, organizing, and understanding) rather than affective activities (feeling, acting, or interpersonal and emotional tasks) • Social: attracted to careers that involve interpersonal activities rather than intellectual or physical • Conventional: Structured, rule-regulated activities • Enterprising: Verbal, influencing activities • Artistic: Self-expressive, creative activities 3) Career Anchors • A Career Anchor is a concern or value you will not give up if a choice must be made (Edgar Schein) • Technical/functional • Managerial competence • Creativity • Autonomy and independence • Security • Service/making a difference • Pure challenge • Lifestyle
Chapter 10: Performance Management The Strategic Importance of Performance Management - Achieving strategic objectives requires employee productivity above all else • Performance Management is the process encompassing all activities related to improving employee performance, productivity, and effectiveness • It includes goal setting, pay for performance, training and development, career management, and disciplinary action 5 Performance Management Steps STEP 1: Defining performance expectations • Job description often insufficient to clarify performance expectations • Measurable standards related to strategic objectives should be developed for each position • Problems with Performance Measures • Validity and Reliability i.e. are criteria relevant to the performance desired. • Rating scale problems: – Unclear performance standards – Halo effect – Central tendency – Strictness/Leniency – Appraisal bias e.g. age, race, sex – Regency effect – Similar-to-me bias STEP 2: Providing Ongoing Coaching and Feedback • important to have open two-way communication • both the employee and the manager need to check in frequently throughout the performance management process to talk about progression toward goals • Measuring Performance: • Graphic Rating Scale • a scale that lists a number of traits and a range of performance for each • Lists a number of traits and a range of performance for each • The employee is then rated by identifying the score that best describes his or her level of performance for each trait • Forced Distribution Method • Predetermined percentages of employees are placed in various performance categories • 15% High • 20% High-average • 30% Average • 20% Low-average • 15% Low • Behaviorally Anchored Rating Scales (BARS) • An appraisal method that anchors a quantified scale with specific examples of good and poor performance. • Creating BARS: • Generate critical incidents & develop dimensions: Specify effective and ineffective performance then cluster the incidents into a smaller set of dimensions • Reallocate incidents: Group incidents into same clusters and retain incidents similarly assigned twice • Scale the incidents • Advantages • More accurate measure • Clearer standards • Assists feedback • Independent dimensions • Consistency
Disadvantage • Time consuming • Measuring Performance Management By Objectives (MBO) Set the organization’s goals Set departmental goals Discuss departmental goals Define expected results (individual goals) Performance reviews: measure the results Provide feedback Goals should cascade down and be modified on the way up. Problem for MBO • Setting unclear, unmeasurable objectives, time consuming • setting objectives with an employee sometimes turns into tug of war •
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Problems • Validity and Reliability- Criteria must be 1. Relevant to the job being appraised, 2. Broad enough to cover all aspects of the job requirements, 3. Specific • Rating Scale Problems • Unclear performance standards: an appraisal scale that is too open to interpretation of traits and standards • Halo effect: in performance appraisal, the problem that occurs when a supervisors rating of an employee on one trait biases the rating of that person on other traits • central tendency: a tendency to rate all employees in the middle of the scale • Strictness/ leniency: the problem that occurs when a supervisor has a tendency to rate all employees either low or high • Appraisal bias: the tendency to allow individual differences, such as age, race and sex to affect the appraisal ratings that these employees receive • Regency effect: the rating error that occurs when ratings are based on the employee's most recent performance rather than on performance throughout the appraisal period
Similar-to-me bias: the tendency to give higher performance ratings to employees who are perceived to be similar to the rater in some way How to avoid appraisal problems • raters must be familiar with the problems • must choose the right appraisal tool • training supervisors to eliminate rating errors Who should do the appraising? • Supervisors • peers • Committees • 360 degree appraisal- a performance appraisal technique that uses multiple raters including peers, employees reporting to the appraisee, supervisors, and customers • STEP 3: Performance Appraisal Discussion An interview in which the supervisor and employee review the appraisal and make plans to remedy deficiencies and reinforce strengths. Conducting the Interview: • Be direct and specific • Do not get personal • Encourage the person to talk • Develop an action plan How to Handle Criticism & Defensiveness • Minimize the defensiveness you create in others by using descriptive not evaluative language and by focusing on the employee’s behaviour and performance rather than on his or her personality traits • Use specific not global language • Use two-way communication 1. Recognize that defensive behaviour is normal 2. Never attack a person’s defences 3. Postpone action •
4. Recognize human limitations STEP 4: Determine Performance Rewards & Consequences – Achievement of goals – Appropriate behaviours – How the employee meets the defined standards – Salary Increase? Step 5: Career Development Discussion • manager and employee discuss opportunities for development to strengthen or improve the employee’s knowledge, skills, and abilities • business needs must be balanced with the employee’s preferences
Self-promotion Networking - is the foundation of active career management and is essential for accessing the most valuable career resource-people The Manager’s Role • Provide timely and objective performance feedback • Offer developmental assignments and support • Participate in career development discussions • Act as coach, appraiser, advisor, and referral agent The Employer’s Role • Realistic job previews • Challenging initial jobs • Training, development & career planning information, options and tools • Developmental job rotation • Career-oriented performance appraisals • Become a Learning Organization: An organization that creates, acquires, and transfers knowledge & modifies behaviour according to new knowledge and insights – –
Factors That Affect Career Choices: 1) Career Stage • Growth (birth to age 14): Develops self-concept by interacting • Exploration (age 15 to 24): Explores alternatives, seeking a match • Establishment (age 24 to 44); Attempts to earn a permanent place in chosen field • Maintenance (age 45 to 65+): Securing place • Decline (retirement age): Slowing down 2) Occupational Orientation (VPT John Holland) • Realistic: these people are attracted to occupations that involve physical activities requiring skill, strength, and coordination • Investigative: attracted to careers that involve cognitive activities (thinking, organizing, and understanding) rather than affective activities (feeling, acting, or interpersonal and emotional tasks) • Social: attracted to careers that involve interpersonal activities rather than intellectual or physical • Conventional: Structured, rule-regulated activities • Enterprising: Verbal, influencing activities • Artistic: Self-expressive, creative activities 3) Career Anchors • A Career Anchor is a concern or value you will not give up if a choice must be made (Edgar Schein) • Technical/functional • Managerial competence • Creativity • Autonomy and independence • Security • Service/making a difference • Pure challenge • Lifestyle
Chapter 10: Performance Management The Strategic Importance of Performance Management - Achieving strategic objectives requires employee productivity above all else • Performance Management is the process encompassing all activities related to improving employee performance, productivity, and effectiveness • It includes goal setting, pay for performance, training and development, career management, and disciplinary action 5 Performance Management Steps STEP 1: Defining performance expectations • Job description often insufficient to clarify performance expectations • Measurable standards related to strategic objectives should be developed for each position • Problems with Performance Measures • Validity and Reliability i.e. are criteria relevant to the performance desired. • Rating scale problems: – Unclear performance standards – Halo effect – Central tendency – Strictness/Leniency – Appraisal bias e.g. age, race, sex – Regency effect – Similar-to-me bias STEP 2: Providing Ongoing Coaching and Feedback • important to have open two-way communication • both the employee and the manager need to check in frequently throughout the performance management process to talk about progression toward goals • Measuring Performance: • Graphic Rating Scale • a scale that lists a number of traits and a range of performance for each • Lists a number of traits and a range of performance for each • The employee is then rated by identifying the score that best describes his or her level of performance for each trait • Forced Distribution Method • Predetermined percentages of employees are placed in various performance categories • 15% High • 20% High-average • 30% Average • 20% Low-average • 15% Low • Behaviorally Anchored Rating Scales (BARS) • An appraisal method that anchors a quantified scale with specific examples of good and poor performance. • Creating BARS: • Generate critical incidents & develop dimensions: Specify effective and ineffective performance then cluster the incidents into a smaller set of dimensions • Reallocate incidents: Group incidents into same clusters and retain incidents similarly assigned twice • Scale the incidents • Advantages • More accurate measure • Clearer standards • Assists feedback • Independent dimensions • Consistency
Disadvantage • Time consuming • Measuring Performance Management By Objectives (MBO) Set the organization’s goals Set departmental goals Discuss departmental goals Define expected results (individual goals) Performance reviews: measure the results Provide feedback Goals should cascade down and be modified on the way up. Problem for MBO • Setting unclear, unmeasurable objectives, time consuming • setting objectives with an employee sometimes turns into tug of war •
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Problems • Validity and Reliability- Criteria must be 1. Relevant to the job being appraised, 2. Broad enough to cover all aspects of the job requirements, 3. Specific • Rating Scale Problems • Unclear performance standards: an appraisal scale that is too open to interpretation of traits and standards • Halo effect: in performance appraisal, the problem that occurs when a supervisors rating of an employee on one trait biases the rating of that person on other traits • central tendency: a tendency to rate all employees in the middle of the scale • Strictness/ leniency: the problem that occurs when a supervisor has a tendency to rate all employees either low or high • Appraisal bias: the tendency to allow individual differences, such as age, race and sex to affect the appraisal ratings that these employees receive • Regency effect: the rating error that occurs when ratings are based on the employee's most recent performance rather than on performance throughout the appraisal period
Similar-to-me bias: the tendency to give higher performance ratings to employees who are perceived to be similar to the rater in some way How to avoid appraisal problems • raters must be familiar with the problems • must choose the right appraisal tool • training supervisors to eliminate rating errors Who should do the appraising? • Supervisors • peers • Committees • 360 degree appraisal- a performance appraisal technique that uses multiple raters including peers, employees reporting to the appraisee, supervisors, and customers • STEP 3: Performance Appraisal Discussion An interview in which the supervisor and employee review the appraisal and make plans to remedy deficiencies and reinforce strengths. Conducting the Interview: • Be direct and specific • Do not get personal • Encourage the person to talk • Develop an action plan How to Handle Criticism & Defensiveness • Minimize the defensiveness you create in others by using descriptive not evaluative language and by focusing on the employee’s behaviour and performance rather than on his or her personality traits • Use specific not global language • Use two-way communication 1. Recognize that defensive behaviour is normal 2. Never attack a person’s defences 3. Postpone action •
4. Recognize human limitations STEP 4: Determine Performance Rewards & Consequences – Achievement of goals – Appropriate behaviours – How the employee meets the defined standards – Salary Increase? Step 5: Career Development Discussion • manager and employee discuss opportunities for development to strengthen or improve the employee’s knowledge, skills, and abilities • business needs must be balanced with the employee’s preferences
