2. After studying this chapter, you should be able to:
Compare a company’s traditional and career planning-oriented HR focuses
Explain the role of the employee, manager and company in career development of the employee
Describe the issues to consider when making promotion decisions
Answer the question: How can career development foster employee commitment?
Discuss the career plans of managers in some Asian companies

3. Purpose of this Chapter
Help you to be more effective at managing employees’ careers
Discuss role of employee, amanger and company in career development
Know procedures for managing promotion and transfer
Discuss steps that a company can take to foster employee commitment
© 2009 Pearson Education South Asia. All rights reserved.

4. Basics of Career Management
A series of job positions that people have held during their working life
Career management
The process for enabling employees to better understand and develop their career skills and interests, and to use these skills and interests more effectively.
© 2009 Pearson Education South Asia. All rights reserved.

5. Basics of Career Management
Career planning
The process through which a person sets work-related goals, acquires the necessary skills, and seeks opportunities to achieve these career goals.
Career development
The lifelong series of activities that contribute to a person’s career exploration, establishment, success, and fulfillment (such as attending courses).
© 2009 Pearson Education South Asia. All rights reserved.

6. Basics of Career Management
Careers today
Careers are no simple progressions of employment in one or two firms with a single profession.
Employees now want to exchange performance for training, learning, and development that keep them marketable.
© 2009 Pearson Education South Asia. All rights reserved.

7. Traditional Versus Career Development Focus
HR Activity
Traditional Focus
Career Development Focus
Human resource planning
Analyzes jobs, skills, and tasks – present and future. Uses statistical data.
Adds information about individual preferences, and the like to data.
Training and development
Provides opportunities for learning skills, information, and attitudes relate to job.
Provides career path information. Adds individual growth orientation.
Performance appraisal
Rating and/or rewards
Adds development plans and individual goal settings.
Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 10.
© 2009 Pearson Education South Asia. All rights reserved.

8. Traditional Versus Career Development Focus
HR Activity
Traditional Focus
Career Development Focus
Recruiting and placement
Matching organization’s needs with qualified individuals.
Matches individual and jobs based on a number of variables including employees’ career interests.
Compensation and benefits
Rewards for time, productivity, talent, and so on.
Adds non-job-related activities to be rewarded, such as United Way leadership positions.
Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 10.
© 2009 Pearson Education South Asia. All rights reserved.

9. Employee Career Development Plan
Source: Reprinted with permission of the publisher, HRnext.com Copyright HRnext.com, 2003.
© 2009 Pearson Education South Asia. All rights reserved.

10. Roles in Career Development
The 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.
Source: Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56.
© 2009 Pearson Education South Asia. All rights reserved.

11. Roles in Career Development
The Manager
Provide timely performance feedback.
Provide developmental assignments and support.
Participate in career development discussions.
Support employee development plans.
Source: Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56.
© 2009 Pearson Education South Asia. All rights reserved.

12. Roles in Career Development
The Organization
Communicate mission, policies, and procedures.
Provide training and development opportunities.
Provided career information and career programs.
Offer a variety of career options.
Source: Fred L. Otte and Peggy G. Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 56.
© 2009 Pearson Education South Asia. All rights reserved.

13. Innovative Corporate Career Development Initiatives
Provide each employee with an individual budget for personal development.
Let employees work in different positions to help them discover their occupational strengths and weaknesses.
Encourage small groups of employees to meet and support one another in achieving their career goals.
Offer career development materials and career workshops on related topics.
Make career and development courses available.
Provide career planning workshops.
© 2009 Pearson Education South Asia. All rights reserved.

14. Innovative Corporate Career Development Initiatives
Offer on-site or online career centers.
Encourage role reversal.
Establish a “corporate campus.”
Help organize “career success teams.”
Provide career coaches.
Utilize computerized on- and offline career development programs
Establish a dedicated facility for career development
© 2009 Pearson Education South Asia. All rights reserved.

15. Sample Agenda—Two-Day Career Planning Workshop
Source: Fred L. Otte and Peggy Hutcheson, Helping Employees Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), pp. 22–23. In addition to career development training and follow-up support, First USA Bank has also outfitted special career development facilities at its work sites that employees can use on company time. These contain materials such as career assessment and planning tools.
© 2009 Pearson Education South Asia. All rights reserved.

16. Managing Your Career Identify Your Career Stage
© 2009 Pearson Education South Asia. All rights reserved.

17. Managing Your Career Identify your career stage:
Growth stage (Birth to 14 years old)
Exploration stage (15 to 24 years old)
Establishment stage (24 to 44 years old)
Trial substage
Stabilization substage
Midcareer crisis substage
Maintenance stage (45 to 65 years old)
Decline stage (after 65 years old)
© 2009 Pearson Education South Asia. All rights reserved.

18. Managing Your Career Identify occupational orientation
Realistic orientation
Investigate orientation
Social orientation
Conventional orientation
Enterprising orientation
Artistic orientation
The closer the orientations of a person, the easier he/she chooses a career.
© 2009 Pearson Education South Asia. All rights reserved.

19. Choosing an Occupational Orientation
© 2009 Pearson Education South Asia. All rights reserved.

20. Example of Some Occupations that May Typify Each Occupational Theme
© 2009 Pearson Education South Asia. All rights reserved.

21. Identify Your Skills
Successful performance depends on motivation as well as ability
Skills needed for specific occupations such as accountants or bankers
A person’s aptitudes, such as intelligence and mathematical ability, are measured by a GATB for planning purposes
© 2009 Pearson Education South Asia. All rights reserved.

22. Identify Your Career Anchors
A concern or value that you will not give up if a [career] choice has to be made.
Typical career anchors
Technical/functional competence
Managerial competence – Analytical, Interpersonal & Emotional Competences
Creativity
Autonomy and independence
Security
© 2009 Pearson Education South Asia. All rights reserved.

23. Identify Your Career Anchors
Typical career anchors
Managerial competence – Analytical, Interpersonal & Emotional Competencies
Analytical Competence
Ability to identify, analyze, and solve problems under conditions of incomplete information and uncertainty
Interpersonal Competence
Ability to influence, supervise, lead, manipulate, and control people at all levels
Emotional Competence
Capacity to be stimulated by emotional crises rather than be exhausted by them, capacity to bear high levels of responsibility
© 2009 Pearson Education South Asia. All rights reserved.

24. Managing Promotions and Transfers
Making promotion decisions
Decision 1: Is Seniority or Competence the Rule?
Decision 2: How Should We Measure Competence?
Decision 3: Is the Process Formal or Informal?
Decision 4: Vertical, Horizontal, or Other?
© 2009 Pearson Education South Asia. All rights reserved.

25. Making Promotion Decisions
Decision 1: Is Seniority or Competence the Rule?
Focus on competitiveness favors competence
Ability to use competence dependent on:
Whether company is bound by union agreements, or
Any civil service requirements
© 2009 Pearson Education South Asia. All rights reserved.

26. Making Promotion Decisions
Decision 2: How Should We Measure Competence?
Straightforward for measuring past performance:
Define job, set standards, appraise performance
Additional for promotions:
Procedure for predicting candidate’s potential for future performance
© 2009 Pearson Education South Asia. All rights reserved.

27. Making Promotion Decisions
Decision 3: Is the Process Formal or Informal?
Informal, employees conclude that:
“who you know” more important than performance
Working hard to get ahead is futile
Formal, employees conclude that:
Promotion based on performance
© 2009 Pearson Education South Asia. All rights reserved.

28. Making Promotion Decisions
Decision 4: Vertical, Horizontal, or Other?
2 parallel vertical career paths:
Managers (management-tracked positions)
Seniors (non-supervisory)
Horizontal career path:
Inter-dept transfer to learn new skills and to test the employee’s aptitudes
© 2009 Pearson Education South Asia. All rights reserved.

29. Managing Promotions and Transfers
Handling Transfers
Employees’ reasons for desiring transfers
Personal enrichment and growth
More interesting jobs
Greater convenience (better hours, location)
Greater advancement possibilities
Company’s 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.
© 2009 Pearson Education South Asia. All rights reserved.

30. Career Management and Employee Commitment
“New Psychological Contract”
Employees prepare for next career move while working in current company
Companies to decide how to maintain employee commitment to minimize voluntary resignation and maximize employee effort
© 2009 Pearson Education South Asia. All rights reserved.

31. Career Management and Employee Commitment
Commitment-oriented career development efforts
Career development programs
Career workshops that use vocational guidance tools (including a computerized skills assessment program and other career gap analysis tools) to help employees identify career-related skills and the development needs they possess.
Career-oriented appraisals (review form)
Provide the ideal occasion to link the employee’s performance, career interests, and developmental needs into a coherent career plan.
© 2009 Pearson Education South Asia. All rights reserved.

32. Sample Performance Review Development Plan
Source: Business & Legal Reports, Inc.
© 2009 Pearson Education South Asia. All rights reserved.

33. Retirement Retirement
The point at which one gives up one’s work, usually between the ages of 60 and 65.
Free from daily requirements of job
Sense of loss
Some companies provide pre-retirement counselling
© 2009 Pearson Education South Asia. All rights reserved.

34. Retirement Pre-retirement practices Explain retirement benefits
Leisure time counseling
Financial and investment counseling
Health counseling
Psychological counseling
Offer part-time employment as an alternative to retirement
Counseling for second career inside the company
Counseling for second career outside the company
© 2009 Pearson Education South Asia. All rights reserved.

35. Confucian Cultural Perspectives on Work and Career
Cross-cultural study by Granrose
Compared Chinese and North American organizations
Confucian view of human self
Become a virtuous person in relation to others
American view
Individuals control their career at the workplace
© 2009 Pearson Education South Asia. All rights reserved.

36. Career Management in China
Leadership Behavior and Employee Turnover
People respect authority
Superior’s evaluation affects how subordinates view themselves
Employees develop self-conception and stay with company if superior shows consideration, support and believes in them
© 2009 Pearson Education South Asia. All rights reserved.

37. Career Management in Hong Kong
Study by Chow:
Interviewed 71 middle managers
Only large companies had career planning
In manufacturing companies, people left because of:
Better opportunities elsewhere (50%)
Job did not meet personal goals (20%)
No further promotion (10%)
In US companies, people left because of :
Dissatisfaction with job, pay, location
© 2009 Pearson Education South Asia. All rights reserved.

38. Career Management in Japan
Study by Baba:
Interviewed 96 line managers (66 in Japanese firms and 30 in US subsidiaries)
In Japanese companies:
Lesser performance review (39%)
Career path depends on loyalty
Career management techniques: Training, testing, job rotation, knowledge about company
© 2009 Pearson Education South Asia. All rights reserved.

39. Career Management in Japan
In US companies:
Lesser performance review (39%)
Lesser career path for employees (10%)
Career path depends on performance
Career management techniques: coaching & counseling
© 2009 Pearson Education South Asia. All rights reserved.

40. Career Management in Taiwan
Study by Peng:
Surveyed 103 line managers (20 in US subsidiaries)
In manufacturing companies:
Skills and performance are factors to develop career
In US companies:
Career plans for employees (90%)
Career management techniques: Job posting, job rotation, career testing
Immediate supervisor, spouse, friends, colleagues are factors to develop career
© 2009 Pearson Education South Asia. All rights reserved.

41. Career Management in Thailand
Cultural values influence career goals
Ego (face saving and criticism avoidance
Grateful (paternalistic) relationship
Smooth personal relationship
Flexibility
Education competence
Interdependence
Fund and pleasure
Achievement orientation
© 2009 Pearson Education South Asia. All rights reserved.

42. Career Management in Thailand
Study by Chainuvati and Granrose
Surveyed 42 companies
Concept of career management
Not well developed
Career planning included
Performance reviews
Training
Counseling
Job rotation
Criteria for promotion
Performance, seniority, political influence
© 2009 Pearson Education South Asia. All rights reserved.