1.

0 INTRODUCTION
1.1 Definitions
Career refers to a direction of work chosen in life by an individual to prepare
himself professionally or personally. According to Mathis and Jackson (2003) career
refers to the sequence of work done by an individual. The concept of career
development is the result of a combination of various factors such as sociology,
physical, economic and educational that shape the individual career. According to
Brown and Brooks (1990) luck factors also play an important role in the development
of individual careers. According to him, sociological factors refer to the environment
that also contributes to career development. The physical aspect refers to the
perfection of the limbs and the strength of the body in performing the work well,
while the economy refers to the finances of the workers and finally the educational
factor is the level of education and qualifications possessed by a person.
This is in contrast to what Beach (1985) says that career development is often
associated with promotion, better positions, salary increases and greater
responsibilities in the job and so on. According to Gutterdge, Leibowitz and Shore
(1993) career development is a shared responsibility between organizations and
individuals, employers and employees. Studies show that employees have a great
responsibility in career development. Craig (1996) says that career development has a
broad meaning that refers to an ongoing process involving individuals to their
professional development and development.
As this career development is important, organizations especially the
Department or Human Resources Division need to play a role in handling their career
development. Individuals or employees should also have neatly planned strategies to
ensure career development runs smoothly and well.
Career management practices in an organization often involve the process of
hiring and selecting employees where it is a very important function to ensure the
success of human resource management. Without a good recruitment and selection
strategy, the organization will experience some negative effects. Huselid (1994) as
well as Stewart and Knowles (2000) assert that employee recruitment and selection
practices will have an impact on the overall performance of the organization. In fact,
the general purpose of hiring and selecting employees is to find the best employee for
a suitable position (picking the right person for the right job). In addition, top
management should ensure the quantity and quality of human resources in the

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organization can support all the mission, goals and strategies of the organization. It is
on this basis that the recruitment and selection of employees is carried out carefully
and in accordance with established procedures. Gatewood and Feild (1994) as well as
Scholarios, Lockyer and Johnson (2003) define employee recruitment and selection as
the process of gathering and evaluating information about individuals in the job offer
process.
Recruitment is the process of attracting as many candidates as possible to
apply for a job within an organization (Flynn, 1994; Farnham & Stevens, 2000; Min
& Kleiner, 2001; Scholarios et al., 2003; Fish & Macklin, 2004). Recruitment today is
increasingly challenging as there are many qualified candidates applying for a
vacancy. Usually the recruitment process begins when a manager fills out a special
form to apply for an employee. It is a complete document containing the name of the
position, the department applying for it, the date the employee is required and
confirmation from the general manager of the company. Based on that information, a
human resource manager will refer to the job description to identify the qualifications
required to meet the recruitment requirements of the organization.
According to Zafir and Fazilah (2003), career development is a formal
approach used by organizations to help staff or staff gain skills and experience for
successful careers now and in the future. Whereas according to Greenhaus (1987), he
says that career development can be said to be an ongoing process in which
individuals achieve progress which is a series for each stage. In other words, this
career development refers to forward-looking activities.
Career development also emphasizes the potential of individuals to place
themselves and the situation at the most desired level. In addition, career development
is often associated with promotion and earning high rewards. However, this
opportunity is not easy to achieve because it depends on whether the opportunity
exists or not. However, career development can help improve an individual's career
performance to be more effective and thus productivity can be improved (Greenhaus,
1987).
The responsibility of the organization is important in ensuring that the
appointed employees are versatile and not just experts in a particular field. Emphasis
is given to every aspect of the employee including skills, knowledge, attitudes and
practices that will benefit the organization. However, what is in question is whether or
not, appropriate or not, the existence or not of career development given to employees

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and what is the employee's perception of career development provided by employers
and organizations to them.
In the 21st century, there have been many very challenging mega-changes,
such as diplomatic relations and regional cooperation, business across international
borders, the 4.0 industrial revolution and intense competition between organizations
to achieve and maintain competitiveness and performance in the era of globalization
and a borderless world. (Gisbert-Trejo, Landeta, Albizu & Fernández-Ferrín, 2019;
Park, Kang & Kim, 2018).
One of the career management practices (CMP) that is often used in the career
development process is formal mentoring. The term mentoring is not a new thing in
the field of human resource development especially in the private sector which has
long been practiced. However in the civil service this is a relatively new matter.
Mentoring is closely related to other terms such as coaching, guiding and so on that
give almost the same meaning.
This goal can be achieved if the organization has a well-planned workplace
training program, such as mentoring programs (Gill, Roulet, & Kerridge, 2018). In
modern organizations, mentoring programs are usually initiated from top to bottom,
i.e. knowledgeable and experienced staff (mentors) are assigned to provide
professional guidance to staff who lack knowledge and experience (mentors) to
develop the professional, cultural, personal and social competencies of mentors
( Chen & Wen, 2016; Jyoti & Sharma, 2017; Gillet al., 2018).
Examination of meta-analyzes published in international journals over a
period of 20 to 25 years found that the implementation of mentoring programs
provided tremendous benefits to mentors and organizations (Wong, Cross & Mueller,
2018).
For example, the Association of Talent Development (2019) revealed that the
use of mentoring programs has increased to 71% in Fortune 500 listed companies.
Most of these companies implement formal mentoring programs to develop and retain
highly talented employees to achieve organizational goals in a turbulent and
unpredictable economy (Association of Talent Development, 2019).
Coaching is often used in organizations that emphasize productivity and
competition. In the coaching concept, the mentor will focus on the production of work
together with his team. In this situation the mentor along with his team will share
ownership. Instead mentoring will focus on specific individuals who are being

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mentored (usually called protege / mentee) by mentors to become future leaders
through a career development program that has been determined.
Mentoring is a process in which a mentor who has high leadership and has
certain skills or competencies, guides in a planned and systematic manner a protege /
mentee who has been identified with the aim of developing certain leadership
capabilities and competencies through a program carefully organized by management.
The goal is to form the backbone in preparation for taking over the existing leadership
line in an organization.

1.2 Evolution and Historical Background

The history of mentors starts from the Odyssey story by Homer as early as 800
s.m. When Odysseus, king of Ithaca, went to war in the Trojan War, he directed the
care of his household to the Mentor who served as the teacher and supervisor of his
son, Telemachus. At that time, Mentor had been a counselor, mentor, teacher and
coach and confidante to Telemachus, his protégé.
Protégé protection and development have been at the core of understanding of
mentoring throughout the centuries. The protective aspect in the mentor role led to the
emergence of the word ‘protégé’ which is derived from the French word meaning ‘to
protect’ or to protect someone.
In the 18th century, the word mentor was used in book titles aimed at helping
young people in areas of learning such as the maritime and medical fields. The
concept of mentoring is also commonly used in the military where followers try to
familiarize themselves with leadership styles that can allow them to develop their
respective leadership styles.
Specifically a mentor is defined as a counselor, mentor, tutor, coach or role
model. While mentee is defined as an individual who lacks knowledge and experience
or students. The original history of Mentoring is first known from the epic story The
Odyssey written by Homer in ancient Greek times. It tells the story of Odysseus who
was involved in the Trojan war and advised his experienced loyal friend, Mentor, to
educate and nurture his son named Telemachus (mentee or protege) so that his son
could face the challenging adult life (Edlind & Haensly, 1985; Merriam, 1983). ). In
Greek times, the term mentoring focused on the field of education (Johnson, et al.
1991; Wanguri, 1996) or counseling (Gregson, 1994), i.e. a mentor is an experienced

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and trustworthy parent who has been assigned to educate young people who need
experience.
Mentors have a key role to play in advising mentees at the right time, setting a
good example and helping mentees in growing their business. Generally, mentors are
involved as mentors on an ongoing basis and the degree of intensity of the
relationship varies or depends on the circumstances, needs, changes and level of
progress of the mentee. A mentor is seen as a close person or can be a friend,
trustworthy and not a professional counselor. A mentor's job is challenging because
they are required to educate the mentee to understand a responsibility, familiarize
themselves with a technique, share experiences, meet personal needs and take care of
all aspects of the mentee's life. The mentor is responsible for transferring useful
knowledge, skills and abilities to the mentee. Mentees who can master the knowledge,
skills and abilities learned have a great opportunity to enhance their careers, and
develop positive psychosocial (such as shaping identity, ability to communicate,
efficiently performing work and being a good role model to others).
In choosing a suitable mentor for a mentee things like attraction to the mentor
should also be taken into account. In this context, attraction is an important beginning
where the mentee is attracted to the mentor because it is influenced by various
reasons, such as character, specific skills, experience, values and commitment shown,
knowledge, position and have similar interests. While the mentor is attracted to the
mentee because of his attitude, as well as the potential that can be polished. With this
increase of attraction, then trust and confidence will grow well until the relationship
becomes strong and close.
In the organizational context, mentoring is seen as a method of training and
education planned to develop the potential of a person or a group of individuals who
lack the knowledge, skills and abilities to be able to perform a task and responsibility
(Johnson et al., 1991; Kram, 1985; Russell & Adams, 1997; Wanguri, 1996).
In today’s mentoring context, mentoring models developed in the West are
diverse and there is no single mentoring model that can be considered the best and
must be followed by all types of organizations (Gibb, 1994; Ritchie & Conolly, 1993;
Whitley & Coestier, 1993). Most mentoring models are designed and administered
according to the diversity and uniqueness of an organization in terms of beliefs,
orientations, concerns, pressures, strengths and weaknesses (Hawkey, 1997; Irving,
Moore & Hamilton, 2003; Kram, 1985).

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 Organizational differences are seen to have influenced the form of relationship
between mentor and mentee whether formal or / and informal (Chao, Walz &
Gardner, 1992; Murray, 1991; Ragins, 1999; MacGregor, 2000). The formal
mentoring system emphasizes that structured communication programs and processes,
based on set measures, have an ongoing action plan to achieve desired outcomes,
determine start and end times and specific objectives to be achieved, as well as
identify target areas who want to be focused (Bahniuk & Hill, 1998). The informal
mentoring system emphasizes communication programs and processes based on
special, ordinary, spontaneous and ad hoc needs.
These mentoring programs can act as a complement to formal mentoring
programs (Goldstein & Ford, 2002; Ragins, 1999). If these two types of mentoring are
practiced in a complementary and planned manner, it will be able to form a positive
mentee attitude and behavior. In turn, these attitudes and behaviors can help achieve
organizational goals and strategies (Friday & Friday, 2002; Lindenberger & Zachary,
1999).

2.0 OBJECTIVES OF THE ARTICLE

The objective of this article is to see how career management practices are
implemented through career development in an organization. Through this article we can also
identify how the formal mentoring can help in the career development of an individual.

3.0 SIGNIFICANCE AND OUTCOMES

In an organization, various employee development programs are implemented, to
improve their level of performance. The two programs are guidance and counseling. While
coaching is the process of training and supervising someone to improve their performance.
Rather, guidance refers to the counseling process conducted to guide and support a person for
the development of his or her career. Mentoring is a career development initiative taken by
management, where an inexperienced driver drives and motivates less experienced, in
acquiring competencies for professional development.
Mentoring is a human development activity, in which a person known as a mentor,
possesses good knowledge and experience with other people’s shares called mentee who lack
knowledge and expertise to assist him in his career development, self-esteem, increase

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productivity, and so on. It is about the general development and psychological well-being of a
person. Mentoring can be provided by someone outside the organization or an individual
within the organization.
It gives encouragement, insight, and counseling to the man for his career
development. Relationships between the parties are considered mentoring, which is an
informal long term. Mentors may include teachers, drivers, advisors, consultants, hosts,
counselors, and so on. The main purpose behind mentoring is to provide open and face-to-
face communication between mentors and mentees to help an employee achieve maturity and
social and emotional effectiveness.
Career function refers to the role of mentors mentoring mentors aimed at the
development of mentally professional competencies (Gillet al., 2018). Career functions are
practiced in the following five dimensions namely challenging assignments, sponsorship,
coaching, protection and exposure to mentees (Jyoti & Sharma, 2017). Challenging
assignments refer to mentors providing opportunities for mentors to perform important and
high-risk tasks that require mentors to learn new skills (Gillet al., 2018).
The definition of sponsorship is that the mentor helps the mentor in building a career
through the recognition of the mentee's ability in the organization. Next, coaching is defined
as mentoring providing education to mentors that is aimed at specific issues and requires only
a short period of time that is capable of contributing to the career advancement of mentors
(Shen & Kram, 2011). Meanwhile, the role of mentors in protecting mentors refers to
mentors responsible for looking after the welfare of mentors in organizations that can have a
negative impact on mentors' careers (Arora & Rangnekar, 2016).
Finally, disclosure is defined as mentoring providing opportunity opportunities in
terms of emotions, communication and competence to mentors to demonstrate abilities and
collaborate with top management and colleagues (Ghosh & Reio, 2013). The ability of the
mentor to apply these five dimensions in the process of mentoring career-related mentors can
motivate mentors to be proactive individuals and in turn contribute to mentality career
success (Gillet al., 2018; Lunsfordet al., 2018). Based on a recent study on mentoring
programs proves that career function is able to act as a predictor variable that is important to
menti career success i.e. career satisfaction and career motivation (Lunsfordet al., 2018;
Mendez, Conley, Keith, Haynes, & Gerhardt, 2017 ).

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4.0 PRACTICING IN ORGANIZATION EVIDENCES FROM LITERATURE
4.1 Formal Mentoring Past Studies
A study of the literature study found that carefully planned mentoring
programs could not achieve the objective if the mentor did not have sufficient abilities
to perform mentoring functions effectively (Nor Ain, Azman, & Fariza, 2018; Ting,
Feng, & Qin, 2017). According to most researchers, such as Ting et al. (2017), Nor
Ainet al. (2018) mentors have two very important roles, namely career and
psychosocial functions. Career functions are usually performed by mentors through
guidance to mentors related to career development (Gillet al., 2018; Montgomery,
2017). Meanwhile, the psychosocial function is performed by the mentor by providing
guidance to the mentor related to social skills.
Preliminary studies of organizational mentoring systems discuss many of the
internal characteristics of mentoring programs, namely the origins of concepts, goals,
interests, practices and models of mentoring that exist in society and organizations
(Hawkey, 1997; Irving, Kram, 1985; Moore & Hamilton, 2003). For example, the
term mentoring began in Greek times, i.e. mentor is defined as a parent who has a lot
of experience and can be trusted while a mente is a young person who has little life
experience and needs guidance.
Today, this definition of mentoring has been strengthened as current
management scholars create new interpretations that are general in nature, integrated
with a variety of training methods, and adapted to a wide range of organizations
operating in a dynamic environment (Dennison, 2000; Dondero, 1997; Malderez &
Bodoczky, 1999; Northcott, 2000; Oliver & Aggleton, 2002). Mentoring is considered
important not only in education (Johnson, Geroy & Griego, 1991; Wanguri) and
counseling (Gregson, 1994), but also in training and human resource development.
According to this perspective, mentors are defined as counselors, mentors, tutors,
coaches or sponsors (Roche, 1979; Hunt & Michael, 1983) while mentors are also
known as protégé, i.e. individuals who lack knowledge and experience or students
who need guidance (Fagenson, 1989 ; Webster, 1989; Wright & Werther, 1991).
In the organizational context, mentoring is seen as a method of training and
education planned to develop the potential of a person or a group of individuals who
lack the knowledge, skills and abilities to be able to perform a task and responsibility
(Johnson et al., 1991; Kram, 1985; Russell & Adams, 1997; Wanguri, 1996).

8
 Existing mentoring models are diverse and there is no single mentoring model
that can be considered the best and must be followed by all types of organizations
(Gibb, 1994; Ritchie & Conolly, 1993; Whitley & Coestier, 1993). Most mentoring
models are designed and administered according to the diversity and uniqueness of an
organization in terms of beliefs, orientation, concern, stress, strengths and weaknesses
(Hawkey, 1997; Irving, Kram, 1985; Moore & Hamilton, 2003).
Organizational differences have influenced the form of relationship between
mentor and mentee whether formal or / and informal (Chao, Walz & Gardner, 1992;
Murray, 1991; Ragins, 1999; MacGregor, 2000). The formal mentoring system
emphasizes that structured communication programs and processes, based on set
measures, have an ongoing action plan to achieve desired outcomes, determine start
and end times and specific objectives to be achieved, as well as identify target areas
who want to be focused (Bahniuk & Hill, 1998). The informal mentoring system
emphasizes communication programs and processes based on special, ordinary,
spontaneous and ad hoc needs. These mentoring programs can act as a complement to
formal mentoring programs (Goldstein & Ford, 2002; Ragins, 1999).
If these two types of mentoring are practiced in a complementary and planned
manner, it will be able to form a positive mente attitude and behavior. In turn, these
attitudes and behaviors can help achieve organizational goals and strategies (Friday &
Friday, 2002; Lindenberger & Zachary, 1999).
A more in-depth study of the mentoring system found that the practice of
mentoring programs is able to influence the progress of mentee, especially students of
institutions of higher learning (Raelin, 2000; Sambrook, 2001; Mayer, Miron &
Aviram, Sharifah, 2006). Specifically, communication between mentors and mentees
and mentee participation in mentoring programs are two very important forms of
practice in mentoring programs. The implementation of this practice in a planned
manner can encourage the mentee to master new knowledge, skills and abilities to
improve psychosocial and academic performance (Oliver & Aggleto, 2002;
Kleinman, Siegel & Eckstein, 2001). Although the nature of this relationship has been
studied a lot, the impact of the characteristics of the mentoring program on student
development is given less emphasis in the mentoring system model. Therefore, it
encourages researchers to explore this issue in more depth.
Most of the results of research on mentoring programs published in the 21st
century reveal that mentors' ability to perform career and psychosocial functions

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regularly can have a significant impact on mentality success, especially career
satisfaction (Lunsford, Baker, & Pifer, 2018), and career motivation (Kao, Rogers,
Spitzmueller, Lin, & Lin, 2014; Nor Ainet al., 2018).
In the perspective of organizational behavior, career satisfaction is the
interaction between a combination of psychology and the environment that influences
an individual in evaluating his or her work (Lunsfordet al., 2018). Meanwhile, career
motivation is motivation that affects the goals, efforts, time or behavior of an
individual towards his career (Nor Ain, Azman, Fariza, Sadli, & Nordin, 2016).
Although the nature of this relationship has been extensively studied, the role of the
mentor as an important predictor variable is not explored in detail in the literature
review of organizational mentoring programs (Jyoti & Sharma, 2015,2017;
Washington & Cox, 2016).
However, there are critics who state that this situation may be due to several
factors: first, previous studies have elaborated on the internal characteristics of
mentoring programs conceptually, explaining the definition, purpose, type, function
and importance of mentoring programs (Kim, Im, & Hwang, 2015). Second, previous
studies used too many simple correlation methods, namely measuring the degree of
relationship strength and direction of relationship between mentor role and mentality
career success, as well as explaining the differences of respondents' views on mentor
role (Jyoti & Sharma, 2015). Third, most previous studies have not focused much on
assessing the size of the impact of the role of mentors as predictors on the success of
mentee careers. to enhance the ability of mentors to guide mentors to achieve and
maintain the competitiveness and performance of organizations in the era of global
competition and knowledge-based economy (Nor Ainet al., 2016).
The role of mentors in influencing mentality career success is in line with the
recommendations put forward by the social exchange theory by Blau (1964) and
transformational leadership theory by Burns (1978). The social exchange theory
proposed by Blau (1964) emphasizes two important elements namely responsibility
and reciprocity. Leaders who provide maximum benefits and support to employees
will encourage the involvement and responsibility of employees within the progress
of the organization. In mentoring programs, the meaning of social exchange is often
translated as mentor (leader) developing career and psychosocial menti (employee)
(Nor Ainet al., 2016).

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 Meanwhile, the theory of transformational leadership presented by Burns
(1978) explains that leaders implement the process of transformation to create a work
environment that can improve the morale and motivation of followers in developing
career well-being.

4.2 Mentoring in Organization

If mentoring is implemented in an organization, some significant benefits will
be obtained. Among the benefits are as follows:
Increase productivity
A good relationship between mentor and mentee will lead to increased
productivity. Mentee productivity will increase when driven by an appreciation of the
leadership qualities possessed by the mentor and the guidance provided. This will
create a productive working environment in the organization as a whole.
Effective cost
In a mentoring program, the mentor has the responsibility to guide as well as
carry out his usual duties. While the mentee is expected to always ensure good work
performance and appreciate every activity while involved in the mentoring program.
Guidance and tutoring can be done directly without the need for additional costs to
operate a formal training program that will involve other costs such as room rental,
payment to instructors and time spent. Guidance through direct mentor and mentee
contact will provide more effective results. In general, mentoring programs are more
cost effective than traditional training programs.
Improving the Recruitment Process
Mentoring can help streamline human resource planning in terms of the
recruitment process. Those responsible for human resource management in an
organization need to identify the line-up to the current leaders and can provide a
succession plan (succession plan) through mentoring programs. This will make it
easier for the organization to plan the recruitment of new members with more focus
and precision. Accordingly, the training needs in a particular field or competency can
be determined more clearly based on current needs for career development.
Improving Understanding and Communication in the Organization
The direct relationship between mentor and mentee allows them to
communicate more effectively and enhance understanding. Problems and weaknesses

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will be identified and addressed through the feedback obtained. This allows the
strategic planning of the organization to be understood more clearly and subsequently
can be implemented effectively.
Increasing Motivation
Top management involved in mentoring programs can think and re-evaluate
their management philosophy and style through feedback and ideas obtained from the
mentee in turn can share experiences with them. This will increase their motivation
towards contributing to the organization in terms of human resource development.
Similarly, the motivation of the mentees involved will also increase when they realize
that they are among the selected officers who are identified as successors to the
current leadership.
Implement More Strategic Replacement Planning
An organization that implements mentoring programs systematically can help
in providing career path and succession planning to identify high potential and
suitable members to hold higher positions in the future. Those identified need to be
guided through mentoring programs to polish their abilities towards shaping future
leaders. Most successful organizations consider mentoring as a tool in human resource
development for an organization.
Mentors can use mentoring programs by providing guidance and counseling
oriented towards personality development such as courtesy, self-skills, time
management, motivation, caring attitude and leadership (Fauziah, 2015). Azman
(2015) emphasizes on the theory of motivation introduced by Al-Ghazali that can be
applied in mentoring programs in developing the personality of an employee such as
the ability to know themselves, fight lust, get used to practices that tend towards
goodness and prevent things. related to wickedness. In addition, mentors can also
guide employees in an organization with knowledge sharing and guide employees to
make decisions in applying them to their employees to deal with problems
encountered. Indirectly, personality development can be formed (Tee Tiam Chai,
2013).
According to Eller et al. (2014), communication practices in mentoring
programs are able to increase their self-confidence, skills and motivate mentors to do
self-development. Mentors need to constantly observe each character of the menti so
that the mentee is able to see every weakness that exists and continue to strive to
improve the necessary skills. It is indirectly able to motivate the mentee to continue to

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strive to improve their weaknesses and is able to change their attitude for a better
future. This formal mentoring program is able to build the potential and skills of each
mentee. All available talents are highlighted through the programs conducted. It also
acts as a tool to build the potential of individuals or groups in performing
responsibilities or learning new things (Little et al., 2010). This situation can
indirectly make the mentee as a person who is more responsible for something and
more sensitive to the current situation.
Career planning needs to be done by the mentee so that the initial preparation
regarding the required knowledge can be gathered. Mentors are seen to play a role by
guiding mentors in doing career planning. This is because the mentor is someone who
has more experience and thus can train career-related mentee development (Nor’Ain,
2015). Sharing information and guidance can be done through the counseling process
as well as discussions with employees so that the main focus of the career they want
can be understood. In addition, mentors can also provide career-related tasks to
educate students to understand related career choices.
Mentors not only exchange and share information, but also hold meetings,
discussions, demonstrate rational solution steps and describe the strengths and
weaknesses of each step to be taken to solve specific or / and general problems
(Friday & Friday, 2002; Ragins, 1999; Wanguri, 1996). The participation of mentors
and mentors is not only formal, but also informal where mentors can get advice or
views from mentors on problems or matters that are not related to academics. The
mentor cum as an educator should always be positive so that the mentor always has an
open and comfortable nature when expressing views or opinions. Similarly, every
activity that is included in the mentoring program, it also helps the mentee to be
involved in solving a problem and working to complete the given task. These learning
activities are very helpful to learn from other experienced friends about motivational
theories, cognition conflict resolution techniques, rational reasoning methods,
learning to remove embarrassment and increase self-confidence (Murray 1991).
Therefore, the activities in the mentoring program are very helpful for the mentors to
build self-confidence and in turn be able to be a competitive and creative person in
planning the future.

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5.0 CONCLUSION AN IMPLICATIONS
The current era of globalization can bring many benefits, but it is undeniable that
behind the facilities offered today also have a negative impact. Changes from various sectors
are accelerating in the current era of globalization. This change is very much in line with the
increasingly fierce competition in the world of work. The competition of the working world
in this era of globalization is not only with local resources, but also competing with human
resources from abroad.
Human Resources (HR) is one of the factors of a competition. The quality of
resources becomes very important in the progress of an organization. Basically every human
being wants to be the best and superior to others. With this condition, human beings are
required to continue to develop the diverse potential and skills possessed by each person.
Along with the development of the times, the number of superior and quality human
resources is increasingly needed by companies. Humans are the most important source or also
called Human Capital which is very important in a company. Because it is human beings who
have the ability to think and can manifest themselves to increase and decrease. Without the
presence of human resources, the achievement of corporate goals will be hampered. With that
in mind, corporate management should strive as much as possible to utilize their human
resources to achieve high productivity and performance.
Efforts to get high performance, it takes a lot of effort from each of the human
resources in a company. Basically performance is something that is individual, because
everyone has different levels of ability in carrying out their duties. Performance depends on
the combination of ability, effort, and opportunity gained. If a person has sufficient skills, but
is not accompanied by maximum effort and does not have the opportunity to grow, then it
will be difficult to achieve optimal performance.
For optimal performance, the availability of reliable human resources is essential.
Efforts to provide such resources can be obtained through improving the quality of human
resources. Qualified human resources according to the needs of the organization can be
obtained through career planning, training, and career development programs.
Career planning, training, and career development are factors that drive the
achievement of the best employee performance so as to provide increased productivity in an
organization. The suitability of organizational needs and tasks with career planning, training,
and career development programs will support improved employee performance. Career

14
planning, career training and development programs can enhance employees' skills,
knowledge, and experience with their employees. Employees who have competence in their
work will have the opportunity to follow the stages of the career level and achieve a good
career level.
Career planning is the beginning of an individual to act on the assessment of his or her
personal capacity and environment towards career advancement. Zikic and Klehe (2006) in
their study found that individual career planning makes them more responsible, aware of their
shortcomings and strengths as well as aware of any need for career development and
increasingly challenging career environment.
Akrivos (2007) study proves that career development planning factors and career
advancement strategies can be used as predictors as variables that contribute to career
success. Career strategies will shorten the period in the career path to achieve success
compared to the actual period of service required (Akrivos, Ladkin and Rektilis, 2007;
Bozionelos, 2008).
Career development is the implementation of career planning. Therefore, career
development can be defined as all the personal efforts of employees aimed at carrying out
their career plans through education, training, job search and acquisition, as well as work
experience. The starting point of career development starts with the employee himself, where
each person is responsible for the development or progress of his career. Once the
commitment is in place, some development activities benefit employees and organizations,
the human resources department conducts training and development for employees.
Career development is something that is highly expected by every employee. Career
development (carrier development) includes career planning (carrier planning) and career
management (carrier management). Development refers to activities aimed at enhancing
competencies over a longer period of time that go beyond current positions in anticipation of
the organization's ever-evolving and changing needs. With career development, employees
will get more rights that were not obtained before such as increased income, facilities and a
sense of pride in themselves.
Once the individual career goals have been determined, they will think using the
aforementioned elements of how career goals can be achieved. Thus, elements in career
strategies such as developing skills, continuous learning, obtaining the guidance of
professional senior employees, building social networks and organizational support can help
individuals increase confidence in achieving career goals.

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 Career goals are able to stimulate the action of their career strategies to the level that
should be required. If the level of career success achieved is set at a high level, career
strategies must also be balanced at a high level. This career goal can be achieved through
Career Management Practices (CMP) that is from formal mentoring.
Mentoring is a formal or informal relationship established between experienced and
knowledgeable employees and inexperienced or new employees. The purpose of a mentor is
to help new employees quickly absorb the cultural and social norms of the organization.
Or, mentors help employees continue to grow in their current position and become prepared
for new job and career opportunities. Mentoring can also help employees, who are new to a
particular task or area of responsibility, quickly learn what they need to know to be successful
in their job and duties.
A mentor can also serve as a sounding board when new employees are assimilated
into the company. Mentors can help employees continue to be more knowledgeable and
effective in their current jobs. They help employees continuously achieve new levels of
knowledge, sophistication and career development.
The best mentoring relationship involves the exchange of specific knowledge that
helps new employees quickly accelerate as contributors in your organization. Mentor
relationships can also be evaluative to assess the assimilation of new employees in their new
roles. Mentoring is provided in addition to your new employee onboarding process and
should have different content and goals. Mentoring helps employees navigate the learning
curves that exist in new roles and relationships.

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