CAREER AND HUMAN RESOURCE DEVELOPMENT

1. CAREER AND HUMAN RESOURCE DEVELOPMENT (DCE3117) Associate Prof. Dr. Roziah Mohd Rasdi Dept. of Professional Development & Continuing Education Faculty of Educational Studies Universiti Putra Malaysia roziah_m@upm.edu.my

2. Topic 3 INDIVIDUAL CAREERS SUCCESS AND CAREER MODEL

3. Career success is a desired outcome for most individual, however the meaning of success is different for different people, and varies according to the circumstances

4. Each individual have different outcome desired. The measures that can be used to assess such desired outcomes and the extent to which they are reached are complex. Commonly accepted measures are: • Learning • Gaining new skills • Abilities • Competencies • Advancement • Hierarchy • Power • Status • Autonomy • Psychological and Survival • Money making • Employability • Psychological • Satisfaction • Recognition • Self-esteem • Self actualization

6. Measures of Career Success

7. The ‘New Careerist’ measure by Derr (1986) Getting ahead: Motivation derives from the need to advance both in professional standing and up the organizational ladder. Getting secure: Having a solid position within the organization Getting high:Being inspired by the nature and content of the work performed. Getting free:Being motivated by a need for autonomy and the ability to create one’s own work environment. Getting balanced: Attaching equal or greater value to non-work interest.

8. Individual Models of Career Choice The most prominent career choice theories are Holland’s RIASEC model and Social learning (Osipow, 1990).

9. Holland’s RIASEC model • Helps in determining a fit between a person’s choices and organizational characteristic. Mostly related to the entry stage of career

12. Social Learning • Social learning is a feedback from the environment, in particular from career counseling and the development. • External intervention can help to facilitate high self efficacy via learning that affects people’s attitudes and behaviors. • To make proper career choice, people need: • To realize their own vocational inclination • To acquire knowledge of the occupational environment associated with various professional options. • Vocational inclination depends on the motivation, knowledge, personality and competence of a person.

13. Individual Models of Career Choice • Other inventories focus on later stages • Belbin’s team roles • Within a team individuals take on specific roles. • The blend of these roles has crucial influence on the effectiveness of the team. • A team need able people in order to succeed. Yet if the blend of people is wrong, it will produce poor result.

14. Individual Models of Career Choice • Other inventories focus on later stages • Lessem’s Spectral Management Theory (SMT) • Analytical instrument that enable people to identify their personal management style. • Kingsland (1985) used the terms Cognitive (C), Affective (A), and Behavioral (B). • Dominant = Upper case (A, B and C) • Recessive = Lower case (a, b and c)

15. Individual Models of Career Choice • Other inventories focus on later stages • Quinn’s Eight Managerial Roles model

16. Individual Models of Career Stage and Development

17. Super Development Theory (1957) • Super’s lifespan, life–space theory combines the psychology of individual development during life and social role theory in order to understand multiple careers via the Life-Career Rainbow.

18. Life Span – The length of one’s career stages: • Growth (1-15) • Exploration (15-25) • Establishment (25-45) • Maintenance (45-65) • Disengagement (65-) Life-Space – the breadth of one’s career. • Career is defined as the combination of life roles that one plays at a given life stage, depicted in Rainbow • Eight life roles • Son or daughter • Student • Worker • Spouse or partner • Homemaker • Parent • Leisurite • Citizen

19. The Levinson Model

20. Several well-known career stage models

21. Integrated Model

22. Model of Individual Career Development Information, opportunities, and support from Need to make decision Career Exploration Awareness of self and environment Goal Setting A B C Career Appraisal Feedback: work/nonwork H G Progress toward goal Strategy Implementation Strategy Development F E D Educational, family, work, and societal institutions

23. Protean Career • Individuals take the responsibility for transforming their own career path. The protean career is a process which the person, not the organization, is managing. It consists of all the person’s varied experience in education, training, work in several organization, changes in occupational, etc….The protean person’s own personal career choices and search for self-fulfillment are the unifying or integrative elements in his or her life (Hall, 1976:p. 201)

24. Career Anchors • Suggested by Edgar Schein in Career Anchors: Discovering Your Real Values (1985). • Career anchor is the evolving self-image, including self-perceptions of motives, skills and values • The more life and work experience, the stronger the sense of who we are and the stronger the anchor • The anchor is those elements of the self-image that people would not give up if they are forced to make a choice

25. Career Anchors

26. Commitment and Loyalty • Gouldner (1950) distinguished between ‘cosmopolitans’ and ‘locals’. • He suggest that these commitments are orthogonal (not necessarily associated or excluding each other) . • Cosmopolitans – people with strong identification and with commitment to their profession. • Locals – people with strong identification and with commitment to their organizations.

27. Multiple Commitments • The multiple commitments people may have relate to the many domains of life that each person has, each comprising of multiple constituencies. • Work related commitments - workplace commitments (leader; team; department) and commitment outside the workplace (to the union; profession) • Family related commitment – to spouse; children or parents. • Commitments in other life domains – to country, friend, club • Commitment to self – time for self, hobbies and leisure activities

28. The Desert Generation Phenomenon • Desert Generation – people who were born, grew, and developed personally and professionally in a world where loyalty and commitment to the organization were the prevailing norm. 1970-1985 (35-50) 1955 -1970 (50+) 1985+ (less than 35) A variety of alternative

29. Solutions • Two major differences that help to point the way to possible solutions are, first, the diversity of the population and second, that they are not subject to a single ruler. • A contingency approach will identify different types of people and organizations, thus a variety of solutions will emerge to fit each case. Innovative approaches The Four Options Traditional approaches Adaptive approaches Non- Adaptive approaches

31. Individual Career Concepts Intelligent Career • Know why (values attitudes, internal needs identity and life style . • Know how (career competencies, skills, expertise, capabilities, tacit, and explicit knowledge). • Know whom (networking, relationship how to find right people • Know what (opportunities, threats and requirements) • Know where (entering, training and advancing • Know when (timing of choices and requirements)

32. Boundaryless career competencies, strategies and challenges

33. Boundaryless career competencies, strategies and challenges

34. Boundaryless career competencies, strategies and challenges

35. How to reinvent and resurrect one’s own career?

36. Strategies Greenhaus, Callanan, and Godshalk offered a framework for analyzing individual strategies, i.e. the strategies people utilize to enhance their careers, to develop and make progress. The strategies are: • Competent in current job • Extended work involvement • Skill development • Opportunity development • Development of mentor and other supportive alliances • Image building • Organizational politics

39. Education • Education is perhaps the single most important factor determining whether a person will obtain a managerial position. • A first degree is common requirement for any substantial position, in particular as the percentage of university graduates is constantly growing. • People with no formal education may undertake professional training or even as a ‘mature student’ may enroll on a first-degree course. • Other options are apprenticeship programmes , on the job training, and government programmes to provide vocational qualifications.

40. Inspiration • The banal question usually addressed to children ‘What do you want to be when you grow up?’ is replaced in the job interview with, ‘What are your long-term plans?’. • The answer could make or break the prospects of a candidate hoping to embark on a promising career in a top institution, even if the other signals indicate the existence of other essential ingredients (competencies).