Career Management Development

Career Management and
Development
Chapter 12
CH-12 Copyright 2008 Werner et al 1

Learning Objectives
• Define the term career, and explain the
roles involved in career management and
development
• Explain the effect that the ―new
employment relationship‖ is having on
career management
• Describe how models of life and career
development enhance our understanding
of careers
Learning Objectives – 2
• Explain what is involved in career
management and describe several models
of career management
• Describe five career management
practices
• Describe four issues that affect career
management
• Understand what is involved in designing a
career management program
Have You Ever Wondered…
• What exactly are people talking about when they refer to
a ―new‖ employment relationship?
• If things are changing so rapidly within organizations and
in the external environment, does it even make sense to
talk about career development issues?
• Are there typical issues that employees face at particular
ages or stages of their careers?
• What roles should employees, managers, and HRD
professionals play in managing employees' careers?
• What types of career development activities are actually
used by organizations?

Careers
• Study of careers and how they develop is
one of the most active areas of inquiry in
the social sciences
• Psychologists, educators, sociologists,
economists, and management scholars all
seek to understand how a person selects,
works within, and makes decisions to
change the focus of his or her working life

Careers and HRD
• Understanding and finding ways to
influence the careers of employees in an
organization is also an integral part of
HRD
• Career development provides a future
orientation to HRD activities
• It is a fact of life that people and
organizations change

Need for Career Development
• Developing in a job or a career requires
– Organizational objectives and the blend of
knowledge, skill, abilities, and other
characteristics (KSAOs) it will take to reach
those objectives change in response to
challenges from the environment

Changes in Environment
• Environment that has been typified by
– rapid change
– increased competition
– globalization
– an employment relationship that is less loyalty
based
– flatter, less hierarchical organizational
structures

The ―New Employment
Relationship‖
• In the past there was an ―entitlement‖
mentality toward jobs, benefits, and the
like, that is, that employers ―owed‖ such
things to their employees
• Career development was seen primarily as
the organization’s concern.
– The goal was to ensure that the ranks of
management would be filled with individuals
who were prepared for these tasks and fit the
organization’s culture
Old-Style Career Development
• Career development practices that were used
primarily created an internal labor market to fulfill
the organization’s needs
• Career progress was defined primarily in terms
of promotion and pay increases within one
organization
• Individuals often viewed career planning to the
extent that they had vertical aspirations and
were selected for or volunteered to participate in
the organization’s development activities
• Moving up through the ranks of management
was often the 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 has created uncertainty for
many people

The Changing Employee
• Employees are 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
• There will continue to be a significant
number of organizations that have 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

The 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
Fig. 12-1
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
Table 12-1 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

Levinson’s ―Eras‖ Approach to
Adult Development
Fig. 12-2 ⎫
⎪
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 ⎪
⎪
40
⎭
⎫
Settling down ⎪
⎪
33
⎪
⎪
Age 30 ⎪
transition
⎪
⎪ Early
28 ⎬ adulthood
⎪
Entering the ⎪
adult world ⎪
⎪
22 ⎪
⎪
Early adult transition ⎪
⎪
17 ⎭
(Childhood and
adolescence) Preadulthood
SOURCE: From Levinson, D. J., Darrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B. (1978). Seasons of a man’s life. New York (57).
Copyright 1978 by Daniel J. Levinson. Reprinted by permission of Alfred A. Knopf.

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 Five-Stage Model
Table 12-2
Occupational Choice: Preparation for Work

Typical Age Initially 0–25; then variable
Range:
Major Tasks: •Develop occupational self-image
•Assess alternative occupations
•Develop initial occupational choice
•Pursue necessary education
SOURCE: From Career Management 3rd edition by Greenhaus. © 2000. Reprinted with permission of South-Western, a division of
Thomson Learning: www.thomsonrights.com. Fax 800-730-2215.

A Five-Stage Model
Table 12-2
• Organizational Entry
Typical Age Range: Initially 18–25; then variable
Major Tasks: •Obtain job offer(s) from desired

organization(s)
•Select appropriate job based on accurate
information

A Five-Stage Model
Table 12-2
• Early Career: Establishment and Achievement

Typical Age Range: 25 - 40
Major Tasks: •Learn job

•Learn organizational rules and norms
•Fit into chosen occupation and organization
•Increase competence
•Pursue The Dream

A Five-Stage Model
Table 12-2
• Mid-Career
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

A Five-Stage Model
Table 12-2
• Late Career
Typical Age Range: 55 - retirement
Major Tasks: •Remain productive in work,

•Maintain self-esteem
•Prepare for effective retirement.

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; in the United States,
this has been the traditional view of a ―career‖
• 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

A Career Management Model
Information, Opportunities, and Support from
Fig 12-3
Need to make
decision
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
SOURCE: From Career Management 3rd edition by Greenhaus. 2000. Reprinted with permission of South-Western, a division of Thomson
Learning:www.thomsonrights.com. Fax 800-730-2215.

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
Table 12-3
• 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
Learning: www.thomsonrights.com. Fax 800-730-2215.

Table 12-3
• 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

Table 12-3
• 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

Table 12-3
• 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

Table 12-3
• 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

Table 12-3
• 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

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
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
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

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
Table 12-4
Career Development Practice

A. Employee self-assessment tools
1. Pre-retirement workshops
2. Career planning workshops
3. Career workbooks (stand-alone)
4. Computer software
SOURCES: Adapted from Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). Organizational career development: Benchmarks for
building a world-class workforce (p. 22). San Francisco: Jossey-Bass; Lemire, L., Saba, T., & Gagnon, Y.-C. (1999). Managing career
plateauing in the Quebec public sector. Public Personnel Management, 28(3), 375–391; Baruch, Y., & Peiperl, M. (2000). Career management
practices: An empirical survey and implications. Human Resource Management, 39(4), 347–366.

Career Development Activities and
Table 12-4
Practices
B. Individual counseling or career discussions
– Supervisor or line manager
– Human Resource staff
– Specialized counselor
• internal
• external
– Senior career advisors

Practices
Table 12-4

C. Internal labor-market information exchanges
– Career ladders or dual career ladders
– Career resource center
– Career information handbooks
– Other career information formats

Practices
Table 12-4

D. Job matching systems
– Job posting
– Replacement or succession planning
– Internal placement systems
– Informal canvassing
– Skills inventories or skills audit
– Staffing committees

Practices
Table 12-4
Career Development Activity

E. Organizational potential assessment processes
– Interview process
– Job assignments
– Promotability forecasts
– Psychological testing
– Assessment centers

Practices
Table 12-4

F. Development programs
– Tuition reimbursement
– In-house T&D programs
– External seminars and workshops
– Employee orientation programs
– Job rotation

Practices
Table 12-4

F. Development programs (Continued)
– Supervisor training in career discussions
– Job enrichment or job redesign
– Mentoring systems
– Dual-career couple 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 in Mentoring
• Cross-Gender Issues
• Racial Issues

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
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
Table 12-5
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 (p. 54). San Francisco: Jossey-Bass.

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

Methods for Increasing Career
Motivation
Table 12-6
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.

Motivation
Table 12-6
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

Motivation
Table 12-6
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

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
Table 12-7
• 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.

Table 12-7
• 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.

Table 12-7
• 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

Table 12-7
• 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

Table 12-7
• Evaluate and Maintain Results

– Evaluate
– Continuously improve the career development
effort
– Maintain high visibility and ongoing
communication of career development

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

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
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

Development Efforts
12. Expand career development measure-
ment and evaluation
13. Continue to study best practices and
organizational career development in a
global context

Career Management Development

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• ―Career‖ means many things to many

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Employee Mutual focus: Organization

Self-directed Company-run Corporate Manager- Developmental Corporate Corporate

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Occupational Choice: Preparation for Work

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Major Tasks: •Obtain job offer(s) from desired

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• Early Career: Establishment and Achievement

Major Tasks: •Learn job

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Major Tasks: •Reappraise early career and early adult-

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Major Tasks: •Remain productive in work,

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• Career management involves both

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Career Awareness of self

Progress Strategy Strategy

Educational, Family, Work, and Societal Institutions

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• Model represents an ideal career

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• Progress toward the goal

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