Career Development Overview

1. New employees are told that BNR uses a career development model; unfortunately that is often the last they hear of it! The purpose of this presentation is to give you an overview of the career development model advocated by BNR and to start a dialogue on how the model can be used by 8L00 staff to develop their careers within BNR. Why use a model? Are you confused, frustrated, or bewildered about how to get ahead within BNR? Do you know someone whose skill set seems about the same as yours and yet they seem to be more valued and progress further than you within BNR? A model can help you understand why. To show how careers progress because they don't progress in straightforward or linear ways. To determine what is necessary to build your career within BNR. Research shows that two ideas are central to understanding career development. Career Stages There are four career stages that require different activities, skills, and relationships for success. The majority of people don't move beyond the first two stages. Note the paradox that the activities and orientations needed for success in one stage can hinder movement into the next. Moving from one stage to the next requires successful performance in your current stage; it also requires obtaining the trust and support of key people to begin performing the tasks and establishing relationships inherent in the next stage. Novations Novations is a legal term that means the substitution of a new obligation for a old one; usually with the mutual agreement of everyone involved. An extremely critical part of successfully moving from one stage to the next are relationships. You must renegotiate a new set of obligations and expectations with everyone you work with. Career Development Overview

2. Education Level A first degree is the first requirement for career success. In many professions a post-graduate degree is now the minimum requirement. Performance Rating Performance rating is the second requirement for career success. Within industry, when analyzed by age group (21-30, 31-40, 41-50, over 50) the average group performance rating rises until the age of 35 and then declines. Within all age groups a significant number of people are ranked as high performers. Why? They did have different kind of job assignment—they were more complex requiring more judgement, skill, and technical knowledge. What were the differences between average and high performance? 21-30: 8%; 31-40: 16.5%; 41-50: 20.5%; over 50: 25%. Most productive age group? 31-40. The high performers were still more productive than the average even when they were over 50. Asking "What characterizes the high performers?" showed that two factors were important—age and tasks. The tasks performed early in their careers were different from those performed later. These observations gave rise to the Career Stages Model. Career Development Requirements

3. Stage Relationship Main Tasks Psychological Stage 1 Apprentice Help, Learn, Follow Dependence Stage 2 Colleague Independent contributor Independence Stage 3 Mentor Train and Interface Responsibility for others Stage 4 Sponsor Organizational direction Exercising power Organizational Needs The four stages are derived from the needs of the organization to have certain functions performed well by individuals who are well trained and who have earned the trust of others that allow them to perform those functions. Each stage is different because of the tasks performed, the relationships needed, and the psychological adjustments needed. Whilst each career stage is distinct, it is important to note that each contain common elements—usually in a different form. Each stage will be characterized by those elements that differentiate it from the other stages.

4. Apprentice (Helps, Learns, Follows directions) —Works under supervision and direction of a more senior person. —Work is never entirely own but part of larger project. —Lacks experience and status in organization. —Is expected to willingly accept supervision and direction. —Is expected to do most of the detailed or routine project work. —Is expected to exercise "directed" creativity and initiative. —Performs well under pressure and accomplishes task within budget. Things to note... —Average age in this stage was 39; higher age—lower performance rating. —Time in this stage, 2 to 5 years. 10%-15% stay in this stage. —Usually new hire; can experience dissatisfaction after only 8 months. —Usually excellent technical performance but poor ability to handle others. —Need to develop reciprocity and mentor relationships. —Need to develop peer and nonprofessional support staff relationships. —Need to demonstrate competent technical performance. —Within 8L00? For information developers, usually Band 4. Career Stage 1 Characteristics

5. To be considered competent within stage 1, you must focus on technical competence and reciprocity. Technical competence attributes... First assignment Do it well! Develops credibility. Accuracy Ability to do flawless detail work without complaint. Broad perspective Ability to see your superiors point of view. Discipline Ability to meet deadlines. Initiative Ability to do more than required, to be resourceful and innovative. Five levels of initiative can be used, determine which with your superior. 1. Wait until told what to do. 2. Ask what to do. 3. Recommend what to do. 4. Act, but report action immediately. 5. Act independently, reporting the action routinely. Asking for help Ability to decide on appropriateness. Reciprocity attributes... Communication Ability to keep superior informed with appropriate level of detail. Usually involves supplying progress information (+ and -) without details of step-by-step activities. Mutual trust Ability to demonstrate accessibility, availability, predictability, and loyalty. Career Stage 1 Competence

6. Colleague (Independent contributor) —Goes into depth in one problem or technical area. —Assumes responsibility for a definable part of a project, process, or client. —Works independently and produces significant results. —Develops credibility and a reputation. —Relies less on others for answers, develops own problem solving resources. —Increases in confidence and ability. Things to note... —Tasks performed in this stage are critical to the success of the organization. —Average age in this stage was 41; few high ratings above 40. —Time in this stage, 5 years or longer. 40%-50% stay in this stage. —Renegotiation of responsibility. Paradox of independence—immobilized by responsibility of own output and managing own time and relationships. —Need to develop ? Credibility and a reputation for competent work. —Need to demonstrate ? Ability to work with little supervision, management of own time and relationships. — Within 8L00? For information developers, usually Band 5. Career Stage 2 Characteristics

7. To be considered fully competent within Stage 2 you must demonstrate and be perceived by your peers and superiors as being competent in five main areas. Exercise Independence —Demonstrate development of original ideas. —Set your own individual standard of performance. —Rely on your own personal judgement in decision-making. Demonstrate Technical Ability —Ability to perform the technical details of the job. —Ability to check that the job has been done correctly. Exhibit Confidence—in own abilities. Show Initiative—in assignment management (using plans and objectives). Demonstrate Ability to Focus—to get the job done in an acceptable way. You must also work on Developing a Professional Image and Identity —Answer the question "How important is your career to you and at what price?" —Determine your perspective, internal or external. —Select a focus, content or process, and work on it for two or three years. Career Stage 2 Competence

8. Mentor (Training and Interfacing) —Involved enough in own work to make significant technical contributions but begins working in more than one area. —Greater breadth of technical skills and application of those skills. —Stimulates others through ideas and information. —Involved in developing people in one or more of the following ways: • Acts as an idea leader for a small group. • Serves as a mentor to younger professionals. • Assumes a formal supervisory position. —Deals with the outside to benefit others in the organization. Things to note... —Average age in this stage is 41; significant high ratings above 40. —Time in this stage, 5 years or longer. 25%-30% stay in this stage. —Responsibility for others. Mentoring is directly related to work performance. —Need to develop and demonstrate broad interests and competencies, ability to interface with people outside own department, and the ability to develop other people. — Within 8L00? Usually Band 6 and above. Career Stage 3 Characteristics

9. To be considered competent within Stage 3, you must focus on reciprocity. Establish and maintain successful mentor-apprentice relationships by providing resources, training, knowledge of informal systems, challenging job assignments, and visibility. What makes a successful relationship? —Common interests, non-work activities. —Emotional bond, enjoy working together. —Mutual identification, admiration. —Voluntary selection; that is, not assigned. —Reciprocity, both benefit from the relationship. Establish high standards and the expectation that they will be met. Expand your expertise and relationships —Broaden your own personal expertise. —Establish a greater network of contacts outside your own organization. —Assume responsibility for the development of others. Career Stage 3 Competence

10. Sponsor (Shaping the direction of the organization) —Provides direction for the organization by: • Mapping the organization's environment to highlight opportunities and dangers. • Focusing activities in areas of distinctive competence. • Managing the process by which decisions are made. —Exercises formal and informal power to: • Initiate action and influence decisions. • Obtain resources and approvals. —Sponsors promising individuals to test and prepare them for key roles in the organization. Things to note... —Average age in this stage is 42; uniformly high ratings across all ages. —Time in this stage, 5 years or longer. About 10% reach this stage. —Provide direction for the organization. Sponsor and develop others. —Need to integrate information from multiple sources and articulate and demonstrate through actions a sense of direction that guides others. — Within 8L00? Usually Band 7 and above. Career Stage 4 Characteristics

11. To be considered competent within Stage 4... Demonstrate the ability to make sense of emerging, subtle, and often conflicting signals that indicate market changes and to see opportunities in the changed markets that are relevant to organizational activities and to create some kind of directional map that is acceptable to others. Help others to replace the current dominant organizational map. Show an understanding and commitment to the organization's character and distinctive competence—its people, resources, experience, values, and purpose. Manage the process of dealing with uncertainties and crises. This involves the ability of seeing reality in terms of what essential things need to be done to meet the immediate objective; the ability to define the next step. This often involves defining and modifying plans and objectives from actions already taken. Appropriate use of power to get a favorable share of organizational resources, opportunities, and rewards. Also involves using power to solve your own problems and the ability to recognize and control critical contingencies. Don't procrastinate, meet deadlines, manage your own time well, face difficulties rather than avoid them, show an understanding that there are "tides in the affairs of men (and women)." Career Stage 4 Competence—1

12. To be considered competent within Stage 4... Use and maintain effective lateral relationships within and outside the organization. Select and develop competent people and place them in key positions where they will make decisions that affect the organization's future. Responsibilities of Sponsor Responsibilities of the Sponsored Stand up and fight for resources Provide accessibility, availability, when sponsored person not present. predictability, and loyalty. Provide advice when needed. Encourage support for sponsor. Help provide resources and assignments. Support sponsor in weak areas. Provide critical information. Provide information and ideas. Career Stage 4 Competence—2

13. Career Discussion Responsibilities Dimension Employee Manager Responsibility Assumes responsibility for individual Assumes responsibility for employee career development. development. Information Obtains career development through Provides information by holding up a self-evaluation and data collection.mirror of reality. What do I enjoy doing?How manager views the employee. Where do I want to go? How others view the employee. How "things work around here." Planning Develops an individual plan to reach Helps employee assess plan. objectives. Follow through Invites management support through Provides coaching and relevant high performance on the current job, information on opportunities. by understanding the scope of the job and taking appropriate initiative. Career Development Planning