Chapter 9: Career Planning and Development 1) Career Planning and ...
Chapter 9: Career Planning and Development 1) Career Planning and development a) The deliberate process through which a person becomes aware of personal career-related attributes and the lifelong series of activities that contributes to his or her career fulfillment. i) Help maintain employee commitment ii) Retaining employees and reduced turnover iii) Career: a series of work-related positions, paid or unpaid, that help a person achieve skills, success, and fulfillment iv) Career development: the lifelong series of activities that contribute to a person’s career exploration, establishment, success, and fulfillment v) Networking: the foundation of active career management and is essential for accessing the most valuable career resource – people (1) Allows people to know about background and career goals, and to exchange information, advice, and referrals b) Factors that affect career choices i) Identify Career Stage (1) Each person’s career goes through stages, and the current stage will influence the employee’s knowledge of and preference for various occupations, known as the career cycle. (2) Growth Stage (a) Birth to age of 14 (b) Developing a self-concept with and interacting with other people (3) Exploration Stage (a) 15 to 24 years of age (b) Exploring various occupational alternatives (c) Developing a realistic understanding of his or her abilities and talents (4) Establishment Stage (a) Spans from 24 to 44 and is the heart of most people’s work lives (b) Engaging in activities to earn permanent place in the chosen field (5) Maintenance Stage (a) Between the ages of 45 and 65 (b) Maintaining the place that the person has created (6) Decline Stage (a) Retirement age (b) Slowing down period ii) Identify Occupational Orientation (1) Occupational Orientation – developed by John Holland, six basic personal orientations that determine the sorts of careers to which people are drawn (a) Realistic – attracted to occupations that involve physical activities (b) Investigate – attracted to careers that involve cognitive activities (c) Social – attracted to careers that involve interpersonal activities
(d) Conventional – attracted to careers that involve structured, ruleregulated activities (e) Enterprising – attracted to careers that involve verbal activities (f) Artistic – attracted to careers that involve self-expression, artistic creation, and expression of emotions. iii) Identify Skills and Aptitudes iv) Identify a Career Anchor – a concern or value that you will not give up if a choice has to be made: Edgar Schein c) Responsibilities of The Organization i) Provide Realistic Job Previews (RJP) ii) Avoid Reality Shock (1) A period of reality testing and it turns out to be a disastrous period iii) Provide Challenging Initial Jobs iv) Be Demanding (1) “Pygmalion effect” – the more the supervisor expects and the more confident and supportive he or she is, the better new employees will perform v) Provide Job Rotation and Career-oriented Performance Appraisals vi) Provide Career-Planning Workshops: a planned learning event in which participants are expected to be actively involved in career skills practice sessions (1) Self- assessment activity – individual employees analyze their own career interests, and career anchors (2) Environmental assessment – information about the company options and staffing needs is presented (3) Goal setting and action planning – individual sets career goal and creates a career plan vii) Provide Opportunities for Mentoring (1) Mentoring: an experienced individual (the mentor) teaching and training another person (the protégé) who has less knowledge in an area (2) One of the best and cheapest ways to transfer knowledge (3) Reverse Mentoring viii) Become a Learning Organization: an organization skilled at creating, acquiring, and transferring knowledge 2) Managing Transfers and Promotions a) Transfers are used as a way to give employees opportunities for diversity of job assignment, and, therefore, personal and career growth. b) Promotions affect the employees’ motivation, performance, and commitment 3) Management Development: any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills a) Baby boomers enter retirement and the next generation of managers assumes senior management responsibilities b) Management-development process consist of:
c)
d)
e)
f)
i) Assessing the company’s human resources needs to achieve it strategic objectives ii) Creating a talent pool iii) Developing the managers themselves Succession Planning: A process which senior-level and critical strategic job openings are planned for and eventually filled i) Establishing a strategic direction ii) Identifying core skills and competencies iii) Identifying people inside the organization who have those skills (1) A replacement chart is often prepared that summarizes potential candidates and their development needs On-the-Job Management-Development Techniques i) Development job rotation: moving a trainee from department to department to broaden his or her experience and identify strong and weak points (1) For developing general line managers than functional staff experts ii) Coaching/understudy approach: the trainee works directly with the person that he or she is to replace iii) Action learning: trainees are allowed to work full-time, analyzing and solving problems in other departments (1) Real experience with actual problems Off-the-Job Management-Development Techniques i) Case study method: trainee is presented with a written description of an organizational problem to diagnose and solve (1) gives trainees realistic experience in identifying and analyzing complex problems in an environment ii) Management game: teams of managers compete with on another by making decisions regarding realistic but stimulated companies (1) Good development tools for getting involved in the activity iii) Outside Seminars and College/University-related programs iv) Role-playing: trainees act the parts of people in a realistic management situation v) Behavior modeling: trainees are first shown good management techniques, then asked to play roles in a simulated situation, and finally given feedback regarding their performance (1) To train first-line supervisors to better handle interaction (2) Modeling, role-playing, social reinforcement, and transfer of training vi) In-house development centers: “corporate universities” exposing prospective managers to realistic exercises to develop improved management skills Executive Development i) Banff Centre believes that the three basic requirements of successful leadership are knowledge, competency, and character (1) Six competences – self mastery, futuring (vision), sense making (thinking), design of intelligent action, aligning people to action (leading), and adaptive learning
Chapter 10: Performance Management 1) Performance management: 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 a) The primary purpose of appraising and coaching employees is to instill in them the desire for continuous improvement. b) The Performance Management Process: i) Defining performance expectations and goals ii) Providing ongoing feedback and coaching iii) Conducting performance appraisal and evaluation discussions (1) Formal Appraisal Methods (a) Graphing rating scale: lists a number traits and a range of performance for each and then the employee is rated based on their level of performance (b) Alternation ranking: ranking employees from best to worst on a particular trait (c) Paired comparison method: ranking employees by making a chart of all possible pairs of employees for each trait and indicating the better employee of the pair (d) Forced distribution method: predetermined percentages of ratees are placed in various performance categories (e) Critical incident method: keeping a record of uncommonly good or undesirable examples of an employee’s work-related behaviour and reviewing the list with the employee at a predetermined times (i) Useful for identifying specific examples of good and poor performance and for planning how deficiencies can be corrected (f) Behaviourally anchored rating scales (BARS) iv) Determining performance rewards/consequences v) Conducting development and career opportunities discussions
(d) Conventional – attracted to careers that involve structured, ruleregulated activities (e) Enterprising – attracted to careers that involve verbal activities (f) Artistic – attracted to careers that involve self-expression, artistic creation, and expression of emotions. iii) Identify Skills and Aptitudes iv) Identify a Career Anchor – a concern or value that you will not give up if a choice has to be made: Edgar Schein c) Responsibilities of The Organization i) Provide Realistic Job Previews (RJP) ii) Avoid Reality Shock (1) A period of reality testing and it turns out to be a disastrous period iii) Provide Challenging Initial Jobs iv) Be Demanding (1) “Pygmalion effect” – the more the supervisor expects and the more confident and supportive he or she is, the better new employees will perform v) Provide Job Rotation and Career-oriented Performance Appraisals vi) Provide Career-Planning Workshops: a planned learning event in which participants are expected to be actively involved in career skills practice sessions (1) Self- assessment activity – individual employees analyze their own career interests, and career anchors (2) Environmental assessment – information about the company options and staffing needs is presented (3) Goal setting and action planning – individual sets career goal and creates a career plan vii) Provide Opportunities for Mentoring (1) Mentoring: an experienced individual (the mentor) teaching and training another person (the protégé) who has less knowledge in an area (2) One of the best and cheapest ways to transfer knowledge (3) Reverse Mentoring viii) Become a Learning Organization: an organization skilled at creating, acquiring, and transferring knowledge 2) Managing Transfers and Promotions a) Transfers are used as a way to give employees opportunities for diversity of job assignment, and, therefore, personal and career growth. b) Promotions affect the employees’ motivation, performance, and commitment 3) Management Development: any attempt to improve current or future management performance by imparting knowledge, changing attitudes, or increasing skills a) Baby boomers enter retirement and the next generation of managers assumes senior management responsibilities b) Management-development process consist of:
c)
d)
e)
f)
i) Assessing the company’s human resources needs to achieve it strategic objectives ii) Creating a talent pool iii) Developing the managers themselves Succession Planning: A process which senior-level and critical strategic job openings are planned for and eventually filled i) Establishing a strategic direction ii) Identifying core skills and competencies iii) Identifying people inside the organization who have those skills (1) A replacement chart is often prepared that summarizes potential candidates and their development needs On-the-Job Management-Development Techniques i) Development job rotation: moving a trainee from department to department to broaden his or her experience and identify strong and weak points (1) For developing general line managers than functional staff experts ii) Coaching/understudy approach: the trainee works directly with the person that he or she is to replace iii) Action learning: trainees are allowed to work full-time, analyzing and solving problems in other departments (1) Real experience with actual problems Off-the-Job Management-Development Techniques i) Case study method: trainee is presented with a written description of an organizational problem to diagnose and solve (1) gives trainees realistic experience in identifying and analyzing complex problems in an environment ii) Management game: teams of managers compete with on another by making decisions regarding realistic but stimulated companies (1) Good development tools for getting involved in the activity iii) Outside Seminars and College/University-related programs iv) Role-playing: trainees act the parts of people in a realistic management situation v) Behavior modeling: trainees are first shown good management techniques, then asked to play roles in a simulated situation, and finally given feedback regarding their performance (1) To train first-line supervisors to better handle interaction (2) Modeling, role-playing, social reinforcement, and transfer of training vi) In-house development centers: “corporate universities” exposing prospective managers to realistic exercises to develop improved management skills Executive Development i) Banff Centre believes that the three basic requirements of successful leadership are knowledge, competency, and character (1) Six competences – self mastery, futuring (vision), sense making (thinking), design of intelligent action, aligning people to action (leading), and adaptive learning
Chapter 10: Performance Management 1) Performance management: 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 a) The primary purpose of appraising and coaching employees is to instill in them the desire for continuous improvement. b) The Performance Management Process: i) Defining performance expectations and goals ii) Providing ongoing feedback and coaching iii) Conducting performance appraisal and evaluation discussions (1) Formal Appraisal Methods (a) Graphing rating scale: lists a number traits and a range of performance for each and then the employee is rated based on their level of performance (b) Alternation ranking: ranking employees from best to worst on a particular trait (c) Paired comparison method: ranking employees by making a chart of all possible pairs of employees for each trait and indicating the better employee of the pair (d) Forced distribution method: predetermined percentages of ratees are placed in various performance categories (e) Critical incident method: keeping a record of uncommonly good or undesirable examples of an employee’s work-related behaviour and reviewing the list with the employee at a predetermined times (i) Useful for identifying specific examples of good and poor performance and for planning how deficiencies can be corrected (f) Behaviourally anchored rating scales (BARS) iv) Determining performance rewards/consequences v) Conducting development and career opportunities discussions
