Unit 5 (1).pdf

KMS1034 Human Resource Development Learning Unit 5 Career Development  Learning Objectives At the end of this unit, you will be able to: Define what a career is Discuss the relationship between a person’s life stage and his/her career Describe the career manage...

KMS1034 Human Resource Development Learning Unit 5 Career Development  Learning Objectives At the end of this unit, you will be able to: Define what a career is Discuss the relationship between a person’s life stage and his/her career Describe the career management process Discuss various career development practices, activities and issues  Careers and HRD Understanding and finding ways to influence the careers of employees in an organization – Integral part of HRD Career development – A future orientation to HRD activities It is a fact of life that people and organizations change  Changes in Environment Typical business environment – rapid change – increased competition – globalization – an employment relationship that is less loyalty based – flatter, less hierarchical organizational structures  The Career Development in the Past In the past exists an “entitlement” mentality toward jobs, benefits, etc – Employers “owed” such things to their employees Career development seen primarily as organization’s concern. – Goal to ensure ranks of management filled with individuals prepared for these tasks & fit the organization’s culture Old-Style Career Development Career development practices – primarily to create an internal labor market to fulfill the organization’s needs Career progress – defined primarily in terms of promotion & pay increases within one organization Career planning viewed as – vertical aspirations – Individuals selected or volunteered to participate in organization’s development activities Moving up through the ranks of management – main career goal  Changes in the Relationship We can’t promise you – how long we’ll be in business – that we won’t be acquired – that there’ll be room for promotion – that your job will exist when you reach retirement age – that the money will be available for your pension We can’t expect your undying loyalty, and we aren’t even sure we want it The Realization of Employment Mortality That employees, not the organization, are responsible for their own continued employability created uncertainty for many people  The Changing Employee Employees increasingly expected to assume responsibility for – developing and maintaining their own skills – adding demonstrable value to the organization – understanding the nature of their employer’s business  The Changing Employer Employers should provide – opportunities for skill development, training, and education – employee involvement in decision making, assistance with career management (e.g., coaching and mentoring), and performance-based compensation Overall, the concept of a “boundary-less” career, that is, a career not bound to one organization or profession, has become popular Impact of the “New” Employment Relationship Still exist significant number of organizations with long-term relationships with their employees The work organizations do to achieve their goals changes over time  What Is a Career? “Career” means many things to many people Property of an Occupation or Organization – Advancement Career denotes one’s progression and increasing success within an occupation or organization – Status of a profession Some use the term career to separate the “professions,” from other occupations The lawyer is said to have a career, while the carpenter does not Degree of involvement in one’s work Stability of a person’s work pattern – A sequence of related jobs is said to describe a career, whereas a sequence of unrelated jobs does not  Career Defined A career is best described broadly as – the pattern of work-related experiences that span the course of a person’s life This definition includes both – objective events, such as jobs – subjective views of work, such as the person’s attitudes, values, and expectations  Career Choice The job and occupational choices an individual makes during a career are determined in large part by – forces within the individual, – the organization – other external forces (e.g., society, family, the educational system) The individual is driven toward particular job choices by his or her skills, knowledge, abilities, attitudes, values, personality, and life situation  Relationship of Career to Non- work Activities One must consider all of an individual’s skills, abilities, and interests One must recognize the impact and value that relationships outside of work have on employees People come to organizations for specific reasons – those reasons often change as they age  Career Development An ongoing process by which individuals progress through a series of stages, each of which is characterized by a relatively unique set of issues, themes, and tasks  Career Planning and Career Management Both the individual and the organization have interests in an individual’s career Both parties may take actions to influence that career These sets of related activities are referred to as career planning and career management These activities can be viewed as existing along a continuum  Career Planning A deliberate process of – becoming aware of self, opportunities, constraints, choices, and consequences – identifying career-related goals – programming work, education, and related developmental experiences to provide the direction, timing, and sequence of steps to attain a specific career goal  Career Management An ongoing process of – preparing – implementing – monitoring career plans Undertaken by the individual alone or in concert with the organization’s career systems  Spectrum of Career Development Activities Employee Mutual focus: Organization centered: manager-employee centered: career planning planning career management Self-directed Company-run Corporate Manager- Developmental Corporate Corporate workbooks career-planning seminars on employee career assessment talent succession and tape workshops organizational discussions centers (with inventories planning cassettes career (includes feedback) separate training for managers) SOURCE: Hall, D. T. (1986). “An Overview of Current Career Development theory, Research, and Practice.” In Hall, D. T., and associates (eds.), Career Development in Organizations (4), San Francisco. Copyright 1986 by Jossey-Bass, Inc. This material is used by permission of John Wiley & Sons, Inc. Career Development Activities Vary according to – the amount of influence by the individual – the amount of information provided to the individual – the amount of influence by the organization – the amount of information provided to the organization  Stages of Life and Career Development Common experiences, challenges, or tasks most people seem to go through as their life or career progresses Stage view helps to predict likely crises and challenges and therefore plan ways to resolve or minimize them Stage views of development have their limitations – all individuals are unique – and will not have the same experiences  Stage Views of Adult Development Erikson’s Model of Adult Development Levinson’s “Eras” Approach to Adult Development  Erikson’s Model of Adult Development Stage of Development (Issue) Age Range (Years) Basic trust versus mistrust Infancy Autonomy versus shame and 1-3 doubt Initiative versus guilt 4-5 Industry versus inferiority 6-11 Identity versus role confusion Puberty & Adolescence Intimacy versus isolation Young Adulthood Generativity versus stagnation Middle Adulthood Ego integrity versus despair Maturity  Levinson’s “Eras” Approach to Adult Development Major phases of a person’s life (called eras) are like seasons of the year in the following ways: – They are qualitatively different – Change occurs within each season – There is a transitional period between each season that is part of both seasons – No season is superior or inferior to another season – Each season contributes something unique to life – There are four seasons or eras in a person’s life  ⎫ Late adulthood ⎪ ⎪ ⎪ Late 65 ⎬ adulthood ⎪ Late adult transition ⎪ ⎪ ⎭ 60 Culmination of ⎫ middle ⎪ ⎪ adulthood ⎪ 55 ⎪ Age 50 ⎪ ⎪ transition ⎪ Middle 50 ⎬ adulthood Entering ⎪ middle ⎪ ⎪ adulthood ⎪ 45 ⎪ ⎪ Mid-life transition ⎪ ⎪ ⎭ Levinson’s 40 ⎫ Settling down ⎪ ⎪ ⎪ “Eras” 33 ⎪ Age 30 ⎪ transition ⎪ ⎪ Early Approach to 28 ⎬ adulthood ⎪ Entering the ⎪ adult world ⎪ ⎪ Adult 22 ⎪ ⎪ Early adult transition ⎪ ⎪ ⎭ Development 17 (Childhood and adolescence) Preadulthood Models of Career Development Preparation for Work (Age 0–25) Organizational Entry (Age 18–25) The Early Career (Age 25–40) The Mid-Career (Age 40–55) The Late Career (Age 55– Retirement)  A Four-Stage Model Typical Age Initially 0–25; then variable Range: Major Tasks: Develop occupational self-image, assess alternative occupations, develop initial occupational choice, pursue necessary education, obtain job offer(s), select appropriate job. SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management, 4th edition. Thousand Oaks, CA: Sage.  A Four-Stage Model Typical Age Range: Initially 25 - 40 Major Tasks: Learn job, organizational rules & norms, fit in, increase competence, pursue “The Dream” SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management, 4th edition. Thousand Oaks, CA: Sage.  A Four-Stage Model Typical Age Range: 40 - 55 Major Tasks: Reappraise early career and early adult- hood, reaffirm or modify The Dream , make choices appropriate to middle adult years, remain productive in work SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management, 4th edition. Thousand Oaks, CA: Sage..  A Four-Stage Model Typical Age Range: 55 - retirement Major Tasks: Remain productive in work, maintain self- esteem, prepare for effective retirement. SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management, 4th edition. Thousand Oaks, CA: Sage.  Reconciling the Traditional and Contemporary Career Models Individuals should take responsibility for their lives and employability Organizations also bear a responsibility for career management, – for their own interests – for the well-being of those who work within their organization It would be foolish to ignore age-based stage models of life and career  Four Career Concepts – 1 Linear – A progression of movement up an organizational hierarchy to positions of greater responsibility and authority; motivated by desire for power and achievement; variable time line Expert – A devotion to an occupation; focus on building knowledge and skill within a specialty; little upward movement in a traditional hierarchy, more from apprentice to master; motivated by desire for competence and stability; rooted in the medieval guild structure  Four Career Concepts – 2 Spiral – A lifelong progression of periodic (seven to ten years) moves across related occupations, disciplines, or specialties; sufficient time to achieve a high level of competence in a given area before moving on; motives include creativity and personal growth Transitory – A progression of frequent (three to five years) moves across different or unrelated jobs or fields; untraditional; motives include variety and independence Life Stage and Career Models By understanding the models – individuals can be better equipped to think about, anticipate, and manage the transitions they will experience during their lives – organizations can develop strategies and tactics to manage the career transitions their employees will experience create career management systems that will both meet the organizations’ HR needs and satisfy the needs of employees  The Process of Career Management Career management involves both – planning for career activities – putting those plans into action  Information, Opportunities, and Support from Management Model Need to make decision A Career Career Awareness of self Goal setting exploration and environment A B C Career Feedback: appraisal work/nonwork H G Progress Strategy Strategy toward goal implementation development F E D Educational, Family, Work, and Societal Institutions  Model Characteristics Model represents an ideal career management process: – the way people should conduct career management – not a description of what the typical person actually does  Eight Career Activities Individual responds to the need to make a career decision. That response includes eight activities: – career exploration – awareness of self and environment – goal setting – strategy development – strategy implementation – progress toward the goal – feedback from work and non-work sources – career appraisal The Career Management Cycle A problem-solving, decision-making process Information is gathered so individuals can become more aware of themselves, and the world around them Goals are established, plans or strategies are developed and implemented Feedback is obtained to provide more information for ongoing career management Career Management Activities Career exploration. – Career exploration involves gathering information about one’s self and the environment Awareness of self and environment – Successful career exploration will lead the individual to a deeper self-awareness – An understanding of both opportunities and constraints present in the environment This awareness of self and environment can lead the individual to set or revise career goals, or strategies SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. Career Management Activities Goal setting. – A career goal is an outcome the individual decides to try to obtain Such goals may be specific (e.g., I want to become a partner in my accounting firm by age 35) or general (e.g., I want to be a successful and respected chef) – To the extent career goals are based on an awareness of the self and environment, they are likely to be realistic SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. Career Management Activities Strategy development – A career strategy is an action plan for accomplishing the career goal Includes the actions that should be carried out and a timetable for performing them The strategy will be more effective if it is based on realistic self- awareness and environmental awareness Seven career strategies: – competency in the current job – increased involvement in work – developing skills – developing opportunities – cultivating mentor relationships – image building – engaging in organizational politics SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. Career Management Activities Strategy Implementation – Strategy implementation involves carrying out the strategy the individual has developed – Following a realistic strategy as opposed to acting without a clearly defined plan increases the likelihood of attaining the career goal – It is easier to get where you want to go if you have a plan to follow – Strategy implementation can lead to progress toward the goal and feedback from work and non-work sources SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. Career Management Activities Progress toward the goal – This is the extent to which the individual is nearing the career goal Feedback from work and non-work sources – Valuable information about the progress toward the career goal can be obtained from both work sources—such as co-workers, supervisors, and specialists non-work sources—such as friends, family, and teachers SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. Career Management Activities Career appraisal – Feedback and information on progress toward the career goal permit the individual to appraise his or her career – This appraisal leads to reengagement in career exploration – the career management process continues with another cycle of activities SOURCE: From Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (2010). Career management (4th ed.) Thousand Oaks, CA: Sage. The Cyclical Career Management Process Career management process is cyclical and ongoing The need to make career decisions can result from – changes within the individual (e.g., questioning done at mid-career) and – changes in the environment (e.g., organizational decisions such as firing and downsizing, or a merger or acquisition) Organizationally Oriented Career Management Models The Pluralistic Approach – At least four career concepts that represent patterns employees’ careers can take – Organizations can have career cultures that mirror these career concepts Linear Expert Spiral Transitory  The Career Culture An organization’s career culture is defined by – the organization’s structure – what forms of performance it values – the rewards it offers employees Organization’s career culture should support its strategic direction – (e.g., an organization seeking diversification should adopt a spiral career concept culture)  HRD and Career Development Professional’s Responsibility – 1 To help individuals become “masters of their own careers”: 1. Start with the recognition that each individual “owns” his or her career 2. Create information and support for the individual’s own efforts at development 3. Recognize that career development is a relational process in which the career practitioner plays a broker role  HRD and Career Development Professional’s Responsibility – 2 4. Become an expert on career information and assessment technologies 5. Become a professional communicator about your services and the new career contract 6. Promote work planning that benefits the organization as a whole, over career planning that is unrelated to organizational goals and future directions  HRD and Career Development Professional’s Responsibility – 3 7. Promote learning through relationships at work 8. Be an organizational interventionist – Someone willing and able to intervene where there are roadblocks to successful career management  HRD and Career Development Professional’s Responsibility – 4 9. Promote mobility and the idea of the lifelong learner identity 10. Develop the mind-set of using natural (existing) resources for development  Career Development Tools and Linkages Career Development Practice A. Employee self-assessment tools B. Individual counseling or career discussions C. Internal labour market information D. Job matching systems  Career Development Activities and Practices Career Development Activity E. Organizational potential assessment processes F. Development Programs  Individual Counseling or Career Discussions Three Stages – Opening and Probing This stage establishes rapport and determines the employee’s goals for the counseling session(s) – Understanding and Focusing This includes providing assistance in self- assessment and establishing career goals and strategies – Programming This stage provides support for implementing the career strategy  Specific Counseling Counseling can be used for – Employees continuing employment – Employees who are approaching retirement about to be laid off terminated  Outplacement Counseling Outplacement counseling focuses on assisting terminated employees in making the transition to a new organization – can focus on job search skills, stress management, and career planning – most likely to be performed by a counselor who is not an organization member  Pre-Retirement Counseling Pre-retirement counseling and workshops involve – activities that help employees prepare for the transition from work to non-work Retirement is often filled with great uncertainty on both the personal and the financial level Pre-retirement counseling programs typically involve discussions about financial planning, social adjustment, family issues, and preparing for leisure activities Using Supervisors as Counselors Their role in the career development process must be clarified They must be trained to perform this role They must have the opportunity to discuss their own career development concerns The role of counselor or developer should be incorporated into the organizational reward system – included in performance evaluations  Internal Labor Market Information Job Posting – Making open positions in the organization known to current employees before advertising them to outsiders Career Path – Sequence of jobs, usually involving related tasks and experiences, that employees move through over time – Together with job descriptions and job specifications, these paths can aid the employee in developing a career strategy  Internal Labor Market Information Skills Inventory – A skills inventory is a database that contains information about employee skills, education, performance evaluation, and career preferences  Organization Potential Assessment Processes Many organizations evaluate the potential, or promotability, of managerial, professional, and technical employees Three ways that potential assessment can be done – potential ratings – assessment centers – succession planning  Potential Ratings Similar to employee performance evaluations Focus on future potential instead of current performance  Assessment Center Small groups of employees perform a variety of exercises while being evaluated by a group of trained assessors – simulations, role plays, group discussions, tests, and interviews – should measure relevant skills and aptitudes for a given position  Succession Planning Done for upper-level management positions Requires senior managers to identify employees who should be developed to replace them Goal of the process is one of creating a cadre of individuals who have the competencies needed to work as part of a senior management team  Developmental Programs Job rotation – involves assigning an employee to a series of jobs in different functional areas of the organization Mentoring – a relationship between a junior and senior member of the organization that contributes to the career development of both members  Concerns - Cross-Gender Mentoring Concern exists between the parties about intimacy and sexual attraction There is an inclination for men and women to rely on sex-role stereotypes Dissatisfaction with the role-modeling aspect of the relationship may be felt The relationship is subject to public scrutiny – e.g., jealous spouses, office gossip Peer resentment may occur  Concerns - Racial Issues Black protégés with white mentors reported – less satisfaction with the mentoring relationship – less support than did members of same-race mentoring relationships  Three Conditions for Successful Mentoring 1. The program should be clearly linked to business strategy and existing HR policies and practices – to increase the chances that potential participants and senior management will accept and actively support the program 2. Core components of the program (objectives, guidelines, training and education, communication strategy, monitoring and evaluation, and coordination) should be designed for effectiveness rather than expediency 3. Voluntary participation and flexible guidelines are critical to success Issues in Career Development Developing Career Motivation The Career Plateau Career Development for Nonexempt Employees Enrichment: Career Development without Advancement Definitions of the Three Facets of Career Motivation 1. Career resilience. – The extent to which people resist career barriers or disruptions affecting their work. This consists of self- confidence, need for achievement, the willingness to take risks, and the ability to act independently and cooperatively as appropriate. 2. Career insight – The extent to which people are realistic about themselves and their careers and how these perceptions are related to career goals. This includes developing goals and gaining knowledge of the self and the environment. 3. Career identity – The extent to which people define themselves by their work. This includes involvement in job, organization, and profession and the direction of career goals (e.g., toward advancement in an organization). SOURCE: From London, M., & Mone, E. M. (1987). Career management and survival in the workplace.San Francisco: Jossey-Bass, p. 54.  Career Resilience Build employee self-confidence through feedback and positive reinforcement Generate opportunities for achievement Create a risk-taking environment Show interpersonal concern and encourage group cohesiveness SOURCE: From London, M. (1991). Career development. In Wexley,K. N., & Hinrichs, J. (Eds.), Developing human resources (pp. 5–159). Washington, DC: BNA Books.  Methods for Increasing Career Motivation 1. To support career resilience a. Build employees’ self-confidence through feedback and positive reinforcement b. Generate opportunities for achievement c. Create an environment conducive to risk taking by rewarding innovation and reducing fear of failure d. Show interpersonal concern and encourage group cohesiveness and collaborative working relationships SOURCE: From London, M. (1991). Career development. In Wexley,K. N., & Hinrichs, J. (Eds.), Developing human resources (pp. 5–159). Washington, DC: BNA Books.  Methods for Increasing Career Motivation 2. To enhance career insight: a. Encourage employees to set their own goals b. Supply employees with information relevant to attaining their career goals c. Provide regular performance feedback SOURCE: From London, M. (1991). Career development. In Wexley,K. N., & Hinrichs, J. (Eds.), Developing human resources (pp. 5–159). Washington, DC: BNA Books.  Methods for Increasing Career Motivation 3. To build career identity a. Encourage work involvement through job challenge and professional growth b. Provide career development opportunities, such as leadership positions and advancement potential c. Reward solid performance through financial bonus SOURCE: From London, M. (1991). Career development. In Wexley,K. N., & Hinrichs, J. (Eds.), Developing human resources (pp. 5–159). Washington, DC: BNA Books.  Career Plateau A career plateau has been defined as “the point in a career where the likelihood of additional hierarchical promotion is very low” – A traumatic experience for many employees – Accompanied by feelings of stress, frustration, failure, and guilt  Career Plateauing Is more complex than previously thought. HRD professionals should – assess whether employees are plateaued by determining employees’ perceptions of the extent to which their careers are stalled – attempt to identify the reasons for the plateau – tailor the action used to resolve an employee’s problem according to the cause of the plateau  Career Development for Nonexempt Employees Clerical and support staff and technicians – who are paid hourly or weekly rates – are entitled to overtime  Development Needs of Nonexempt Employees Job satisfaction often comes from the work itself, which is problematic if the work is repetitive and unchallenging Changing current status (e.g., union to nonunion, blue collar to white collar) requires both a significant personal investment and a significant cultural adjustment – white-collar positions may require higher education levels than blue-collar positions – employees who cross the “collar line” may not receive the support they need from coworkers  Development Needs of Nonexempt Employees Exempt employees may become more frustrated during their careers than exempt employees because opportunities to make a vertical transition are more limited for them  Some Options Development resource center Support for lifelong learning activities – tuition reimbursement for relevant courses – in-house seminars  Enrichment Career Development without Advancement – certification programs and mastery paths that specify selection criteria and identify performance expectations – training requirements to move through various levels of expertise within a job – retraining programs – job transfers or rotation  A Systems Approach to Creating a Career Development Program Identify Needs 1. Link career development to business strategy 2. Align employee and organization needs SOURCES: Based on Leibowitz, Z. B., Farren, C., & Kaye, B. L. (1986). Designing career development systems. San Francisco: Jossey- Bass, and Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for building a world- class workforce. San Francisco: Jossey-Bass; Patton, W., & McMahon, M. (2001). Implementing career development learning programs. In W., Patton & M., McMahon (Eds.). Career development programs: Preparation for lifelong career decision making. Melbourne, Australia Australian Council for Educational Research, pp. 10–21; Patton, M., & McIlveen, P. (2009). Context and models for the analysis of individual and group needs. Career Development Quarterly, 57, 327–334.  A Systems Approach to Creating a Career Development Program Build a Vision for Change 1. Build systems and link them to other management and HR systems quality initiatives, orientation, performance evaluation, compensation 2. Use a variety of tools and approaches. SOURCES: Based on Leibowitz, Z. B., Farren, C., & Kaye, B. L. (1986). Designing career development systems. San Francisco: Jossey- Bass, and Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for building a world- class workforce. San Francisco: Jossey-Bass; Patton, W., & McMahon, M. (2001). Implementing career development learning programs. In W., Patton & M., McMahon (Eds.). Career development programs: Preparation for lifelong career decision making. Melbourne, Australia Australian Council for Educational Research, pp. 10–21; Patton, M., & McIlveen, P. (2009). Context and models for the analysis of individual and group needs. Career Development Quarterly, 57, 327–334.  A Systems Approach to Creating a Career Development Program Develop a Plan for Action 1. Create a corporate infrastructure, but implement career development systems in individual business units or divisions 2. Ensure line manager participation, starting with system development SOURCES: Based on Leibowitz, Z. B., Farren, C., & Kaye, B. L. (1986). Designing career development systems. San Francisco: Jossey- Bass, and Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for building a world- class workforce. San Francisco: Jossey-Bass; Patton, W., & McMahon, M. (2001). Implementing career development learning programs. In W., Patton & M., McMahon (Eds.). Career development programs: Preparation for lifelong career decision making. Melbourne, Australia Australian Council for Educational Research, pp. 10–21; Patton, M., & McIlveen, P. (2009). Context and models for the analysis of individual and group needs. Career Development Quarterly, 57, 327–334.  A Systems Approach to Creating a Career Development Program Implement for Impact and Longevity 1. Hold line managers accountable and give them the skills they will need to fulfill their responsibilities. 2. Follow up initial implementation with a series of activities that keep career development salient information sharing, career action teams SOURCES: Based on Leibowitz, Z. B., Farren, C., & Kaye, B. L. (1986). Designing career development systems. San Francisco: Jossey-Bass, and Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for building a world-class workforce. San Francisco: Jossey-Bass; Patton, W., & McMahon, M. (2001). Implementing career development learning programs. In W., Patton & M., McMahon (Eds.). Career development programs: Preparation for lifelong career decision making. Melbourne, Australia Australian Council for Educational Research, pp. 10–21; Patton, M., & McIlveen, P. (2009). Context and models for the analysis of individual and group needs. Career Development Quarterly, 57, 327–334.  A Systems Approach to Creating a Career Development Program Evaluate and Maintain Results – Evaluate – Continuously improve the career development effort – Maintain high visibility and ongoing communication of career development SOURCES: Based on Leibowitz, Z. B., Farren, C., & Kaye, B. L. (1986). Designing career development systems. San Francisco: Jossey- Bass, and Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for building a world- class workforce. San Francisco: Jossey-Bass; Patton, W., & McMahon, M. (2001). Implementing career development learning programs. In W., Patton & M., McMahon (Eds.). Career development programs: Preparation for lifelong career decision making. Melbourne, Australia Australian Council for Educational Research, pp. 10–21; Patton, M., & McIlveen, P. (2009). Context and models for the analysis of individual and group needs. Career Development Quarterly, 57, 327–334. Enhancing Organizational Career Development Efforts 1. Integrate individual developmental planning with organizational strategic planning 2. Strengthen the linkages between career development and other HRM systems 3. Move career development systems toward greater openness Enhancing Organizational Career Development Efforts 4. Enhance the role of managers in career development through both skill building and accountability 5. Develop and expand peer learning and other team-based developmental approaches 6. Stress on-the-job development; deemphasize traditional training programs that are isolated, one-shot events Enhancing Organizational Career Development Efforts 7. Emphasize enrichment and lateral movement. 8. Identify and develop transferable competencies 9. Include values and lifestyle assessments in career development activities 10. Implement a variety of career development approaches to accommodate different learning styles and the needs of a diverse workforce 11. Tie career development directly to organizational quality initiatives Enhancing Organizational Career Development Efforts 12. Expand career development measurement and evaluation 13. Continue to study best practices and organizational career development in a global context Thank you