Career management + development

CH-12 Copyright 2008 Werner et al 1

Career Management and Development

Chapter 12


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

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.

Employeecentered:

career planning

Mutual focus:manager-employee

planning

Organizationcentered:

career management

Self-directedworkbooksand tapecassettes

Company-runcareer-planningworkshops

Corporateseminars onorganizationalcareer

Manager-employee careerdiscussions(includesseparatetraining formanagers)

Developmentalassessmentcenters (withfeedback)

Corporatetalentinventories

Corporatesuccessionplanning


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 doubt

1-3

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

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.

Late adulthood

Late adult transition

Culmination ofmiddle

adulthood

Age 50 transition

Enteringmiddle

adulthood

Mid-life transition

Middle adulthood

Early adulthood

Preadulthood

Late adulthood

Settling down

Age 30transition

Entering theadult world

Early adult transition

(Childhood andadolescence)

17

22

28

33

40

45

50

55

65

60

⎫⎪⎪⎪⎬⎪⎪⎪⎭⎫⎪⎪⎪⎪⎪⎪⎪⎬⎪⎪⎪⎪⎪⎪⎪⎪⎭⎫⎪⎪⎪⎪⎪⎪⎪⎬⎪⎪⎪⎪⎪⎪⎪⎪⎭


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 ModelTable 12-2

Occupational Choice: Preparation for Work

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.

Typical Age Range:

Initially 0–25; then variable

Major Tasks: •Develop occupational self-image•Assess alternative occupations•Develop initial occupational choice •Pursue necessary education



• 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



• 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



• 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



• 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 ModelFig 12-3

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.

Information, Opportunities, and Support from

Need to makedecision

Careerexploration

Awareness of selfand environment

Goal setting

Careerappraisal

Feedback:work/nonwork

Progresstoward goal

Strategyimplementation

Strategydevelopment

A B C

H G

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, andthe 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 ActivitiesTable 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

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.



• 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




• 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




• 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




• 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




• 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 tools1. 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 Practices

Table 12-4

Career Development PracticeB. Individual counseling or career discussions

– Supervisor or line manager– Human Resource staff– Specialized counselor

• internal• external

– Senior career advisors




Table 12-4

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




Table 12-4

Career Development Practice D. Job matching systems

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




Table 12-4

Career Development ActivityE. Organizational potential assessment processes

– Interview process – Job assignments – Promotability forecasts – Psychological testing

– Assessment centers




Table 12-4

Career Development Activity

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




Table 12-4

Career Development ActivityF. 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 resiliencea. Build employees’ self-confidence through feedback and positive reinforcementb. Generate opportunities for achievementc. Create an environment conducive to risk taking by rewarding innovation and reducing fear of failured. 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.



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




Table 12-6

3. To build career identitya. Encourage work involvement through job challenge and professional growthb. Provide career development opportunities, such as leadership positions and advancement potentialc. 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 Change1. 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 Action1. 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 Longevity1. 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



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



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



12. Expand career development measure-ment and evaluation

13. Continue to study best practices and organizational career development in a global context