Human Resource

Management
ELEVENTH EDITION
1
GARY DESSLER
https://professoralsaad.weebly.com/uploads/1/0/5/0/1050924/dessler_ch3.ppt

Part 3 | Training and Development

Chapter 10

Managing Careers

PowerPoint Presentation by Charlie Cook

The University of West Alabama
 2- Career Management Basics
• Career
 Occupational positions a person had over many
years.
 Achievements and failures

Career Career
Management Development

Employees’
Careers

Career
Planning
10–2
 Career Management Basics
• Career Management
 A process for enabling employees
 To better understand and develop their career skills and
interests
 To use these skills and interests most effectively within the
company and also after they leave the firm.

• Career Development
 Life long series of activities that contribute to a
person’s career exploration, establishment, success
and fulfillment.

10–3
 Career Management Basics
• Career Planning
 Formal process through which someone becomes
aware of his/her :
 Personal skills
 Interests
 Knowledge
 Motivations

 Acquires information about opportunities and choices

 Identifies career related goals
 Establishes action plans to attain specific goals

10–4
 Career Development Stages
• Career Planning
 Formal process through which someone becomes
aware of his or her:
 personal skills
 Interests
 Knowledge
 Motivations and other characteristics.

 Acquires information about opportunities and choices

 Identifies career-related goals
 Establish action plans to attain specific goals.

10–5
Career Stages
• Exploration Stage
 Prior to entering the workforce on a paid basis.
 Parents and teachers begin to narrow our
alternatives and lead us in certain directions.
 The careers of our parents, their aspirations , their
financial sources are crucial factors.
 The exploration period ends for most of us in our
mid-twenties as we make the transition from college
to work. Irrelevant for organization.
 Not irrelevant because it is a time when a number of
expectations about one’s career are developed,
many of which are unrealistic.
 Such expectations may lie dormant for years and then pop
up later to frustrate both the employee and the employer.
10–6
 Exploration Sub-Stages

Crystallizing an The individual begins to translate self- preference. 

1. Ages
occupational
Tentative substage 15 to 17
preference Appropriate fields and levels of work are identified.

Transition is made from school to work preference or from

Specifying an
2. Ages school to further education and/or training.
occupational
Transition substage 18 to 21
preference
Generalized choices are converted into a specific choice.
A seemingly appropriate occupation having been selected
or prepared for, a beginning job is found and tried out.

Commitment to the occupation is still provisional and may

Implementing an
Ages 22 to be strengthened or weakened by experiences
3. Trial substage occupational
24 encountered on the job or in training.
preference.
If weakened, the individual may change goals and
repeat the process of crystallizing, specifying, and
implementing an occupational preference.

10–7
• Establishment Stage
 Begins with the search for work and includes:
 our First job,
 being accepted by our peers,
 learning the job
 and gaining the first tangible evidence of success or failure
in the real world.
 It is a time which begins with uncertainties, anxieties
and risks.
 It is also marked by :
 making mistakes
 learning from these mistakes
 and the gradual assumption of increased responsibilities.

 However, the individual in this stage has yet to reach

his peak productivity and rarely gets the job that
carries great power or high status.
10–8
Establishment Sub-Stages

The individual settles down, supports self and contributes to

1. Trial with Ages 25 Stabilization in the chosen
family support, develops an appropriate lifestyle, makes use of
commitment to 30 occupation
abilities and training, and pursues meaningful interests.

After having settled down, individuals are commonly concerned

Consolidation in the
with their place in an occupation or in an orga- nization; security
chosen occupation
is the objective.

2. Advancement  Ages 31
substage to 44 In middle-class and upper-class circles, occupation. there is
generally an expectation that individuals will get ahead financially
Advancement in the
and move to more challenging levels of responsibility and
chosen occupation
independence. Frustration often results when advancement is not
forthcoming.

10–9
• Maintenance Stage
 Age 45 to 59
 Holding in the chosen occupation
 Obtained a secure and recognized position, the individual is
expected to maintain it in the face of competition from
others, technological change, health problems, and family
demands.
 For some individuals, holding may deteriorate into
stagnation
 Updating the chosen occupation
 In some fields of work and for some individuals, just holding
on is not enough; it may be important to keep abreast of
new developments as fields change and as individual goals
change in order to remain current.
 Innovation in the chosen occupation
 In some fields, such as high technology, individuals are
expected to break new ground.
10–10
• Disengagement Stage
 Age 60 or above
 As physical and / or mental powers decline, work
activity changes
 Worker role is gradually replaced by involvement in
other life roles.
 Deceleration substage
– Ages 60 to 64
– Selective reduction in amount or pace for work
– Retiring or planning to retire
 Retirement substage
– Ages 65
– Retirement living

10–11
 3- Career Management Methods

• Both employer and employee’s supervisor plays

an important role in employee career
development.

10–12
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

10–13
4. EMPLOYER LIFE CYLCE CAREER MANAGEMENT

Managing Promotions and Transfers

Making Promotion
Decisions

Decision 1: Decision 2: Decision 3: Decision 4:

Is Seniority or How Should Is the Process Vertical,
Competence We Measure Formal or Horizontal, or
the Rule? Competence? Informal? Other?

10–14
Making Promotions Decisions
• Decision 1: Seniority or Competence
 Seniority, Competence or combination
• Decision 2: Measuring Competence
 How to define and measure competence
 PETER PRINCIPLE
– Companies often promote competent employees up to their
level of incompetence where they then sit , sometime
underperforming for years.
 Past performance may define competence
– Define the job
– Set standards
– Use appraisal tool

10–15
Making Promotions Decisions
• Decision 3: Formal or informal
 Informal
 No listing of open positions and criteria
 Manager may use his/her unpublished criteria

 Formal
 Formal promotion policy
 Advertised positions and criteria

• Decision 4: Vertical, Horizontal or other

 Same department Upward
 Other department
 Other department Upward

10–16
Handling Transfers
• Employees’ reasons for desiring transfers
 Personal enrichment and growth
 More interesting jobs
 Greater convenience (better hours, location)
 Greater advancement possibilities
• Employers’ 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.

10–17
Retirement
• Preretirement 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

10–18