BANFOR TRANSFER ABROAD PROGRAMME COACHING & MENTORING

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–2 Coaching and Mentoring CoachingCoaching  Involves educating, instructing, and training subordinates  Focuses on teaching shorter-term job-related skills MentoringMentoring  Is actively advising, counseling, and guiding  Is helping employees navigate longer-term career hazards  Is leading highly trained employees and self-managing teams  Supplants the need for authority and for giving orders for getting things done Coaching and mentoring require both analytical and interpersonal skills.Coaching and mentoring require both analytical and interpersonal skills.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–3 Improving Your Coaching Skills The Four-Step Coaching Process Developing a mutually agreed change plan Preparing to coach Engaging in active coaching Evaluating for feedback and follow-up

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–4 Preparing to Coach: Applying the ABC Approach A ntecedentsA ntecedents  What things must come before the person does the job? B ehaviorB ehavior  Can the person do the job if he or she wanted to? C onsequencesC onsequences  What are the consequences of doing the job right?

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–5 FIGURE 10–1A Short Course in Improving Interpersonal Communications

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–6 FIGURE 10–2 Coach’s Self-Evaluation Checklist

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–7 The Basics Of Career Management Career Management Career Development Career Planning Career Terminology

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–8 Careers Today and Employee Commitment Old Contract (Employer-focused) “Do your best and be loyal to us, and we’ll take care of your career.” New Contract (Employee-focused) “I’ll do my best for you, but I expect you to provide the development and learning that will prepare me for the day I must move on, and for having the work-life balance that I desire.”

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–9 TABLE 10–1Traditional Versus Career Development Focus HR ActivityTraditional FocusCareer Development Focus Human resource planning Analyzes jobs, skills, tasks— present and future. Projects needs. Uses statistical data. Adds information about individual interests, preferences, and the like to replacement plans. Recruiting and placement Matching organization’s needs with qualified individuals. Matches individuals and jobs based on variables including employees’ career interests and aptitudes. Training and development Provides opportunities for learning skills, information, and attitudes related to job. Provides career path information. Adds individual development plans. Performance appraisal Rating and/or rewards.Adds development plans and individual goal setting. Compensation and benefits Rewards for time, productivity, talent, and so on. Adds tuition reimbursement plans, compensation for non–job-related activities such as United Way.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–10 FIGURE 10–3 Employee Career Development Plan

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–11 Why Offer Career Development? Better equips employees to serve the firm Boosts employee commitment to the firm Supports recruitment and retention of efforts Career Development Benefits

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–12 TABLE 10–2Roles in Career Development Individual Accept responsibility for your own career. Assess your interests, skills, and values. Seek out career information and resources. Establish goals and career plans. Utilize development opportunities. Talk with your manager about your career. 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. Manager Provide timely and accurate performance feedback. Provide developmental assignments and support. Participate in career development discussions with subordinates. Support employee development plans.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–13 TABLE 10–3Possible Employer Career Planning and Development Practices Job postings Formal education/tuition reimbursement Performance appraisal for career planning Counseling by manager Lateral moves/job rotations Counseling by HR Preretirement programs Succession planning Formal mentoring Common career paths Dual ladder career paths Career booklets/pamphlets Written individual career plans Career workshops Assessment center Upward appraisal Appraisal committees Training programs for managers Orientation/induction programs Special needs (highfliers) Special needs (dual-career couples) Diversity management Expatriation/repatriation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–14 FIGURE 10–4 Sample Agenda— Two-Day Career Planning Workshop

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–15 Innovative Corporate Career Development Initiatives 1.Provide individual lifelong learning budgets. 2.Encourage role reversal. 3.Help organize “career success teams.” 4.Provide career coaches. 5.Offer online career development programs.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–16 Commitment-Oriented Career Development Efforts Change in Employee CommitmentChange in Employee Commitment  Globalization raising productivity and efficiency requirements  Employees thinking of selves as free agents Career-oriented AppraisalsCareer-oriented Appraisals  Provide an opportunity to discuss and link the employee’s performance, career interests, and developmental needs into a coherent career plan.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–17 FIGURE 10–5 Sample Performance Review Development Plan

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–18 Establishing an Effective Mentoring Program Require mentoring?Require mentoring? Provide mentoring training?Provide mentoring training? Does distance matter?Does distance matter? Same or different departments?Same or different departments? Big or small difference in rank?Big or small difference in rank?

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–19 Characteristics of Effective Mentors Are professionally competentAre professionally competent Are trustworthyAre trustworthy Are consistentAre consistent Have the ability to communicateHave the ability to communicate Are willing to share controlAre willing to share control Set high standardsSet high standards Are willing to invest time and effortAre willing to invest time and effort Actively steer protégés into important workActively steer protégés into important work

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–20 Choosing a Mentor Choose an appropriate potential mentor.Choose an appropriate potential mentor. Don’t be surprised if you’re turned down.Don’t be surprised if you’re turned down. Be sure that the mentor understands what you expect in terms of time and advice.Be sure that the mentor understands what you expect in terms of time and advice. Have an agenda.Have an agenda. Respect the mentor’s time.Respect the mentor’s time.

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–21 Enhancing Diversity Through Career Management Sources of Bias and DiscriminationSources of Bias and Discrimination  A lack of diversity in the hiring department  The “old-boy network” of informal friendships  A lack of women mentors  A lack of high-visibility assignments and developmental experiences (glass ceiling)  A lack of company role models for members of the same racial or ethnic group  Inflexible organizations and career tracks

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–22 Taking Steps to Enhance Diversity: Women’s and Minorities’ Prospects Eliminate institutional barriers Improve networking and mentoring Abolish the glass ceiling Adopt flexible career tracks Supporting Diversity

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–23 Employer Life-Cycle Career Management Decision 1: Is Seniority or Competence the Rule? Decision 4: Vertical, Horizontal, or Other? Decision 2: How Should We Measure Competence? Decision 3: Is the Process Formal or Informal? Making Promotion and Transfer Decisions

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–24 Managing Transfers Employees’ reasons for desiring transfersEmployees’ reasons for desiring transfers  Personal enrichment and growth  More interesting jobs  Greater convenience (better hours, location)  Greater advancement possibilities Employers’ reasons for transferring employeesEmployers’ reasons for transferring employees  To vacate a position where an employee is no longer needed  To fill a position where an employee is needed  To find a better fit for an employee within the firm  To boost productivity by consolidating positions

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–25 Attracting and Retaining Older Workers Create a culture that honors experience Modify selection procedures Offer flexible or part-time work Implement phased retirement programs HR Policies for Older Workers

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–26 Managing Retirements Preretirement Counseling PracticesPreretirement Counseling Practices  Explanation of Social Security benefits  Leisure time counseling  Financial and investment counseling  Health counseling  Psychological counseling  Counseling for second careers  Counseling for second careers inside the company

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–27 Talent Management Talent ManagementTalent Management  Is the automated end-to-end process of planning, recruiting, developing, managing, and compensating employees throughout the organization  Requires coordinating several human resource activities, in particular workforce acquisition, assessment, development, and retention  Is career management from the employer’s point of view

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–28 FIGURE 10–6The Talent Management Process

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–29 K E Y T E R M S coaching mentoring career career management career development career planning reality shock promotions transfers talent management career cycle growth stage exploration stage establishment stage trial substage stabilization substage midcareer crisis substage maintenance stage decline stage career anchors

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–30

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–31 Identify Your Career Stage Growth StageGrowth Stage Exploration StageExploration Stage Establishment StageEstablishment Stage  Trial substage  Stabilization substage  Midcareer crisis substage Maintenance StageMaintenance Stage Decline StageDecline Stage

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–32 FIGURE 10–A1Choosing an Occupational Orientation

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–33 TABLE 10–A1Example of Some Occupations That May Typify Each Occupational Theme RealisticInvestigativeArtisticSocialEnterprisingConventional Engineers Carpenters Physicians Psychologists Research and development managers Advertising executives Public relations executives Auto sales dealers School administrators A wide range of managerial occupations, including: Military officers Chamber of commerce executives Investment managers Lawyers Accountants Bankers Credit managers

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–34 FIGURE 10–A2Finding the Job You Should Want (Part 1)

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–35 FIGURE 10–A3 Finding the Job You Should Want (Part 2)

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–36 FIGURE 10–A4 Finding the Job You Should Want (Part 3)

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–37 Identify Your Career Anchors Technical/functional competence Managerial competence Autonomy and independence Creativity Security

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–38 FIGURE 10–A5Occupational Outlook Handbook Online

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–39 FIGURE 10–A6Some Online Sources of Occupational Information

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–40 Job Search Techniques Do your own local researchDo your own local research Online job boardsOnline job boards Personal contactsPersonal contacts Answering advertisementsAnswering advertisements Employment agenciesEmployment agencies Executive recruitersExecutive recruiters Career counselorsCareer counselors Executive marketing consultantsExecutive marketing consultants Employers’ Web sitesEmployers’ Web sites

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–41 Writing Your Résumé Introductory informationIntroductory information Job objectiveJob objective Job scopeJob scope Your accomplishmentsYour accomplishments LengthLength Personal dataPersonal data Make your résumé scannableMake your résumé scannable

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–42 FIGURE 10–A7Partial Example of a Good Résumé

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–43 Online Bios Fill it with detailsFill it with details Avoid touchy subjectsAvoid touchy subjects Look the partLook the part Make it search friendlyMake it search friendly Use abbreviationsUse abbreviations Say it with numbersSay it with numbers Carefully proofreadCarefully proofread

Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall10–44 Handling the Interview Prepare, prepare, preparePrepare, prepare, prepare Uncover the interviewer’s needsUncover the interviewer’s needs Relate yourself to the person’s needsRelate yourself to the person’s needs Think before answeringThink before answering Make a good appearance and show enthusiasmMake a good appearance and show enthusiasm