HUMAN RESOURCE DEVELOPMENT

Introduction Human Resource Development (HRD) is the HR activity of training and developing the employees to ensure they get the right knowledge, skills and attitudes (KSA) to perform the job adequately. Other terms used are: training and development or human capital development. Objectives At the end of this topic you should be able to: - Explain the difference between training, development and education - Describe the purpose/objectives of training - Discuss the various approaches to management development. - Explain the process of training - Describe the importance of career development and succession planning DEFINITION OF TERMS: Training: Is the imparting of knowledge, skills and attitudes that are specifically related to a narrow area of employment. Training is the systematic modification of behaviour through learning, which occurs as a result of education, instruction, development and planned experience. It is task oriented as it focuses on a specific area of work. The training standards are derived from the job description or task requirements of the job. Training is provided when there is a skill gap between expected and actual standards of work performance. Education: Education includes activities, which aim at developing knowledge, skills, moral values and understanding in all aspects of life rather than knowledge and skills related to only one field of activity. It is a process of transformation, transmission and preservation of cultural heritage Purpose: Provide conditions for all people - young and adult to develop understanding of traditions and ideas influencing their society.

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Empower people with knowledge and understanding to make a contribution in their society. Education involves acquisition of linguistic and other skills which are basic to learning, personal development, creativity and communication. Enables people to cope with their environment Develops character, behaviours and attitudes associated with personal and social adjustment Provides a wide range of general knowledge - conceptual, theoretical and philosophical rather than specific skills

Development: Development refers to individual growth and self-realization of a persons ability through conscious or unconscious learning usually in a broad area. It includes both education and training. Employee development is directed at creating learning opportunities and making learning possible by facilitating a learning environment. NB: The three definitions refer to PLANNED activities. Although it is said experience is the best teacher, effective training and development should be planned sequential.

AIMS OF TRAINING AND DEVELOPMENT Develop the competencies of employees and improve their performance. Help people grow within the organization to meet future needs for HR. Reduce learning time for new employees or those on transfer or promotion. Increased productivity training increases the labour productivity. Employees morale is increased/improved thus favorable attitude, loyalty and cooperation. Reduced costs due to low accidents and substandard products and wastage of resources. Reduced supervision

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Greater organizational stability and flexibility to adapt to changing environments. Meets the needs of individuals in search of life long careers. Promote employment chances and utilize peoples talents. Attracts high quality staff. Helps to develop a positive culture within the organization. Provides higher levels of service to customers. Managerial succession

Types of Training Training can be divided into two broad categories: Operative level training: these are training programmes for non-managers they are designed to develop skills to perform a job, usually technological. Methods used are: On the job training. Apprenticeship programmes: - usually long term and supported by training Acts e.g. Industrial Training Act Cap 234 of the laws of Kenya. Special courses: offered through computer, distance learning or correspondence etc. Use of media technology and retraining programmes. Management Development/Supervisory levels: These are training and educational programmes designed for supervisors and managers/executives to enable them to manage. MANAGEMENT DEVELOPMENT Management development programmes are expected to meet the needs of managers such as: Decision making skills Interpersonal skills Job knowledge General knowledge Organizational knowledge Specific individual needs and other needs. Common Methods used are: - On the job experiences
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Seminars Role playing Conferences Business games Sensitivity training Case studies In basket (picking assorted memoranda in a basket and making sense out of them to test potential). Coaching Position rotation Special courses e.g. those run by colleges. Selective reading Special projects Special meetings Committee assignments Brainstorming.

Aims of Management Development Ensure that the organization has the effective managers it requires to meet its future and present needs. Improve the performance of existing managers by giving opportunities for growth and development. Ensure that management succession within the organization is catered for. Managers have different abilities. Managers learn to manage by managing under a good manager. Formal approaches to management development On the job training coaching, counseling monitoring and feedback. Work experience job rotation, job enlargement taking part in project teams or task groups and recomendment to other organizations. Formal management courses Self-development e.g. evening/adult classes, distance learning etc

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THE PROCESS OF LEARNING: Learning: The process of acquiring new skills, knowledge and attitude, which result in change of behaviour. Learning is a natural process, but it is necessary to create conditions in which it can take place effectively. Basic learning theories: Reinforcement: Involves positive feedback by commending praising, etc. thus motivating them to extend their learning (i.e. behaviour change). Cognitive theories: This theory assumes that people learn better if they can provide the solutions themselves through discovery. The use of workshop, participative or case study training is based on this theory. The people own the solution rather than something they have been forced to accept. Experiential Learning: Trainees have different learning styles. According to Kolb. Rubin & Mclntyre, there are four stages. - The actual experience, reflections on the experience, theorizing or forming abstract concepts about it, testing/applying the experience. Conditions Required for Effective Learning: Learning theory suggests ten conditions required for effective learning. Individuals must be motivated to learn. Set standards of performance i.e. clearly defined targets for judging progress. Learners should have guidance i.e. a sense of direction, feedback and encouragement from trainer. Learners must be active, not passive participative Learners must gain satisfaction from learning i.e. must be seen as useful and fulfilling needs. Use of appropriate learning methods.

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Varied learning methods. Time must be allowed to absorb learning assimilate, test and accept new ideas. Reinforcement of correct behaviour feedback, praise, commendation etc. Recognize different levels of learning and the need for different methods to address them. Program from knowledge, skills and attitudes.

Learning is not always successfully achieved. It can be affected by: Lack of clarity in organizational objectives Lack of clear and consistent policies on training Lack of competent trainers and training facilities. Lack of linkage between training and career promotion. Inability to transfer knowledge gained from training to job situation due to lack of support from supervisors.

THE PROCESS OF TRAINING Objectives: Describe the systematic training model Discuss the methods for identifying training needs Explain the steps in course development Describe the methods for course presentation Discuss the methods and importance of course evaluation Training writers have formulated models referred to as systematic training models/ or process that consists of critical events in the training process. Nadler (1982) proposes a general model with the following steps: 1. 2. 3. 4. 5. 6. Identification of training needs Determining learning objectives Compiling a syllabus Selecting instructional strategies Presenting training Evaluating training

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This process can however be condensed to four steps namely: Identification of training needs Course development or programme design Course presentation Course evaluation We shall study each of these steps in the training process. Identification of training needs (or training needs analysis- TNA) Areas to be covered: 1. Meaning of TNA 2. Situations that lead toTNA 3. Importance of TNA 4. Methods for identifying training needs Meaning of TNA It refers to the determination of the gap between what employees must do and what they actually can do. It deals with identifying the gap between current and expected results. Where there is a performance deviation it implies that the expected standard of performance must be known so as to identify the gap. NB: A training need exists when an employee lacks the knowledge or skills to perform an assigned task satisfactorily. A training need also exists when an actual condition differs from a desired condition in the human/people aspect of organizational performance. Situations that may lead to TNA New products New markets New system installations Adoption of new managerial techniques/or organization structure New legislation Performance problems e.g. customer complaints, high labour turnover, absenteeism, accidents and low productivity. Importance of TNA

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Provides necessary information about participants i.e. target population of trainees e.g. age, education, gender, occupation, interests etc. this enables trainers to design relevant course. Identify employee difficulties and performance problems. This enables trainer to match employee skills and knowledge needs with organization needs what the organization wants them to know. Training needs can form training modules or topics e.g. skills in customer care public relations, human relations, leadership, communication etc. Provide documentation and materials for training interviews and observations enable collection of organization charts, job descriptions, policy documents, samples of work schedules, references, samples etc. that can be useful in training. Provides information on attitudes towards training e.g. - Do employees/supervisors value training? - Do they believe they need to learn and change? - Do they believe a need exists? - Are they motivated? Increases employee involvement and participation motivated by the interest others show in them - Creates interest and acceptance of the training - Contributes to its success; motivation to learn - See the link between the training and their needs/ work situation Useful in establishing contacts with subject specialists/ professionals - Subject specialists in other departments met during needs analysis can be invited as guest presenters during training - Act as mentors in future for new employees (informally). Estimation of training cost - Importance of the training, the target population - Enables trainer to draw up a detailed programme and costs. Saves time, money and resources - Enables training to target real needs - Differentiates a training need from a non-training need hence saving resources - Focused not haphazard. Provides a means of measuring training effectiveness - Generates data useful in evaluating training - As training is directed towards actual learning needs, it can be evaluated.

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Pitfalls to watch Avoid large scale and expensive TNA can be confusing and cause delay irrelevant. (KISS) keep it short and simple. Using TNA as a means for delaying action on a problem or using TNA as a rubberstamp to justify and give respectability to something that has been decided already i.e. failure to identify clients purpose; using training as a cover up for a non-training problem e.g. bad financial management due to corruption/stealing. NB: A trainer needs to be proactive rather than reactive. A proactive trainer: - Sees training as a service - Monitors company procedures, policies, operations, changes etc. - Keeps in touch with organizations past, current and future training needs - Reads, subscribes to professional journals, libraries, updates or latest training methods etc - Maintains contact with other departments - Networks with others - Forecasts future training needs Reactive trainers: - Respond to events and training - Wait for instructions - Do not carry out continuous TNA - Are formal and bureaucratic - Are unprepared for changes Methods for identifying training needs Interviews - Face to face or telephone - Use structured or semi-structured questionnaire to provide purpose and direction - Conduct interview at clients site to give you an initial feel of the situation - Be as informal as possible - Approach can be exploratory - Ask probing questions - Establish the political dimensions interested parties etc - Identify hidden agendas and expectations i.e. tears, concerns, politics etc - Deadlines and timelines - Target population for training
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Likely costs per participant.

Advantages - Possible to gather specific information from specialists - Non-verbal messages can be read - Builds rapport Disadvantages - Takes time and its expensive - Affected by interviewers bias - Non-suitable for a large number of people Focus groups This is information that is gathered from groups with the same interests e.g. heads of products lines. It consists of 8 to 12 people with a trainer as the facilitator. Benefits - Valuable information especially if group is representative of various viewpoints generates many ideas - Useful in diffusing hostilities and negative attitudes to training - Encourages a feeling of ownership Weaknesses Unrepresentative and delays Stifles honest discussion of actual job performance, feelings and causes Needs a skilled facilitator who is perceived as honest and trustworthy Expensive and time consuming Subjective information

Questionnaires and surveys They consist of closed and open-ended questions. Appointments are not necessary. Benefits - Can reach many people - Inexpensive - Easy to administer as format is easy/familiar - Safeguards anonymity - Results are more objective

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Weaknesses - Low response rate historic findings - Not easy to write good questions Observation It is good when used in combination with other methods. Benefits - Brings trainer into direct contact with trainees - Used to validate information - Generates resource material for training e.g. examples, role-plays etc. - Objective method of obtaining facts Weaknesses - Artificial people may modify behavior when watched - Time consuming - Not all jobs are observable - Jobs are varied from time to time - Trainers may be seen as management spies - Observation requires expertise in job analysis - Requires qualities of listening, patience etc. Secondary sources/ document analysis Performance appraisals Annual reports Work documents/reports Job descriptions/ specifications Benefits - Good background information - Time saving - Examples and clues Weaknesses - Limited focus - Not available - Information/ data irrelevant Course development/ program design Course development is creative, systematic, motivating and engaging
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Meaning of course development Importance of course development Process of course development o Blooms classification of training objectives o How to write course objectives o Writing a lesson plan o Writing course content/ collecting data/ material Factors that influence course development

What is course development/ program design? It is the step in the training process of developing the learning content to fit the identified needs of the trainees. Importance of course development Decisions are made on the kind of content to impart to trainees knowledge, skill or attitudinal. Process of course development / design Formulation of training objectives This is the most important step. Objectives are drawn from the training needs. Objective: Robert Mager (1975) defined an objective as: A description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of the instruction rather than the process of instruction itself. The emphasis here is the need for learner performance and the demonstration of knowledge and/or skills. Importance of learning objectives 1). They guide the course developer in the selection and development of information, materials and activities. Objectives force the trainer to think seriously about what is worth teaching and spending resources on. 2). They direct presentation of training provides focus and direction of the course and for participants easy to follow teaching. 3). They help participants to organize their learning efforts people learn better when they know what is expected of them.

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4). They provide a means of evaluating the course (did the participants achieve the objectives?) NB: if objectives are not identified and clarified, there will be confusion in course development, presentation, participants and evaluation. Objectives are not fixed; they are flexible and can be changed where necessary during a course. Process of writing course objectives (How to write course objectives) Bloom came up with taxonomy of course objectives: These are: Knowledge objectives (cognitive domain) providing information about e.g. a new job, procedure etc Skill objectives (psychomotor domain) ability to operate a machine etc Attitudinal objectives (affective domain) targets change of attitudes, breaking resistance etc NB: prioritize the objectives; decide what is essential and what is nice to know based on the various domains. Difficulty of objectives: Knowledge objectives are the easiest to achieve, followed by skill objectives. The most difficult are the attitudinal objectives. Hierarchy of objectives: How should objectives flow logically? 1). Knowledge objectives usually come first information, guidelines etc 2). Practice (skill) comes second and 3). Atiitude objectives come last NB: In most training situations too much time is usually taken up by knowledge with too little time for practice. Participants end up knowing the task or skill but are unable to perform. Most courses teach the how to but provide less practice hence problems in the transfer of learning. Activity: A Training needs analysis done for 50 middle managers of an organization identified the following needs:

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- Interpersonal skills such as listening, communicating and negotiating - Leadership skills, staff motivation and team building - Time management - Delegation of authority - Conduct and management of meetings etc The CEO has ordered that these managers attend a 5-day training program. Required 1). Design a program showing days, time for various activities, training methods, venue/location, resource persons etc. 2). Formulate course objectives knowledge, skill and attitudinal. 3). Formulate the training content (what would be the topics to be covered?) 4). Provide justifications for your recommendations. Writing Course Content step 1: collect relevant information and material from: - client organization or participants and specialists in the subject area step 2: review relevant off- the - shelf courses - Find out what can be added to your circumstances - Review other literature/resource books e.g. HRD journals (in Kenya, IPM and KIM journals) - Include a bibliography in handouts (credits the course developer with having done some previous work) step 3: find out different ways of presenting a course content e.g. audio-visual aids, built in structured experiences into the presentation of the content e.g. icebreakers, case studies, games, group tasks, role plays or problem solving. - It adds variety and increases learning effectiveness. step 4: divide the course and organize it in such a way that each objective is covered individually - Prepare sufficient content to accomplish each objective - Devise relevant activities to apply the knowledge or skill to be learnt. - Provide evaluation/feedback to measure whether the objective has been achieved step 5: sequence the content into introduction, presentation, application activities and conclusion. Who will present the course content?

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Participants discussions Media e.g. handouts, videos Structured experience e.g. case studies Trainer

Writing a lesson plan A lesson plan is a structured outline of how a lesson is to be delivered, its content etc. components are: - Lesson objectives - Introduction - Content - Conclusion / Summary - Learning activities - Learning resources - Time estimated for each activity etc. Course presentation Presentation of training content requires good preparation both for new and experienced trainers. For efficiency a trainer can use a preparation checklist, which may contain the following: Course preparation - Room/venue reservation - Travel/accommodation arrangement - Meal breaks etc. Prepare participants Confirm enrolment/participation, time, dates etc Information on travel/venue etc Pre-course tasks e.g. readings Informing on participant objectives/ expectations by trainer etc.

Prepare self (trainer) Rehearse presentation Prepare handouts Visual aids Division of tasks with co-trainers

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Prepare training room Set room/sitting arrangements Set equipment/visual aids etc Check other materials e.g. tape, chalk, pens, handouts etc. Name tags, paper, stationery etc.

NB: preparation eliminates problems that are likely to interfere with the learning process especially for adult learners.

Steps in course presentation Step 1: announce the title of the course Step 2: introduce yourself Step 3: explain administrative arrangements e.g. breaks, lunch, rules on smoking, washrooms etc. Step 4: brief introduction of the course answer participants questions of WHY AM I HERE? WHAT IS IN IT FOR ME? Step 5: introduce and clarify course objectives i.e. what participants are expected to achieve Step 6: facilitate introductions break the ice or warming up or set the climate Some methods - Participants introducing each other - List questions on a flip chart e.g. name, department, job, organization, experience on course topic and ask participants to give information (avoid the creeping death method) - Autograph hunting method Step 7: present the content using various methods in the design Situational training A trainer needs to be flexible to adjust roles and styles in response to the requirements of activities, participants needs etc. A trainer can be a facilitator, a course leader or presenter depending on: - Level of participants knowledge of topic - Attitudes of participants towards topic - mature versus immature participants. Presentation methods

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1. Question and answer method - This is a useful participative training method - Involves trainer asking questions and trainees answering them - Clarifies information - Best where trainees have some knowledge of topic Advantages - Enhances depth of understanding and retention of knowledge - Check groups starting level of knowledge - Increases trainers rapport with group - Builds complex knowledge step by step - Initiates group discussion - Establishes positive group and individual attitudes towards subject - Requires little planning and preparation Avoid: - Closed questions (yes/no) - Double questions - Leading questions - Very difficult questions (can be demoralizing) - Too simple questions (seen as an insult to intelligence) - Rhetorical questions - Nominating individuals (can feel intimidated) 2. Buzz group exercises This is where a task or problem is discussed in groups of 2 or 3 neighbours and asked to report their findings to the trainer and the rest of the group. Advantages - Makes the trainees think - Trainees participate and are involved - Sharing of information/ideas - Security because individuals do not feel exposed - Quiet group members participate Time: takes up to ten (10) minutes 3. Syndicate exercises This is where learners are divided into groups of 4 to 6 and asked to:

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Discuss a topic Solve or identify a problem Perform a task Answer a question

Syndicates are more organized than buzz groups. After discussions/exercises they make presentations and the trainer summarizes. 4. Case studies This is a participative method in which a set of circumstances or situations real or imaginary is given to trainees and asked to diagnose, solve etc. Uses: - Practice of skill relating to analysis of information - Encourage employees to reason

5. Demonstration role-play This is where role players (usually the trainers) act out a prepared script for the group to observe and learn (live action).

Uses: Demonstrate skills such as: - Interviewing - Questioning and listening - Verbal and non-verbal communication - Negotiating and influencing - Assertion Advantages: Powerful method of demonstrating learning points in a short time Fun, humorous Brings theory to life Write the script dialogue and stage directions Avoid: Reinforcing stereotypes e.g. gender/race

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6. Projects This is where trainees are asked to complete one large task, which involves researching a topic, collecting and collating information. It can be in writing. Uses: - Skills in organization and planning - Research - Interviewing - Report writing - Presentation - Time management - Team working - Analysis and interpretation of data - Decision making - Problem solving - Leadership and management - Communication Acquisition of knowledge Trainees take responsibility for their own actions 7. Discussion This is where groups orally explore a particular topic, which has no set answer. 8. Game Simulations or Business Games or Management Games - Can be work or non-work related - Outdoor games e.g. competitions, survival etc. - Board games etc. Have a competitive element between teams. Deal with: - Decision-making - Problem solving - Team working - Leadership - Negotiation Uses: -

Fun Variety to teaching Promote team spirit Provide sense of achievement

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- Influence attitudes 9. Lecture method This the most teacher-centered of all the methods. It involves talking/explaining by the trainer .It is most useful where information is new and a lot of learners have no previous experience. Methods for introductions/ice breakers - Self-introduction following a guideline e.g. name, organization, title etc avoid creeping death method of speaking in rotation round the room. - Buzz groups where neighbours talk to each other and introduce their neighbours. - Syndicate groups divide participants into groups of 4 to 6 and let them discuss expectations etc. and introduce themselves. - Autograph method participants are given a list of items and asked to choose say ten and go round looking for people who fit into them and they sign. NB: The method depends on the time available for introductions or icebreakers. Course evaluation This refers to the measurement of training effectiveness. - Meaning of evaluation - Purposes of evaluation - Methods of evaluation - Levels of evaluation Meaning of Evaluation This refers to the process of obtaining feedback on the effectiveness of a training program. It is also the measurement of the effectiveness of training. It comes usually at the end of a training program (summative) although it can also come in between (formative). Comment about evaluation and definitions. - Evaluation tells us how worthwhile the total value of training has been in respect of the total benefits accrued to it. - It is about the value of the total value of training to the organization .It is not limited to the achievement of the training objectives. - Evaluation is a continuos process involving managers, participants and trainers in training decision-making. Concerned with reviewing progress, identifying

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additional support action to make training effective Hence it is not a separate / isolated step that comes at the end of the training cycle. Evaluation of training is the collection and analysis of information, which enables effective decisions to be taken about the future training actions needed to achieve desired organizational outcomes. In a nutshell: Evaluation is not an end in itself, but a means to an end. Evaluation is an integral part of the training process-it is a continuos process. Evaluation involves comparing actual results with desired results.

Related terms: Validation The process of assessing the extent to which the objectives of a training program have been met. It is establishing that what you set out to do (objectives) you have actually been done (achieved). Assessment the process of testing/measuring the level of learning achieved. Monitoring The process of checking along the way that one is on the right track (doing the right thing) and not going wrong. N.B. Evaluation is a compound term that is usually used to cover all these activities. Purposes/aims: why evaluate? 1) Used to justify the organizations expenditure on training 2) Provides evidence about the effectiveness of a training course 3) Provides a basis to decide if a program should be continued or discontinued 4) Make improvements on the program. 5) Used as a training aid to clarify issues covered in the training program or to identify additional training needs, clarify objectives, give feedback on learning (formative). Who should carry out the evaluation? Evaluation is a co-operative process. All who are affected by the process must participate in the process e.g. - The trainer - The managers

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The learners/trainees A consultant external

NB. There must be no bias as this can invalidate the results. Those who have overall responsibility must be impartial, credible, have expertise and knowledge of the relevant processes and tact to deal with sensitive issues. Levels of evaluation Hamblin (1970) suggested four levels of evaluation each requiring different techniques. The reactions level It involves reactions on the content and methods of training, opinions about the trainer, the usefulness and interest in the subject matter, their enjoyment, food, accommodation, sitting arrangement etc. and also the relevance of the course, training materials. Caution: It may focus more on trainer popularity rather than participant learning. The learning level Did the trainees learn what was intended? It involves feedback on the knowledge, skills and attitudes about the content of the training which can be translated to behavior at work etc. Methods: - Quizzes - Tests - Demonstrations etc. NB: It is more difficult to do and can be threatening to participants. The job behavior level Did the learning transfer to the job? Did the trainees apply the learning in the job behavior back at work? Are they doing things differently? Method: - Followed at the jobsite by participants manager or supervisor. - Use of discussions/interviews - Observation and assessment of a project

The organizational level

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Has the training helped the organizational performance? What has been the impact on the organization of participants using these skills? Method: Obtain data on indications such as: employee turnover, absences, reduced costs, quality and quantity of production, sales, reduced employee grievances etc. Benefits: - Evidence from organization level evaluation can support training in times of cutback. - Ties training more closely to organizational goals and objectives - Fits in with management rhetoric about training needing to be more business and result oriented - May reveal more training needs Limitations: - Difficult to measure the effects of changes/performance at organizational level as these may be attributed to other factors other than training e.g. procedures, policies or salaries. This is because training benefits are indirect and intangible - Can be time-consuming and expensive Conclusions: The evaluation stages are sequential from 1-4 The easiest levels to evaluate are 1 and 2 but the process becomes increasingly difficult as level 4 is approached. This is because of the difficulties of measurement. The factors are complex because of the many causes and effects. Techniques of measurement Level 1: Reactions level Questionnaires, interviews, group discussions, individual interviews etc. are used. Limitations: - Recency effect if employees have enjoyed a course, the euphoria may be misleading. - The time lag between training and reality of work may give a false impression that learning occurred when in reality it did not trainees discover this once they get back to work. Level 2:

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Tests, final examinations, project writing to test knowledge, skills and attitudes. Structured exercises and case studies Participation in class discussion during training however some trainees may be silent for reasons not related to subject. Practicals, field attachments ----------

Levels 3, 4 and 5 are the most difficult to evaluate because job, organizational and departmental performance depend on many other people and factors and it is difficult to apportion improvements to the efforts of specific individuals. The results due to training can only be inferred through: - Increased profitability - Lack of customer complaints - A favorable attitude towards training - The standing of the training officer - Nature of training requests made - System of performance appraisal - Availability of promotable employees - Proactive labor force not resistant to change. NB: To maximize its benefit from investment in training. The following can be adopted: Set clear objectives in behavioral terms or competencies Set objectives for each level of evaluation Evaluate systematically at as many levels as possible to obtain the total picture.

Presentation of an evaluation report Data collected/information is analyzed in percentages, tables, histograms etc. This forms a good record for justification of the training and a base for future improvement and planning of the course. CAREER DEVELOPMENT Succession plans are achieved through career development. A career is a sequence of separate but related work activities that provides continuity, order and meaning in a persons life.

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Aims of career development Prepares for succession of HR in organization satisfies need for management in organization. Integrates work and need for personal development thus equipping people for higher responsibilities. Encourages individuals with potential to exploit their talents. Revitalize employees experiencing stagnation in their careers. Provides employees with opportunity to develop themselves

NB In planning for career development, personnel managers must be aware of the basic drives and needs for employees. A career development program in the organization consists of; Assisting employees in assessing their own internal career needs. Developing and publishing available career opportunities in the organization Aligning employee needs and abilities with career opportunities. NB A planned career leads to; - increasing levels of responsibility, status, power and rewards. - Security on the job, greater freedom from supervision and respect in service. Careers are shaped by; - physical and mental characteristics - parents - schooling - ethnicity - peers - organizational experience - age - gender etc

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Considering the changing employment patterns where job tenures are increasingly becoming short term and permanent jobs are no longer guaranteed, how are organizations dealing with issues of career development and succession?

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