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Chapter #7 Orientation, Training and Development, and Career Planning

orientation & training supplement new wkrs abilities they also reduce empl turnover & help new empls be productive sooner (despite being timeconsuming/e pensive!

Purpose of Orientation:
Socialization
Socialization the continuing process by which employees begin to understand & accept the values" norms & beliefs held by others in the org (adapt to an org!# ob$ % successful org entry & maintenance# turning outsiders into insiders sociali&ation may have taken place before empls $oin org ie' via formal ed" summer $obs" watching tv shows/movies (creates e pectations related to $ob! candidate & orgs e pectations (implicit & e plicit! about each other forms psychological contract formal sociali&ation processes(

Orientation Programs
progs that familiari&e new empls w/ their roles" the org" its policies" & other empls# helps empl understand social" technical & cultural aspects of wkplace serves )ral purposes( reduce empl turnover - reduce turnover by meeting personal ob$s of empls reduce errors & save time well-oriented empl makes fewer mistakes# start up costs (the additional costs associated w/ a new empl b/c new empl typically less efficient than e perienced wkr new wkr also re*uires additional supervisory time! develop clear $ob & org e pectations no clear-cut lists of desirable $ob attitudes/behaviours/outcomes# w/o clear supervisor guidelines" new empls find answs informally via grapevine/gossiping may not get right answs# need to tell empls what org e pects of them & what they can e pect in return improve $ob performance begin w/ good orientation prog attain acceptable $ob performance levels faster clear e pectations eliminates uncertainty increase org stability communicate org policies/regs early to reduce bad behaviour/friction points reduce empl an iety be open about roles/communication reduce grievances grievances often arise from ambiguous $ob e pectations & unclear resps result in fewer instances of corrective discipline measures clarify rights/duties of empls" outline disciplinary re*uirements" spell out conse*uences

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empls more likely to *uit during 1st few months cognitive dissonance diff btwn what person e pects at wkplace & what one actually finds# if too high" empls take action (ie' *uit!

Content of Orientation Programs:

time in big cs wkrs often given !mplo"ee #and$oo% (handbook e plaining key benefits" policies" & gen info about the employer!# ,- people may discuss pay rates as part of orientation prog ,- depts role in prog ends when empls meet future supervisors/trainers may be no formal orientation prog if hire empls irregularly or if small c instead introduced to senior wkr via &udd" S"stems (e ist when an e perienced empl is asked to show a new empl around the $ob site" conduct intros & answ *uestions also used in large orgs! formal progs e plain orientation systematically more likely to create favourable impression on empls# .saving/ cost of orientation results in c paying a much higher cost in empl attitudes and performance most orientation done on indiv basis# group if empls hired same

!valuating The !ffectiveness of Orientation

orientation pitfalls probs in the orientation prog that detract from its effectiveness orientation progs supposed to prevent empl being overwhelmed w/ too much info" being given menial tasks discouraging $ob interest/c loyalty" overloaded w/ forms/manuals" pushed into $ob w/ sketchy orientation (0trial by error!" forced to fill gaps btwn broad ,- dept orientation & narrow dept level orientation well-prepared orientation progs are effective (proven empls attending 1-prog % sig more sociali&ed on 2 of 3 sociali&ation measures than those who didnt attend & they also had higher levels of org commitment! effectiveness evaluated via( reactions from new empls (most useful eval method get feedback via in-depth interviews/survey w/ empls!" effects of socialization on job attitudes & roles (progress in sociali&ation measured attitudinally (overall $ob/org satisfaction/motivation etc'!" behaviorally (4 turnover" ability to carry out roles effectively" spontaneity visible in $ob performance etc'!" degree to which the prog is economical (continual cost-benefit studies of 1%progs should be done (includes costs of materials" salaries of instructors & ,- dept staff" rent" lost wk time of empls/supervisors" cost of tools ie' films" slides tours! benefits or 1-prog % lower 4 turnover" shorter time to learn a $ob" lower scarp rates & wastage" reduced rework

!mplo"ee Training:
Purpose of Training
5urpose( global ec re*uires wkforce w/ capability to respond *uickly & reliably to new challenges training important for orgs 4- strat

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competing w/ cs w/ low wage levels forced 6an cs to flatten org & reduce 7 of empls (fewer managers means empls need to be able to schedule their wk" manage their team & do their own *uality control! more fle ibility re*uires multi-skilled/cross-trained empls who perform diverse tasks multi-skilled empls paid according to their competencies not $obs performed (thus cs comp & appraisal system changed! empls need lifelong learning" update skills regularly immigrants increasing thus 6an managers learn wk w/ colleagues w/ diff cultural values (diversity training! changing info tech new uses of tech re*uire mastering of fresh skills (need novel training progs/strats!

'elationship $t(n Training ) Development

training % a planned effort by an org to make possible the learning of $ob-related behaviour (behaviour % any knowledge & skill ac*uired by am empl through practice! #' development % preparing an empl for future $ob resps training prepares people for present $ob" development prepares them for future $obs benefits of training may e tend throughout a persons entire career & help develop that person for future resps

The Training S"stem

benefits of training to empls( skill improvement" self-development stronger self-confidence" more effective handling of stress & conflicts" providing a sense of growth benefits of training to org( improved profitability via higher productivity" improved morale" better corporate image" lower costs" stronger identification w/ corporate goals to develop effective training prog ,-8 managers must assess (9:; )-2 pg 212 te t!( 1' needs assessment a diagnosis that presents probs & environ challenges & future challenges that can be met through training or 4< development# change in org strat can create need for training (ie' new g/s re*uire empls learn new procedures! training used when high accident rates" low morale/motivation diagnosed# needs assessment must consider each person (determined by ,-8" supervisors" self-nomination! supervisors may be trying to banish troublemakers or hide surplus empls who are temp e pendable or reward good wkrs (not valid reasons! thus ,-8 reviews supervisors suggestions to verify need for training# note" seemingly e*uivalent ed levels of empls in industrial & developing nations not same# if trainers assessment of needs not correct" training ob$s & prog content will be inappropriate +' training o$*ectives evaluate training needs to get training ob$s ob$s should state( 1! desired behaviour" +! conditions under which it is to occur" 2! acceptable performance criteria (resulting stmts % standard against

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which indiv performance can be measured! give trainer/trainee specific goals that can be used to evaluate success 2' program content shaped by needs assessment & learning ob$s content can seek to teach specific skills" provide needed knowledge" try to influence attitudes# participants must view content as relevant to their needs else motivation to learn may be low 4' learning principles learning cant be observed" only its results can be measured - learning curve a visual rep of the rate at which one learns given material through time (learning takes place in burst & plateaus! + trainer goals re shape of empls learning curves reach satisfactory level of performance & do this *uickly as possible - use of learning principles helps speed up learning process - +earning Principles guidelines to the ways in which people learn most effectively# more people included in training" more effect training is various principles( Participation *uicker & more lasting when learner can participate actively (result of participation % we learn more *uickly & retain learning longer! 'epetition etches pattern into our memory 'elevance learning helped when material to be learned % meaningful (see big $ob descrip then can relate indiv tasks to bigger pic! Transference application of training to actual $ob situations closer training matches $ob" faster person learns evaluated by how readily the trainee can transfer the learning to his/her $ob ,eed$ac% gives learners info on their progress

Training Techni-ues:
any method can be applied to both training & development# ie' can have same training for managers & empls but diff purpose (managers it relates to present $ob" empls it relates to future $obs!# best training method depends upon( cost-effectiveness" desired prog content" appropriateness of facilities" trainee prefs & capabilities" learning principles (=9:; )-> pg 21) te t! On the .o$ Training /O.T0 a method whereby a person learns a $ob by actually performing it# training received directly on the $ob" teaches wkrs to do present $ob# includes each of the > learning principles in series of planned steps (trainee receives $ob overview (relevance!" trainer demonstrates $ob to empl (transferable!" repeated demonstrations & practice (repetition & feedback! .o$ 'otation move trainees form $ob to $ob to cross train (training empls to perform operations in areas other than their assigned $obs!# helps org when vacations/absences/ resignations occur# advans % high $ob transferability & learner participation 1pprenticeships ) Coaching 1pprenticeships training progs gen for tradespeople in which a new empl learns from a more e perienced empl# high participation level for empl" high $ob transferability

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Coaching a less formal training e perience than an apprenticeships" coaching gen involves a supervisor or manager providing a model for a new empl to observe & emulate# coach attempts to provide a model for the trainee to copy most cs use some coaching gen handled by manager not ,- dept'# participation" feedback" $ob transference % high# understud" is someone who receives coaching by another person to assume that persons specific $ob Off the *o$ training: lecture & video presentations rely more on communications than modeling (as used in on-$ob training!# applied in training & development" lecture % economical but participation" feedback" transference" repetition % low# meaningful organi&ation of materials & initial audience interest % potential strengths of these approaches vesti$ule training (training opps that use simulate wkstations so that new empls can learn about their $ob w/o interfering w/ activities at the actual wkstation!# doesnt disrupt normal operations separate areas set up to simulate" allows transference" repetition" participation# meaningful organi&ation of materials & feedback also possible role pla"ing (a training techni*ue that re*uires trainees to assume diff identities in order to learn how others feel under different circumstances!# participants e aggerate others behaviour get to see themselves as other see them" creates empathy/tolerance of diffs" seeks to change attitudes of trainees & develop interpersonal skills" participation & feedback present case stud" trainees learn about real/hypothetical situations & actions others took under those circumstances learn content & decision-making skills" can be transference" participation" lacks transference/feedback# techni*ue most effective for developing prob-solving skills simulation + forms" mechanical simulator replicates ma$ features of wk situation (ie' driving simulators!" like vestibule training e cept simulator proved more instantaneous feedback self stud" ) programmed learning useful when empls dispersed geographically or when learning re*uires little interaction# manuals" pre-recorded tapes" videos" 68--oms# few learning principles re*uired# programmed learning materials % another form of self-study (printed bklets w/ ?&@s!# saving in training time la$orator" training (form of group training primarily used to enhance interpersonal skills!# sharing e periences & e amining feelings" behaviours" perceptions" reactions that result usu trained prof % facilitator process relies on participation" feedback & repetition# 1 form % sensitivity training (<-group" encounter group" team building! computer $ased training /C&T0 (use of computers to facilitate the training process! aka computer-assisted learning offers control over pace of learning" benefits % interactive learning" participation" Ave reinforcement during training 2 categories( off-the-shelf courses in areas of personal/prof skills ie' bi& writing & time management to comple statistical techni*ues on the other end support causes on 68--oms ie' supplementary tutorial pkgs many on simple skills development can get more full/comple pkgs

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custom courseware produce customi&ed courses for a particular type of empl/org ie' customi&ed 6B< techni*ues for their staffs ie' 8:< (8ecentrali&ed :ndividuali&ed :n-Cervice <raining! used by Ddmonton 5olice 8ept' (uses modern forms of training & combo of video-based training & computer-based training!# subcategories( computer-assisted instruction (6@:! & computer-managed instruction (6E:! 6@: % ed medium" activities delivered by computer & get immediate feedback" while 6E: uses computers to organi&e instruction & track student records & progress virtual realit" /2'0 (use of a 7 of technologies to replicate the entire real-life working environ!# computer tech" allows trainees to respond to $ob re*uirements as if they wkd on the $ob combines all aspects of $ob# 2dimensional interaction ob$ect manipulation in real time# prepares empls for $ob e periences that would normally have high costs" have risk of costly damage to e*uip" have potential for in$uries to trainee internet34e$ $ased training (virtual ed or e4earning! very specific training delivered any time any place in the world + forms of access( asynchronous (accessible anytime! ie' email/electronic bulletin boards& synchronous (real-time access! ie' chat rooms" web conferencing# benefits( provide F:< training/info" allow learner to learn when convenient" targets instruction to what the learner needs to know not what a traditional class must cover" reduces travel & instruction costs# e p & time-consuming to develop nut costs recovered *uickly via savings in instructor travel time" no time off $ob" better retention" higher effectiveness intranet (an internal computer network that is gen accessible only to indivs w/in an org!# ie' banks use it to deliver corporate training video conferencing widely used for long-distance ed progs ie' @thabasca Gniv in @lberta informal sociali&ation processes getting to know/understand the style & personality of ones boss & co-wkrs

!mplo"ee Development:
success re*uires empls to ac*uire technical" human & conceptual skills# more future oriented & is mostly an ed process rather than a training process 6onference Board of 6anada developed .Dmployability Ckills 5rofile/ listing critical abilities in 2 diff areas( fundamental skills" personal management skills" teamwk skills# an orientation doc (e pg 2+2!# emphasi&es interpersonal skills (comm & wkng w/ others! & on ability to think/learn (+ critical re*uirements for future more comple $obs! constant change % an org reality# effective orgs cope by including human development in their strat ,- development plan

Strategic #' Developments:

Strategic #' Development the identification of needed/essential skills & active management of empls learning (for long-range future! in relation to e plicit corporate & bi& strategies link development needs to orgs mission/strat

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&enchmar%ing comparing ones own standards against those of a competitor (Hero successful at this resulted in creation of Benchmarking 9orum of the @merican Cociety for <raining & 8evelopment which provides stat for comparative analyses for training professionals & identifying the most successful performance improvement practices! 4< success of org depends on its ability to attract" retain" enhance & effectively use human capital of its empls# human capital % most difficult resource to develop *uickly# optimi&ing growth rate" cost-effectiveness" competitiveness depends on ability to apply human capita to all aspects of org human capital of empls % independent of current $ob/employer# potential value of a person to an org depends on degree of match btwn persons human capital needs of the org & productive value of their capability the value of human capital to a person depends on the e pected increase in their income & employment security through their wkng career !mplo"ee Development the process of enhancing an empls future value to the org through careful career planning# 4< process that re*uires same attention & concern as capital investment

Development Strategies
Ie ley & 4atham propose 2 diff development strats for orgs (9:; )-) pg 2+> te t!( 1' cognitive being concerned w/ altering thoughts & ideas (knowledge" new processes!# part of on-going into-sharing process necessary in 0organic org adaptable type needed in dynamic bi& environ# constant learning/upgrading# least effective strat in empl development (passive methods ie' lectures" seminars" academic ed! increases knowledge & e pertise but doesnt change attitudes/behaviour/values# adds to value of the person increased knowledge & e pertise are necessary but not sufficient attributes of an effective empl# dominant strat used in empl development +' behavioural attempts to change behaviour# desirable behaviour includes appropriate management style (part of corporate culture" modeled after top manager!" proper leadership style (influenced by 6D1!" type of comm" conflict res" interaction w/ custs# strats aim at making indivs more competent in interacting w/ their environ (co-wkrs etc'! greater impact than cognitive approach common instruments used( role-playing familiari&e empl w/ how to apply concepts learned in class behaviour modeling teaches desired behaviour effectively provides trainee w/ vivid/detailed display of desirable behaviour of manager (strong social reinforcement! Leadership Grid (aka Eanagerial ;rid! attempts to change dominant management style in org (ie' make mangers more task or people-oriented! sensitivity training effective method for making managers aware of impact of own behaviour on others helps prepare for more effective interactions w/ staff in foreign subsidiaries/$oint ventures outdoors team-oriented tasks that take place in the wilderness ob$ % develop strong team spirit & help people learn how to ma their strengths & stretch their potential

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team building helps members diagnose group processes & devise solutions to probs mentoring create close relationship w/ boss/more e perience empl who takes personal interest in empls career & guides/sponsors it coaching ongoing prof relationship btwn an e pert in a chosen field & a trainee continuous improvement of desired behaviours/skills based on e pert advice 2' environmental strats to change attitudes & values# provide org setting in which empls can thrive/develop# most promising but most difficult to implement strat involves variety of methods( - job rotation develops managers w/ systems concept in their decision making style - organizational development system-wide effort applying behavioural science knowledge to planned creation & reinforcement of org strats" structures & processes for improving orgs effectiveness - learning org 5eter Cenge concept empls continually strive to e pand hori&on" try new ideas" team support to make org more efficient & better place to wk - temp assignments trainees gain valuable special e periences they couldnt have had in one $ob (ie' salesperson assigned for a period to assist in development of saleable product in engineering dept! - empl exchange progs ie' manager takes 1 yr leave & $oins another org" manger" host & present org all tend to gain e perience from this - Matrix management combines use of diff speciali&e whole maintaining functional units# approach best suited for pro$ management w/ fluctuating wkloads ie' manager borrows empls from diff functional units to complete pro$ - proj teams differ from Eatri management in that the functional manager has no involvement w/ the team for the duration of the pro$ect allows for highly concentrated effort - internal consulting (troubleshooting assignments allows org needs/indiv development needs to be combined at same time (ie' e pert in E:C assists ,dept in developing ,-:C increases effectiveness of ,- dept & e pert gains valuable personal e perience! - lateral transfer movement of an empl form one position to another in same class but under diff authority or movement of empl to position in diff class but w/ same level of duties" resp & salary - job redefinition!reclassification allows management to change empls $ob resps (to avoid layoff etc'! w/ empls consent - cross-cultural management prepares empls to wk in diff cultural environ - diversity training prepares supervisors to manage empls from diff cultures & sensiti&es managers/empls in gender-dominated industries to wk w/ other gender ie' in engineering/nursing

The +earning Organization

(concept by 6hris @rgyris then 5eter Cenge!

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+earning Organization an org that has an enhanced capacity to learn" adapt" change# people continually e pand capacity to create rustles they desire" where new & e pansive patterns of thinking nurtured" where collective aspiration set free" where people continually learning how to learn together characteristics of a learning org( s"stems thin%ing ability to see things as a whole" perceive interrelationships" recogni&e patters of change & infer associations & connections personal master" ability to continually clarify & depend personal vision" focus energies" see reality ob$ectively combines personal learning & org learning mental models deeply ingrained in assumptions" generali&ation" images that influence how we understand the world & how we take action they control what people perceive can be done thus change rarely takes place until management teams change their shared mental models shared vision binds people around common identify & sense of destiny team learning tool for raising collective intelligence of a group above that of anyone in it# includes talking & thinking together & ability to recogni&e & overcome patterns of defensiveness that undermine group learning teams are vital b/c they not indivs are the fundamental learning unit in modern orgs if team cant learn" org cant learn# approach means delegating higher resp for ac*uiring new e pertise & skills to managers & empls & possibly providing guidance & counseling

5no(ledge 6anagement
Lnowledge Ikr % empl who has the ability to use info to solve org probs (5eter 8rucker!# fastest growing type of wkrs in 6an' 1 in every J wkrs in 6an % knowledge wkrs 5no(ledge 6anagement managements ability to use peoples knowledge# broader than info management which focuses on making info available to managers who need it for their decision making# attempts to survey & asses the knowledge & e pertise that e ists in an org to increase it systematically & to apply it profitably Lnowledge manager has various roles( technology expert ensures org members understand available tech & use it to full potential cataloguer!archivist organi&es info to meet professional needs of decision makers guide directs info users to outside info when appropriate (maintains higher level info about sources outside the org! scout screens info useful to org & brings it to knowledge base research librarian prioriti&es highly relevant info from pool of interesting info according to user preferences analyst adds value to info by creating conte t for understanding debreifer elicits understanding so that participants understand what they have learned

Competenc" ,rame(or%

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Competencies skill" knowledge & behaviours that distinguish high performance in a broad role" function or level of the org (9:; )-J pg 221 te t! competency framework % list of competencies (abilities/skills! that provide comp advan to org# becoming ,- model of choice (competency-based! in 6an' industry competency approach allows management & empls to pinpoint uni*ue personal & org characteristics that make the c successful in its struggle against competitors# can thus focus on specific strengths of empls advans % opp for empls to manage own development# (9:; )-K pg 221!

Compan" ) 7niv3College Partnerships

ie' ,udsons Bay" 4oblaws Cupermarkets" Cears 6anada" Ial-Eart 6anada support N1ME fundraising effort for -yerson Gnivs Cchool of -etail Eanagement advans of these types of partnerships( offer cs the opp to have ed progs tailor-made to their needs" univ benefits financially" faculty gains valuable practical e periences" students earn degree & able to use much knowledge directly on $ob univ must not relin*uish control of course *uality/standards

Trends To(ard the use of the 8nternet, 8ntranet, or 2ideo Conferencing Development Progs
Eoores 4aw - say the capacity of computers is doubling every 1J months at one-half the price higher capacity allows new combos of media to be used in training progs (makes them more effective" more interesting!

Top 6anagement 8nvolvement

top management must take commitment to ,-deveolopment seriously make part of strat# top management should plan & e ecute empl development activities

!valuation of Training ) Development:

training & development % transformation processes# training activities evaluated systematically to verify progs success lack of evaluation % most serious flaw in most training progs/efforts# ,- professionals often assume the prog had value b/c the content seemed important# or trainers rely on good comments from empls who like prog (not so good! evaluation criteria should be established before training prog begins( 1' reaction aka happiness/smile sheet most widely used eval criterion" .how satisfied are you/would you recommend prog/ evaluates set-up of prog but not effectiveness good info for organi&ers of progs for training environ" seating arrangement" satisfaction w/ training facilities" food" accommodation

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+' %no(ledge pop for e ams legitimate if increase in knowledge is intended ob$ of prog (improved g knowledge! reliably assessed only before & after tests used 2' $ehaviour self-reports & observations by others are used# supervisor observation % effective but weakness % its usu supervisor who sent emp to prog thus doesnt want to admit made error in $udgment 4' org results ideal measurements e cept difficult to determine cause-effect relationship btwn training progs & org results (time btwn training/result reports % huge!" training ob$s determine which criteria % best suited for eval purposes steps in the evaluation of training( 1! evaluation criteria" +! pretest" 2! trained or developed workers" 4! post-test" >! transfer to the $ob" 3! follow-up studies

!valuation 6ethodolog"
the method non-scientific method % post-test design (applied at end of training to test its effectiveness!# better method % pre-test post-test design where the instructor applies tests at beginning & end of training prog to measure whether the participants were already e perienced & didnt need training in 1st place# pre-test post-test still not a scientific method (b/c doesnt control other influences on training outcome! practical measurement method % an orderly" logical procedure# methodology % science of

Cost &enefit 1nal"sis

Cost &enefit 1nal"sis analysis undertaken to assess the cost-effectiveness of a pro$/prog# assists trainer/,- manager in demonstrating their training contrib' makes to orgs profit# made via increasing revs or decreasing e penditures formula( revs cost 9 profit training increases rev by improving performance of rev-producing empls (increasing output or decreasing production costs or both!

Training 1nd Development 1s Strategic Tools

ac*uisition of new skills % vital to improving *uality & productivity & essential if cs want to meet global competition

Career Planning:
planning a career doesnt guarantee success# to be ready for career opps" successful people develop career plans & then take action to achieve their plans increasing 7 of ,- depts' see career planning as way to meet their internal staffing needs (9:; )-12 pg 22)! employees who are encouraged to career plan more likely to set goals & are more motivated to pursue further ed/training/other career development activities career planning results in a larger pool of *ualified applicants from which to fill internal $ob openings > areas of empl concerns(

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1' career e"uity empls want to perceive e*uity in org performance/promotion system w/ respect to career advancement opps +' supervisory concern want supervisors to play active role in career development & provide timely feedback 2' awareness of opps want knowledge of career advancement opps in their org 4' empl interest empls need diff amts of info & have diff degrees of interest in career advancement depending on variety of factors >' career satisfaction empls have diff levels of career satisfaction depending on age & occupation

#' Depts ) Career Planning

benefits of ,- involvement in career planning( develops promotable empls (develops internal supplies of promotable talent! lowers turnover (increased attention creates more loyalty! tops empl potential (encourages empls to tap more potential abilities b/c have specific goals! furthers growth (motivates empls to grow/develop! reduces hoarding (managers cant hoard key empls people more aware of empl *ualifications! satisfies empl needs (indiv needs for recognition & accomplishment more readily satisfied & self-esteem boosted w/ less hoarding & improved growth opps! assists empl e"uity plans (helps members of protected groups prepare for more important $obs! ,- depts' encourage career planning in 2 ways( 1' career ed increase awareness via ed techni*ues ie' speeches/memoranda/position papers form senior e ecs stimulates interest at low cost" wkshops & seminars on career planning increase empl interest by pointing out the key concepts associated w/ career planning wkshops help empls set career goals" identify career paths" uncover specific career development activities +' career planning info ie' $ob descrips/specifications valuable to someone trying to estimate reasonable career goals# ,- depts' can identify future $ob openings via ,- plan & share knowledge of potential career paths (aware of similarities btwn unrelated $obs!# *o$ families (groups of diff $obs that re*uire similar skills! career paths w/in families re*uire little additional training 2' career counseling helps empls establish career goals & find appropriate career paths# counselor may be someone who has empls interests in mind & provides specific $ob-related info or may help empls discover their interests buy administering & interpreting aptitude/skill tests + tests (Luder 5reference -ecord" & the Ctrong Oocational :nterest Bank % useful for guiding people into occupations likely to be of interest# to be successful" counselors must get empls to asses themselves & their environ empl-self-assessment( ideally a career plan is an integral part of a persons life plan" otherwise career goals become ends rather than means toward fulfilling a life plan# to avoid sense of personal failure" self-assessment coupled w/ life planning at the beginning of a career and at every ma$or -

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crossroads is important (9:; )-14 pg 22K te t!# self-assessment includes a self-inventory environ assessment( employers need to inform empls of likely changes that will affect their occupational choices# get info from Ctats 6an (Fob 9utures section % info relating to 8/C of various $obs!" ,-86 (in 615C" provides forecasts on 8 for various types of $obs in the country! dual career couples( (couple whose partners both have own careers!# in ) out of 1M families" both partners work# husbands increasingly willing to share household chores though lot of burden still falls on woman# ,- depts' have career counselors to help empls map out career paths that are acceptable to both partners & the org# 5ro-active means to offer dual-career couples options to ease probs ie' fle wk arrangements" telecommuting" $ob sharing" child care career planning( (temp flat point on the advancement continuum during the career of an indiv!# relative absence of progress# when cs downsi&e etc' and remove layers of middle mangers" lowers promotion opps loss of motivator for empls" need to anticipate this & create solutions as ,- manager" ie training for new skills" special assignments" $ob rotation" lateral moves" sabbaticals" skill-based comp" career change

8ndividual Career Development

starting point for career development % the indiv empl# )ral actions to take after indiv commitment made( job performance most effective empl action exposure being known/held in high regards by those who decide on promotion/ career opps % more likely empl considered for advancement resignations some empls change employers as part of conscious career strat aka leveraging" ie' get pay increase" new e periences etc' too many moves get label 0$ob hopper (indicates lack of commitment! org loyalty low levels of loyalty common among recent univ graduates & professionals career-long dedication to same org % ,- depts' goal of low empl turnover mentors (someone who offers informed career guidance & support on reg basis!" sponsors (person in an org who can create career development opps for others!" coaches if mentor can nominate empl for career development activities ie' training progs" promotion" transfers" mentor becomes a sponsor# corporate coaching reserved for e ecs growth opps

#' Supported Career Development

career development shouldnt rely solely on indiv efforts b/c theyre not always in orgs best interests management support efforts by ,- dept to encourage career development must be supported by managers# ie' this effort advanced by evaluating mangers based on ability to develop their subordinates feedbac# need this for empls to measure results of their career efforts performance appraisal feedback % e cellent opp to discuss career paths

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succession planning process of making long-range management developmental plans to fill human resource needs# ,- dept must make sure sufficient 7 of candidates for key positions ready to take over in une pected situations/vacancy occurs recent developments many orgs now use intranet for career counseling purposes# :;< Degree Career Development a holistic approach to career development that considers all career development functions# attracting" finding" evaluating" developing" certifying" promoting empls in the org# want good integration of all to be efficient & effective