CONTENTS

• Meaning of career, career planning, and career development

• Meaning of career management
• Career planning mechanisms
• Career development interventions
• Role of mentoring in career development
• Career stages
• Career choices and preferences
• Career anchors
• Managing your career (resume, finding job and facing interview)
• Contemporary perspectives of career management
1
LEARNING OUTCOMES

•To gain an in-depth understanding of career, career

planning and career development.
•To understand what is the role of individuals and
organizations in managing career.
•Offer suggestions to manage one’s career effectively.

2
FOUNDATIONS OF CAREER
MANAGEMENT

3
 INTRODUCTION
• Organizations are increasingly aware
of employees’ different needs and
aspirations.
• To have competent and motivated
people to fill the organization’s future
needs, HRM representatives should
be concerned with matching
employee career needs with the
organization’s requirements.
Source: Harvard Business Press

4
 INTRODUCTION
• The term career has numerous meanings. In popular usage it
can mean advancement (“He’s moving up in his career”), a
profession (“She’s chosen a career in medicine”), or
stability over time (career in the military).
• Career means “the pattern of work-related experiences that
span the course of a person’s life.”
• Therefore, any work, paid or unpaid, pursued over an
extended time, can constitute a career.

5
 INTRODUCTION
Individual versus organizational perspective of career
 The study of careers takes on a different orientation, depending on
whether it is viewed from the perspective of the organization or of the
individual.
 From an organizational or HRM viewpoint, career involves
tracking career paths and developing career ladders. Also
called organizational career planning.
 Individual perspective of career focuses on assisting individuals to
identify their major goals and how to achieve them.
6
FUNDAMENTAL TERMS IN CAREER
Career Career
Management Development

Employees’
Careers

Career
Planning
 FUNDAMENTAL TERMS IN CAREER
• Career: choice of a profession
• Career Planning: establishment of individual career objectives based on
an assessment of career goals, aspirations, performance, and potential. A
personalized process, it involves choosing occupations, organizations, and
jobs by individuals
• Career Development: activities and processes undertaken by the
organization to help individuals attain their career objectives
• Career Management: a continuous process that involves setting
personal career goals, developing strategies for achieving these goals, and
revising the goals based on work and personal experiences

8
CAREER PLANNING
• Career planning is concerned with
individuals choosing jobs,
occupations, and organizations at each
stage of their careers.
• Career planning is the deliberate
process where someone establishes an
action plan to attain specific career
goals based on his or her on personal
SWOT analysis.
 CAREER STAGES
 One traditional way to analyze and discuss careers is to consider them
in stages or steps. It was proposed by E. Schein in Career
Dynamics: Matching Individual and Organizational Needs in 1978.
 We can identify five career stages typical for most adults, regardless
of occupation: exploration, establishment, mid-career, late
career, and decline.
 Although this model may seem overly simplistic, the key is to give
primary attention to the stages rather than the age categories.

10
 CAREER STAGES

Source: DeCenzo, D., Robbins, S. and Verhulst, S. (2010). Fundamentals of Human Resource Management, 10 Edition, Wiley.

11
 CAREER STAGES AND PLANNING ISSUES
Establishment What are alternative occupations, firms, and jobs?
What are my interests and capabilities?
How do I get the work accomplished?
Am I performing as expected?
Mid-Career Am I advancing as expected?
What long-term options are available?
How do I become more effective and efficient?
Late-career How do I help others?
Should I reassess and redirect my career?
Decline What are my interests outside of work?
Will I be financially secure?
What retirement options are available to me?
 CAREER STAGES
Exploration stage
 A career stage that usually ends in the mid-twenties as one makes the
transition from school to work.
 This stage has the least relevance to organizations because it occurs
prior to employment.
 During the exploration period, individual develops many expectations
about career, a number of them are unrealistic.
 Successful career exploration strategies involve trying a lot of
potential fields to judge one’s liking and disliking. College internships
and cooperative education programs are some exploration tools.
13
 CAREER STAGES
Establishment stage
 This career stage begins with the search for work and includes
accepting first job, being accepted by peers, learning the job, and
gaining the first tangible evidence of success or failure in the real
world.
 It begins with uncertainties and anxieties, and dominated by two
problems: finding a niche (or to say that finding the right job takes
time) and making your mark (characterized by making mistakes,
learning from those mistakes, and assuming increased
responsibilities).

14
 CAREER STAGES
Mid-Career stage
 A career stage marked by continuous improvement in performance,
leveling off in performance, or beginning deterioration of
performance. Here, individuals may continue their prior
improvements in performance, level off, or begin to deteriorate.
 Maintenance, or holding onto what one have, is another possible
outcome of the mid-career stage. These employees are plateaued.
Plateaued mid-career employees experience stagnation in
current job. They are technically competent—even though some may
not be as ambitious and aggressive as the climbers.

15
 CAREER STAGES
Late-Career stage
 A career stage in which individuals are no longer learning about their
jobs, nor expected to outdo levels of performance from previous
years. They often teach others based on the knowledge they have
gained.
 One begins to look forward to retirement and opportunities for doing
something different.

16
 CAREER STAGES
Decline stage
 The decline or late stage is difficult for everyone, but ironically is
probably hardest for those who had continued successes in the earlier
stages.
 After decades of continued achievements and high levels of
performance, the time has come for retirement.
 Work responsibilities are generally fewer. It is a challenging stage
for anyone to confront.

17
Career Development Interventions for Each Career Stage
Table 1
Career Development Interventions for Each Career Stage
Table 1 Contd.
CAREER DEVELOPMENT INTERVENTIONS

18-20
CAREER PLANNING METHODS/ PRACTICES

Figure
 CAREER PLANNING MECHANISM
 Communication regarding career opportunities and resources
within the organization
 Workshops to assess member interests, abilities, and job
situations and to formulate career plans
 Career counseling by managers or human resource department
personnel
 Self-development materials directed toward identifying life and
career issues
 Assessment programs that test vocational interests, aptitudes,
and abilities relevant to career goals
 Career Development
 Career Development is an ongoing process of gaining
knowledge and improving skills that will help an individual
establish a career plan.
 It is the lifelong series of activities (e.g. workshops) that
contribute to a person’s career exploration, establishment,
success and fulfillment
 It helps employees attain career objectives and results in the
long-term career effectiveness and success of organizational
personnel.

3
 CAREER DEVELOPMENT
MATCHING INDIVIDUAL AND ORGANIZATIONAL NEEDS

ORGANIZATIONAL
INDIVIDUAL NEEDS
NEEDS
• Making career/job choice
• Staffing
• Making contributions
• Development
• Fitting into organization • Leveling off
• Using experience • Restaffing
CAREER DEVELOPMENT PLAN OF AN INDIVIDUAL

5
 EMPLOYEE’S ROLE IN CAREER PLANNING
• Identify skills and aptitudes
• Identify high-potential occupations
• Change jobs if necessary
• Find and utilize a mentor

7-6
Career Planning and Review Career and Life Interests
Development Cycle Decisions as Values motivation
necessary Key strengths skills knowledge
Personality, Tempearment
Connect with Value
employers
Interest Transferable skills
Strength Career options
Job search process Know
Traits Who you are/
Take Action Know Yourself
Gain Experience Self assessment
1. Explore option Career Ambitions
2. Plan where you v
Development
want to go Action Planning Occupational
Get Focused Explore Options research
3. Be Competitive
Goal Setting Industry trend
Decision making Explore
Career option your
for degree options

7
 EMPLOYEE CAREER
DEVELOPMENT PLAN

Source: Reprinted from www.HR.BLR.com with permission of the publisher Business and Legal Reports Inc., 141 Mill Rock Road East, Old Saybrook, CT © 2004.
9
 FOCUS OF CAREER DEVELOPMENT ON HR ACTIVITIES
Traditional Vs Contemporary Jobs
HR Activity Traditional Jobs Contemporary Jobs

Human resource Analyzes jobs, skills, tasks—present and Adds information about individual interests,
planning future. Projects needs. Uses statistical preferences, and the like to replacement plans.
data.

Recruiting and Matching organization’s needs with Matches individual and jobs based on variables
placement qualified individuals. including employees’ career interests and aptitudes.

Training and Provides opportunities for learning Provides career path information.
development skills, information, and attitudes related Adds individual development plans.
to job.

Performance Rating and/or rewards. Adds development plans and individual goal setting.
appraisal

Compensation and Rewards for time, productivity, talent, Adds tuition reimbursement plans, compensation for
benefits and so on. non-job related activities such as United Way.

Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 10.
 CAREER DEVELOPMENT PROCESS
Performance Appraisal
Career Path
Job
Individual Information Descriptions
Strategic and Planning
Planning Job Posting
Forecasting
Recruitment/
Succession Organizational Career Transfer/
Planning Information Development Job Acquisition
Process
and Planning and Movement Promotion
Skills Policies
Inventories

Development and Reward

Training, Development, and Education

Compensation and Benefits
 Career and Human Resource Planning
Individual Career Planning Human Resources Planning
Personal objectives Business objectives
and life plans and plans

Ways to attract and

Occupational and
orient new talent
organizational choice

Methods for matching

Job assignment choice individuals and jobs

Development Ways to help people

planning and review perform and develop

Ways to prepare
Retirement
for satisfying retirement
 CAREER DEVELOPMENT
Organization’s Needs MATCHING INDIVIDUAL AND
ORGANIZATIONAL NEEDS
Operational
Strategic • Employee turnover
• Current competencies • Absenteeism
• Future competencies • Talent pool
• Market changes • Outsourcing
• Mergers, etc. • Productivity
• Joint ventures Professional
• Innovation
• Growth
Career Development • Career stage
• Education & training
• Downsizing • Promotion aspirations
• Restructuring Personal • Performance
• Age/tenure • Potential
• Family concerns • Current career path
• Spouse employment
• Mobility
• Outside interests

Individual’s Needs
7-13
 CAREER CHOICES AND PREFERENCES
 The best career choice offers the best match between what one want
and what one need.
 Good career choice outcomes should produce a series of positions
that gives an opportunity for good performance, maintain
commitment to the field, and give high work satisfaction.
 A good career match develop a positive self-concept and do work that
one think is important.
 One of the most widely used approaches to guide career choices is the
Holland vocational preferences model.
14
 CAREER DEVELOPMENT
INTERVENTIONS
• Role & Structure Interventions
– Realistic job preview
– Job rotation and challenging assignments
– Consultative roles
– Phased retirement
• Individual Employee Development
– Assessment centers
– Coaching and Mentoring
– Developmental training
• Performance Management
• Work Life Balance

18-15
CAREER DEVELOPMENT INITIATIVES
CAREER PLANNING WORKSHOPS
CAREER COUNSELLING
MONITORING
PERSONAL DEVELOPMENT
CAREER WORKBOOKS
 INNOVATIVE CAREER DEVELOPMENT
INITIATIVES
1. Provide each employee with an individual budget.
2. Offer on-site or online career centers.
3. Encourage role reversal.
4. Establish a “corporate campus.”
5. Help organize “career success teams.”
6. Provide career coaches.
7. Provide career planning workshops.
8. Utilize computerized on- and offline career development programs.
9. “Catch them young”
CAREER DEVELOPMENT: WHO IS RESPONSIBLE?

Organization Employee

Partnership
 ROLES IN CAREER DEVELOPMENT
Individual
• Accept responsibility for your own career.
Manager
• Assess your interests, skills, and values.
• Provide timely and accurate performance feedback.
• Seek out career information and resources.
• Provide developmental assignments and support.
• Establish goals and career plans.
• Participate in career development discussions with
• Utilize development opportunities.
subordinates.
• Talk with your manager about your career.
• Support employee development plans.
• Follow through on realistic career plans.
Employer
• Communicate mission, policies, and procedures.
• Provide training and development opportunities, including workshops.
• Provide career information and career programs.
• Offer a variety of career paths.
• Provide career-oriented performance feedback.
• Provide mentoring opportunities to support growth and self-direction.
• Provide employees with individual development plans. Provide academic learning assistance programs.

Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice
Hall, 1992), p. 56;

10–19
THE EMPLOYER’S ROLE IN CAREER DEVELOPMENT

Realistic Job
Previews

Networking
and Challenging
Interactions First Jobs
Employer’s
Role
Career-Oriented
Mentoring Appraisals

Job
Rotation
ORGANIZATION’S ROLE IN CAREER DEVELOPMENT
THE GOAL: MATCHING
CAREER DEVELOPMENT • Encourage employee ownership of career.
INITIATIVES • Create a supportive context.
• Communicate direction of company.
• Provide workbooks and workshops. • Mutual goal setting and planning.
• Provide career counseling.
• Career self-management training The Goal: Match
• Give developmental feedback. Individual and
• Provide mentoring.
Organization Needs
Identify Career
Opportunities &
Requirements
Gauge
GAUGE EMPLOYEE POTENTIAL OPPORTUNITIES & REQUIREMENTS
Employee
• Measure competencies (appraisals). • Identify future competency needs.
• Establish talent inventories. Potential • Establish job progressions/career paths.
• Establish succession plans. • Balance promotions, transfers, exists, etc.
• Use assessment centers. • Establish dual career paths.

7-2
DETERMINING EMPLOYEE POTENTIAL

Career Planning Workbooks

Stimulate thinking about careers, strengths/limitations,
development needs

Career Planning Workshops

Discuss and compare attitudes, concerns, plans

Career Counseling
Discuss job, career interests, goals

7-3
 EMPLOYER CAREER PLANNING AND DEVELOPMENT PRACTICES

Job postings Career booklets/pamphlets

Formal education/tuition reimbursement Written individual career plans
Performance appraisal for career planning Career workshops
Counseling by manager Assessment Center
Lateral moves/job rotations Upward appraisal
Counseling by HR Appraisal committees
Pre-retirement programs Training programs for managers
Succession planning Orientation/induction programs
Formal mentoring Special needs (highfliers)
Common career paths Special needs (dual-career couples)
Dual ladder career paths Diversity management
 EVALUATING EMPLOYEE DEVELOPMENT NEEDS

Servicing the Career Development Needs

• Career Planning Workshops
• Career Planning Workbooks
• Career Counseling
• Development Testing for Employees
• Extensive Web-Based Products/Services
 SPECIFIC CAREER
DEVELOPMENT ACTIVITIES
• Career Counseling • Training
• Career Pathing • Job Posting
• Inventory Skills • Promoting
• Transfers • Lateral Development
CAREER COUNSELING
• Process of discussing with
employees their current job
activities and performance,
their personal job and career
goals, their personal skills,
and suitable career
development objectives.
CREATING FAVORABLE CONDITIONS FOR
CAREER DEVELOPMENT
• Management Participation
– Provide top management support
– Provide collaboration between line managers
and HR managers
– Train managerial personnel
• Setting Goals
– Plan human resources strategy
• Changing HR Policies
– Provide for job rotation
– Provide outplacement service
• Announcing Program
– Explain its philosophy
CREATING FAVORABLE CONDITIONS FOR
CAREER DEVELOPMENT
Management Support

Creating
Goal Setting
Favorable
Conditions for
Career Changes in HRM
Policies
Development
Publicizing the
Program

7-9
CREATING FAVORABLE CONDITIONS FOR
CAREER DEVELOPMENT
Management Participation
Provide top management support
Provide collaboration between line managers and HR managers
Train management personnel
Setting Goals
Plan human resources strategy
Changing HR Policies
Provide for job rotation
Provide outplacement service
Announcing the Program
Explain its philosophy

7-10
1
 CAREER DEVELOPMENT THEORIES
• Structural theories of career focus on the influence of
the environment on career choice.
Structural career
development • Individual career decisions are heavily influenced by
theories the labor market situation, and socio-cultural factors
e.g. class background, ethnicity, gender, disability,
and the geographical distribution of opportunities.

• Emphasis on the importance of the development of

Developmental self-concept.
career
development • According to developmental theories, self-concept
theories changes over time and develops as a result of
experience. As such, career development is lifelong.
 STRUCTURAL CAREER DEVELOPMENT THEORY

Theory of Motivation and Personality - Maslow

• Maslow (1943) initially stated that individuals must satisfy
lower level deficit needs before progressing on to meet higher
level growth needs.
• Needs are necessary for maintaining life, and can be arranged
in hierarchal order from lowest to highest. As one need is met,
capacity to address and meet ‘higher needs’ is increased.

3
STRUCTURAL CAREER DEVELOPMENT THEORY

Maslow’s Hierarchy of Needs

Source: simply psychology

4
 STRUCTURAL CAREER DEVELOPMENT THEORY

McClelland’s Needs Theory

 David McClelland built on this work in his 1961 book, "The Achieving Society."
He identified three motivators that he believed all have: a need for
achievement, a need for affiliation, and a need for power. People will
have different characteristics depending on their dominant motivator.

 McClelland says that regardless of gender, culture, or age, we all have three
motivating drivers, and one of these will be our dominant motivating driver.
This dominant motivator is largely dependent on our culture and life
experiences.

5
STRUCTURAL CAREER DEVELOPMENT THEORY

McClelland’s Needs Theory

Source: michaelferrisjr.com

6
 STRUCTURAL CAREER DEVELOPMENT THEORY

Theories of Occupational Choice

Deci & Ryan

 Socioeconomic Career Development Theory is based on the idea

that a person’s culture, family background, social and economic
conditions, and other factors outside of the individual’s control, impact the
person’s identity, values and personal and professional developments.
 People need to work for money so that they can purchase goods to meet
their needs. Emphasis is placed on the marketplace and on supply and
demand factors as they interact.

7
 DEVELOPMENTAL CAREER DEVELOPMENT THEORY

A Life Span model comprised of five developmental stages:

• Growth-- fantasy based
• Exploration-- trial occupations
• Establishment-- decide and advance
• Maintenance-- hold on to hard earned gains
• Disengagement-- decreased work participation

And nine major life roles

(1) Child, (2) student, (3) leisure, (4) citizen, (5) worker, (6) spouse, (7)
homemaker, (8) parent, and (9) pensioner.

Decision points occur before and at the time of taking on a new role or giving up
an old role, or making significant changes in nature of existing role.

8
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

 Donald E. Super’s career development theory is

perhaps the most widely known life-span view of career
development.
 Developmental theories recognize the changes that people go
through as they mature, and they emphasize a life-span
approach to career choice and adaptation.
 These theories usually partition working life into stages, and
they try to specify the typical vocational behaviors at each
stage.

9
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

 Super and his colleagues outlined five major stages of career

development (growth, exploration, establishment,
maintenance, and disengagement), with each one
characterized by three or four appropriate developmental
tasks.
 Originally, Super viewed the stages as chronological, but later
he also acknowledged an age-independent, task-centered view
of stages.

10
STAGES OF CAREER DEVELOPMENT
Stage 5: Late Career (ages 55-retirement):
Remain productive in work, maintain self esteem, prepare for
effective retirement.
Stage 4: Mid Career (ages 40-55): Reappraise early
career & early adulthood, reaffirm or modify goals, make choices
appropriate to middle adult years, remain productive.
Stage 3: Early Career (ages 25-40): Learn job, learn
organizational rules and norms, fit into chosen occupation and
organization, increase competence, pursue goals.
Stage 2: Organizational Entry (ages 18-25): Obtain job
offer(s) from desired organization(s), select appropriate job based on complete
and accurate information.
Stage 1: Preparation for Work (ages 0-25): Develop occupational
self-image, assess alternative occupations, develop initial occupational choice, pursue
necessary education. 7-11
DEVELOPMENTAL CAREER DEVELOPMENT THEORY
 Five major stages of career development according to Super are:

 Growth (roughly age 4 to 13), the first life stage, the period when children develop their capacities,
attitudes, interests, socialize their needs, and form a general understanding of the world of work.
This stage includes four major career developmental tasks: becoming concerned about the future,
increasing personal control over one’s own life, convincing oneself to achieve in school and at work,
and acquiring competent work habits and attitudes.

 Exploration (Ages 14-24) is the period when individuals attempt to understand themselves and
find their place in the world of work. Through classes, work experience, and hobbies, they try to
identify their interests and capabilities and figure out how they fit with various occupations. They
make tentative occupational choices and eventually obtain an occupation. This stage involves three
career development tasks. The first one, the crystallization of a career preference, is to develop and
plan a tentative vocational goal. The next task, the specification of a career preference, is to convert
generalized preferences into a specific choice, a firm vocational goal. The third vocational task is
implementation of a career preference by completing appropriate training and securing a position
in the chosen occupation.

12
DEVELOPMENTAL CAREER DEVELOPMENT THEORY
 Establishment stage (25-44 years) is the period when the individual strives to secure the initial position
and pursue chances for further advancement. This stage involves three developmental tasks. The first task
is stabilizing or securing one place in the organization by adapting to the organization’s requirements and
performing job duties satisfactorily. The next task is the consolidation of one’s position by manifesting
positive work attitudes and productive habits along with building favorable coworker relations. The third
task is to obtain advancement to new levels of responsibility.

 Maintenance (45-65) is the period of continual adjustment, which includes the career development tasks
of holding on, keeping up, and innovating. The individuals strive to maintain what they have achieved, and
for this reason they update their competencies and find innovative ways of performing their job routines.
They try also to find new challenges, but usually little new ground is broken in this period.

 Disengagement (over 65) is the period of transition out of the workforce. In this stage, individuals
encounter the developmental tasks of deceleration, retirement planning, and retirement living. With a
declined energy and interest in an occupation, people gradually disengage from their occupational activities
and concentrate on retirement planning.

13
DEVELOPMENTAL CAREER DEVELOPMENT THEORY
Super’s Life Career Rainbow

14
15
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

 Donald Super assumed that not everyone progresses through these stages
at fixed ages or in the same manner.
 This notion led him to develop and elaborate on the construct of career
maturity (initially called vocational maturity).
 It denotes the readiness of the individual to make career decisions.
 Operationally, it is defined as the extent to which an individual has
completed stage-appropriate career developmental tasks in comparison
with other people of the same age.
 Super and his colleagues devoted much effort to define this construct and
develop appropriate measures.
16
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

Donald E. Super’s 6 factors for “Career Maturity”

1. Awareness of the need to plan ahead

2. Having decision-making skills
3. Having knowledge and use of information resources
4. Having general career information
5. Having general information about the world of work
6. Having detailed information about occupations of preference

17
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

THEORY OF IDENTITY STATUS

 James Marcia came up with four Identity Statuses of psychological identity
development.
 The main idea is that one’s sense of identity is determined largely by the
choices and commitments made regarding certain personal and social
traits.
 Marcia’s theory of identity achievement argues that two distinct parts form
an adolescent’s identity: crisis (i. e. a time when one’s values and choices
are being reevaluated) and commitment. He defined a crisis as a time of
upheaval where old values or choices are being reexamined.
 The end outcome of a crisis leads to a commitment made to a certain role
or value.

18
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

Source: ashford.edu

19
DEVELOPMENTAL CAREER DEVELOPMENT THEORY

• Identity Diffusion - the status in which the adolescent does not have a sense of having
choices; he or she has not yet made (nor is attempting/willing to make) a commitment

• Identity Foreclosure - the status in which the adolescent seems willing to commit to
some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced
an identity crisis. They tend to conform to the expectations of others regarding their future (e. g.,
allowing a parent to determine a career direction) As such, these individuals have not explored a
range of options.

• Identity Moratorium - the status in which the adolescent is currently in a crisis,

exploring various commitments and is ready to make choices, but has not made a commitment to
these choices yet.

• Identity Achievement - the status in which the adolescent has gone through an
identity crisis and has made a commitment to a sense of identity (i.e., certain role or value) that he
or she has chosen

20
CAREER DEVELOPMENT & MENTOR
 Mentoring means having experienced senior people advising,
counselling, and guiding employee’s longer-term career
development.
 Mentoring can be formal or informal. Informally, mid- and senior-
level managers may voluntarily help less experienced employees
(career advises and other helps).
 Studies have shown that mentoring can give career-related
guidance and act as an enabler to enhance one’s career success.
CAREER DEVELOPMENT & MENTOR
• Executives who
coach, advise, and
encourage individuals
of lesser rank.
 MENTORS
• Protégés • Internal Politics
• Communicators • Career Ladders
• Learn the Ropes • Partnering-Teams
• Old Boys' Network • Avoid Discrimination
CAREER DEVELOPMENT & MENTOR
WHO
• Senior Managers
• Peer Groups
• Role Models
HOW
Advise
Coach
Encourage
 WHY DEVELOP A MENTORING PROGRAM?
• Generate Management Visibility
• Build Bridges Between Management and
Employees
• Create Culture Awareness
• Increase Networking
• Foster People-Developers
 MENTORING FUNCTIONS
Inside an Organization Outside Environment
• Sponsorship • Role modeling
• Exposure and visibility
• Acceptance
• Coaching
• Protection • Counseling/Advising
• Challenging assignments • Friendship
• Advocate Internally
CAREER DEVELOPMENT & MENTOR
 Effective mentoring requires trust.
 Mentoring helps in employees career development as:
1. Mentor can make sure that subordinate develops skills and
performance that are required to do job well.
2. Mentor can schedule regular performance appraisals and cover
whether current skills and performance are consistent with
employee’s career aspirations.
3. Mentor can keep subordinates informed about how they can use
firm’s current career-related benefits.
 EFFECTIVE MENTORING
GOOD MENTORS…
• Listen and understand
• Challenge and stimulate
learning
• Coach GOOD MENTEES…
• Build self-confidence
• Provide wise counsel • Listen
• Teach by example • Act on advice.
• Act as role model • Show commitment to learn.
• Share experiences • Check ego at the door.
• Ask for feedback.
• Offer encouragement
• Are open-minded
• Are willing to change
SUCCESSFUL • Are proactive.

MENTORING
Source: Matt Starcevich and Fred Friend, “ Effective mentoring relationships from the Mentee's perspective,” Workforce, supplement, (Jul 1999): 2-3.

7-28
 CHOOSING A MENTOR
Choose an appropriate potential mentor.
Don’t be surprised if you’re turned down.
Be sure that the mentor understands what you
expect in terms of time and advice.
Have an agenda.
Respect the mentor’s time.
CAREER DEVELOPMENT FOR WOMEN
Eliminating Barriers
to Advancement

Preparing Women for

Management

Accommodating
Families

7-1
 CAREER MANAGEMENT

• Career Management is a process for enabling

employees to better understand and develop their
career skills and interests in order to use them most
effectively within the company and after they leave
the firm.
 CAREER MANAGEMENT
• Career management is concerned with providing opportunities
for people to progress and develop their careers and ensuring that
the organization has the flow of talent it needs.
• For employees, the aims of career management policies includes: to
give individuals the guidance, support and encouragement to fulfil
their potential and achieve a successful career with the organization.
Secondly, the aim is to provide a sequence of learning activities and
experience that will equip them for whatever level of responsibility
they have the ability to reach.
• For the organization, the aim of career management is to meet the
objectives of its talent management policies, which are to ensure that
there is a talent flow that creates and maintains the required talent
pool.
 BASIC SKILLS OF SUCCESSFUL
CAREER MANAGEMENT
1. Develop a positive attitude
2. Take responsibility for your own career.
3. Establish goals.
4. Be aware of success factors.
5. Present yourself in a positive manner.
6. Be in the right place at the right time.
7. Establish a relationship with a mentor or guide.
8. Adopt the mind-set of your superiors.
 Career Management Systems

• Individual centered system

• Organization-centered system
 Strategies for Career Management
Individual Career Management strategies
• Self-assessment
• Assessment of job opportunities
• Formulating career goals
• Matching individuals to jobs
• Seeking opportunities for professional growth
STRATEGIES FOR CAREER MANAGEMENT
Organizational Career Management strategies
• Career planning workshops
• Assessment centres
• Developmental performance appraisal
• Providing mentors to individuals
• Developing career paths for employees
• Establishing realistic career plans with employees
ORGANIZATION’S IMPACT ON CAREER
MANAGEMENT

7-8
CAREER MANAGEMENT FOR SPECIFIC HR ISSUES

• Reducing turnover among recently hired employees

• Providing promotion opportunities in a stable or contracting organization
• Developing high-potential candidates for management positions
• Rewarding and retaining technical and professional employees
• Motivating plateaued employees
MANAGING YOUR CAREER

10
 CAREER CHOICES AND PREFERENCES
 Holland vocational preferences model found that people have varying
occupational preferences; we do not all like to do the same things. This
model demonstrates that if one do a job he think is important, he will be a
more productive employee.
 Holland identifies six vocational themes (realistic, investigative, artistic,
social, enterprising, and conventional). An individual’s occupational
personality is expressed as some combination of high and low scores on
these six themes.
 High scores indicate that one enjoy those kinds of activities. Although it is
possible to score high or low on all six scales, most people are identified by
three dominant scales. The six themes are arranged in the hexagonal
structure.

11
 CAREER CHOICES AND PREFERENCES
As per Holland, the six characteristics are:

1. Realistic: Practical, rely on tools and hands-on training

2. Investigative: Explorative, analytical and with a scientific bent of mind

3. Artistic: Creative, imaginative and independent

4. Social: Amiable, cheerful, cooperative and supportive

5. Enterprising: favor competitive strides, are persuasive and possess leadership skills

6. Conventional: They are organised, systematic and like details.

12
 CAREER CHOICES AND PREFERENCES
 This scale model represents the fact that some
of the themes are opposing, while others have
mutually reinforcing characteristics.
 For instance, Realistic and Social are opposite
each other in the diagram. A person with a
realistic preference wants to work with
things, not people.
 An example of mutually reinforcing themes is
the Social-Enterprising-Conventional
(SEC) vocational preference structure.
Source: DeCenzo, D., Robbins, S. and Verhulst, S. (2010). Fundamentals of Human Resource Management, 10 Edition, Wiley.
 EXAMPLES OF OCCUPATIONS THAT TYPIFY EACH OCCUPATIONAL THEME

Realistic Investigative Artistic Social Enterprising Conventional

Engineers Physicians Advertising Auto Sales A Wide Range Accountants

Executives Dealers of Managerial
Carpenters Psychologists Bankers
Occupations,
Public School
Research and including: Credit
Relations Administrators
Development Managers
Executives Military Officers
Managers
Chamber of
Commerce
Executives
Investment
Managers
Lawyers
 CAREER ANCHORS
 The concept of the Career Anchors was introduced by Edgar Schein.
 A career anchor is something that develops over time and evolves into a
self-concept, shaping an individual's personal identity or self-image and
includes:
1. Talents, skills and abilities - the things that we believe we are good at, and
not so good at.
2. Motives and needs - what is important to us and take the form of goals, e.g.
money, status, challenge, autonomy.
3. Attitudes and values - the kind of organisation that we feel comfortable
with, one that matches our own values and beliefs.
15
IDENTIFY YOUR CAREER ANCHORS
Technical/
Functional
Competence Managerial
Security
Competence

Autonomy and Entrepreneurial

Independence Creativity

Service Lifestyle Pure Challenge

Source: Schein, Edgar H, (1990). Career Anchors (discovering your real values), Jossey-Bass Pfeiffer, San Francisco.
 CAREER ANCHORS
 There are eight career anchors, each of which is described below:
1. Technical/Functional: Career Anchor is strongly placed in some
technical or functional area. One derives sense of identity from the
exercise of skills and satisfied when one’s work permits him to be
challenged in those areas.
2. General/Managerial: In this, there is an opportunity to climb to a
high level in an organisation. It enables one to integrate the efforts of
others across functions and to be responsible for the output of a
particular unit of the organisation.

17
 CAREER ANCHORS
3. Autonomy/Independence (AU): Here, one want to remain in
jobs that allow flexibility regarding when and how to work. If one
cannot stand organisational rules and restrictions to any degree, one
seeks occupations in which he will have the freedom.
4. Security/Stability (SE): Here the primary interest is employment
security or tenure in a job or organisation. The value is illustrated by
a concern for financial security (such as pension and retirement
plans) or employment security.

18
 CAREER ANCHORS
5. Entrepreneurial Creativity (EC): It is the opportunity to create
an organisation or enterprise of own, built on one’s own abilities and
willingness to take risks and to overcome obstacles.
6. Service/Dedication to a Cause (SV): It is an opportunity to
pursue work that achieves something of value, such as making the
world a better place to live, solving environmental problems,
improving harmony among people, helping others, improving
people’s safety, curing diseases through new products and so on.

19
 CAREER ANCHORS
7. Pure Challenge (CH): It is the opportunity to work on solutions
to seemingly unsolvable problems, to succeed over tough opponents,
or to overcome difficult obstacles.
8. Lifestyle (LS): It is a situation that permits one to balance and
integrate personal needs, family needs, and the requirements of
one’s career. One feels that his identity is more tied up with how he
live his total life, where one settle, how he deals with family
situation, and how one develop himself than with any particular job
or organisation.

20
SELF ASSESSMENT PLAN

21
FORMULATING
THE CAREER
STRATEGY

22
COMBINATIONS OF CAREER INTERESTS
AND SKILLS

High
Skills Explore Pursue

Avoid Develop
Low

Low High
Interests

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COMBINATION OF CAREER INTERESTS AND SKILLS
Pursue INTERESTS HIGH, SKILLS HIGH
Areas of both high interest and high confidence. Include in top career choices.

Develop INTERESTS HIGH, SKILLS LOWER

Areas of high interest, low confidence. Either accept as a vocational, or pursue skill building.

Explore INTERESTS LOWER, SKILLS HIGH

Areas of low interest but high confidence. Reconsider why interest is low or transfer skills to
another area.

Avoid INTERESTS LOW, SKILLS LOW

Areas of both aversion and low confidence. Exclude from top career choices.

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 WRITING YOUR RÉSUMÉ
• Introductory Information
• Job Objective
• Job Scope
• Your Accomplishments
• Length
• Personal Data
• Make Your Résumé Scannable
EXAMPLE OF A
GOOD RÉSUMÉ
 ONLINE BIOS
• Fill it with details
• Avoid touchy subjects
• Look the part
• Make it search friendly
• Use abbreviations
• Say it with numbers
• Carefully proofread
 FINDING THE JOB YOU WANT
• Do Your Own Local Research
• Online Job Boards
• Personal Contacts
• Answering Advertisements
• Employment Agencies
• Executive Recruiters
• Career Counselors
• Executive Marketing Consultants
• Employers’ Web Sites
Source: Michaelpage.com.au
 SUGGESTIONS FOR MANAGING YOUR
CAREER

Source: DeCenzo, D., Robbins, S. and Verhulst, S. (2010). Fundamentals of Human Resource Management, 10 Edition, Wiley.

29
 EXAMPLES OF OCCUPATIONS THAT TYPIFY EACH OCCUPATIONAL THEME

Realistic Investigative Artistic Social Enterprising Conventional

Engineers Physicians Advertising Auto Sales A Wide Range Accountants

Executives Dealers of Managerial
Carpenters Psychologists Bankers
Occupations,
Public School
Research and including: Credit
Relations Administrators
Development Managers
Executives Military Officers
Managers
Chamber of
Commerce
Executives
Investment
Managers
Lawyers