CAREER PLANNING GUIDE

CAREER PLANNING
Presented to:
Dr:Gamal Abd-Elaziz
MBA Cairo University

THE CAREER PLANNING
DEFINITION
STEPS
OBJECTIVES
PROBLEMS
Presented by
Mona Mostafa El.Ashry

THE CAREER
PLANNING SYSTEM
Presented by:
Ahmed Ebrahim

ADMINISTERING
THE CAREER
PLANNING SYSTEM
Presented by :
Marwa Mohamed

CAREER PLANNING DEFINITION
Is an ongoing process that can help you manage your
learning and development.
Is a deliberate process of knowing WHO you are so that
you can be sure of WHERE you want to go or WHAT
you want to be at some defined point in the future.
The deliberate process through which someone becomes
aware of personal skills, interests, knowledge, motivations,
and other characteristics and establishes action plans to
attain specific goals.

STEPS OF CAREER PLANNING
Step 1: Knowing yourself
Step 2: Finding out
Step 3: Making decisions
Step 4: Taking action

STEP1: KNOWING YOUR SELF
 Self Assessment:
 Knowing and understanding of self better to know
if you are in the right job/career or you want to go
to another job.
 Begin by asking yourself the following
questions:
 • Where am I at now?
 • Where do I want to be?
 • What do I like to do?
 • What are my strengths?
 • What is important to me?

STEP2: FINDING OUT
 Work/Career Exploration:
 This step is about exploring the occupations and learning areas that
interest you. Once you have some idea of your occupational preferences
you can research the specific skills and qualifications required for those
occupations.
 Explore occupations that interest you and ask yourself :
 • How do my skills and interests match up with these occupations?
 •Where are the gaps?
 •What options do I have to gain these skills or qualify for these
occupations?
 •What skills do I need?
 •Where is the work?

STEP3: MAKING DECISIONS
 This step involves comparing your options, narrowing down your choices and
thinking about what suits you best at this point in time
 List down three to five career options that is match with your interest,
personality, needs, values and skills, on one hand and the opportunities and
limitations, on the other what suits you best at this point in time.
 Ask yourself:
 • What are my best work/training options?
 • How do they match with my skills, interests and values?
 • How do they fit with the current labor market?
 • How do they fit with my current situation and responsibilities?
 • What are the advantages and disadvantages of each option?
 • What will help and what will hinder me?
 • What can I do about it?

STEP4: TAKING ACTION
 Here you plan the steps you need to put your plan into action.
 Use all you have learnt about your skills, interests and values
together with the information you have gathered about the
world of work to create your plan that will help you to achieve
your goals.
 Begin by asking yourself:
 •What actions/steps will help me achieve my work, training
and career goals?
 •Where can I get help?
 •Who will support me?

CAREER PLANNING IN THE ORGANIZATION
 An increasing emphasis is being placed upon career planning
systems within organizations. This growing concern for career
planning has three root causes:
 1- Employees at all levels within organizations are demanding to have
direction which their career takes
 2- To fulfill the organization's Affirmative Action Plan Towards women and
minorities and advance them in higher managerial position
 3- A rapidly changing environment necessitates careful grooming of men
and women to fill executive positions ten and fifteen years in the future.

CAREER PLANNING PROBLEMS
 Career planning approaches have suffered from three
reoccurring problems:
 The first deals with participation .Who should participate in a
career planning program?
 If all employees are forced to participate the program is bound to
be plagued with individuals who have little interest in develop-
ing their own careers.
 The result of this lack of interest will be reflected in the overall
quality of the program. Hence, participation should be selective.

 A second problem is the lack of participation of employees in the
career planning process. The author is reminded of a young middle
manager who was assured by his superiors that his career was
being planned and closely monitored. The only problem was that
the manager had no input into the process. As a result the
manager resigned in frustration. This approach to career planning
is not atypical.
 Third problem career planning is often done independently of
organizational requirements. If the organization does not know
what positions will be open and when, career planning cannot be
realistically maintained

 The employee must not only participate in the career planning
process, but must also have some time frame of reference.
 Too often employee expectations are raised, only to be dashed
when the desired opening does not occur.
 A similar sequence of events may result if the employee is not
fully and accurately informed of his or her performance and state
of development in relation to achieving career goals. The result
may be feelings of disappointment, frustration and betrayal.

 The career planning system has three key
components:
(I) Personnel Assessment
(2) Personal Assessment and Goal Setting
(3) Organizational Assessment.
18
THE CAREER PLANNING SYSTEM

 (I) Personnel Assessment
Personnel assessment involves selecting participants to participate in the
program as well as assessing their current and potential performance.
 First Assessing Who is a good participant :
- Highly involved in their careers
- Their work is a central life interest from which the individual derives a great deal of satisfaction and
which may define a large part of the person's identity. (self steam and self actualization)
- A high achievement need indicates that the person has a tendency to set moderately difficult goals
which he or she strives to achieve.
- Such a person requires feedback from superiors and peers to maintain that drive for goal achievement.
- An internal locus of control signifies that the individual believes that success or failure is to a large extent
due to his or her own actions rather than to some outside force. (responsibility) (*)
19

 Second Assessing current performance:
- Performance feedback is essential for the development of achievement oriented individuals
- Yet superiors are often unable to give meaningful feedback either because they lack the proper
interviewing skills to effectively communicate performance data or because the performance appraisal
system does not provide meaningful standards upon which performance can be evaluated. As often
performance appraisal stresses evaluation of personality characteristics rather than productive
behavioral characteristics.
20

- Management by Objectives (MBO) : is one
method by which performance appraisal is
made more objective.
21

- Another promising approach is the Behavioral Anchored Rating System (BARS).
The BARS differs from either MBO or traditional performance appraisal in that
specific behaviors are identified for a particular class of jobs.
- defensiveness on the part of the subordinate is minimized and specific
developmental recommendations can be made.
24

- MBO and BARS are subject to the criticism that while they
may measure performance adequately in one job, they do
not necessarily predict how good a person will perform at
the next higher level.
29

- The assessment center :
- Is a technique which appears to have high validity in
predicting employee potential. The center normally
consists of a series of structured and unstructured
exercises which the candidates perform and Assessors
to evaluate and recommend.
30

- History of Assessment Centers
- The first use of assessment centers dates back to World War I when Germany used the
method to select their officers. During World War II, the practice was adopted by the United
States' Office of Strategic Services (OSS) to help them objectively select both military and
civilian recruits for espionage activities.
In the 1950s, American Telegraph & Telephone (AT&T) became the first private sector
company to use assessment centers as a method to predict the performance of their
managers. The late Dr. Douglas Bray, in his role as director of human resources at AT&T,
directed a landmark 25-year study that followed the careers of managers as they progressed
up the company ranks. The study showed that the assessment center method could
successfully predict organizational achievement. Assessment centers were subsequently
implemented throughout AT&T and the method later adopted by many other companies
such as IBM, Sears, Standard Oil, GE, and J.C. Penney.
31

 Second : Assessing current performance:
- History of Assessment Centers
Today, the assessment center method is used by organizations all over the world in both private and
public sectors as a means to better select employees and identify their areas for development.
In 1975, the first guidelines on the use of assessment centers was created as a statement of the
considerations believed to be most important for all users of the assessment center method. Developed
and endorsed by specialists in the research, development, and implementation of assessment centers,
the guidelines ensure the integrity of the process, the validity of the data, qualifications of assessors,
and the rights of the participants. The guidelines have since been revised several times to reflect current
legality issues, global insights, and technological advances in the field.
The most current version of the Guidelines and Ethical Considerations for Assessment Center
Operations was endorsed by the 38th International Congress on Assessment Methods in Alexandria,
Virginia in October 2014.
- the international congress on assessment center methods .
http://www.assessmentcenters.org/about 32

 (2) Personal Assessment and Goal Setting
- Commitment to reaching career goals is strengthened by direct employee participation in the
determination of career goals.
- In order to set meaningful career goals, an individual must have a clear self-concept, the type of person
he or she would like to become:
- This requires the individual to clearly define values, interests and skills
- Several sources exist for aiding employees in investigating these personal factors
https://www.123test.com/
http://www.shrm.org/templatestools/assessmentresources/shrmtestingcenter/pages/m
ain.aspx
- Several organizations have put together personal assessment exercises for their employees.
- To effectively plan a career the individual must understand the nature of those jobs to which he or she
aspires. Therefore, skills, training and job experiences required for each job must be known so that
proficiency can be evaluated at each step in time.
34

 (3) Organizational Assessment.
- assessment involves the analysis of the sequence of jobs or the path by which a particular career goal may be reached and a
forecast of positions which may become vacant. (**)
- Assessment of career paths should be done for all key positions in an organization. This involves defining the particular jobs,
training and skills which are required to perform this job and those which will be required of future job incumbents.
- Career path assessment begins with the key position and works backwards (***)through a sequence of jobs which will
ultimately prepare an individual for that key position.
- There may be multiple paths for any one job.
- The time it will take to reach certain of their goals. It’s a function of
(1) the speed with which an employee can develop the required skills
(2) the frequency with which the desired positions become available
(3) the number of employees who will be competing for the position.
However, the speed with which positions become vacant and the competition for each job can only be accurately assessed through a
manpower forecasting system.
36

ADMINISTERING THE CAREER PLANNING SYSTEM(CPS)
 Administration of the career planning system
involves two activities:
 (1) developing a plan
 (2) joint goal setting

ADMINISTERING THE CAREER PLANNING SYSTEM(CPS)
 The first activity of administrating CPS :
 (1) developing a plan
 The career plan will be unique to each individual,
 And this uniqueness is a reflection of the uniqueness of
each individual's :
 values, skills, interests and aspirations.
 The career plan must contain a statement of the
individual's ultimate career objective

THE FIRST ACTIVITY OF ADMINISTRATING CPS
(DEVELOPING A PLAN)
 Developing a plan:
 choosing this end goal is a tentative decision which requires
frequent reanalysis. A change in the end goal will require a
change in the path by which the new end goal will be
achieved.
 Sometimes the change may require only a slight mid course
correction while other more drastic changes may require a
return to some beginning point from which a new direction
can be planned.

THE FIRST ACTIVITY OF ADMINISTRATING CPS
(DEVELOPING A PLAN)
 Developing a plan:
 Once an end objective is determined, intermediate
positions and developmental skills can be outlined.
 The career paths also help the individual
identify:
 (1) organizational hierarchy(structure)
 (2) promotional objective: as inform the market
,increase
 demand; differentiate product

THE SECOND ACTIVITY OF ADMINISTRATING CPS
(JOINT GOAL SETTING)
 The second activity of administrating CPS :
 joint goal setting
 Goal setting in the career planning system involves
 Identifying (1) developmental steps required for achieving the
immediate promotional objective
 then (2) attaching a time frame to these goals.
 This goal setting process must be a joint venture with both
the individual and his superior participating.
 a joint venture is: two or more parties in business agree to
pool their resources to accomplish specific tasks

 Developmental steps involves:
 projection of the job related experiences, skills, training and
education which the person must receive and master prior
to becoming a candidate for the position.
 A key factor in setting developmental goals is
an understanding of the person's current performance
and stage of development.

Some considerations to be taken when establishing Career
goals :
(1) The individual's self assessment of needs, interests, values
and aspirations
(2) The likely openings and position vacancies which are likely to
occur
(3) An objective assessment of the person's capabilities and stage
of development.

 Effective administration of the career
 development system requires that managers
 be rewarded for their development of subordinates.
 This may require that performance evaluation of managers and
supervisors be partially based upon how effectively they develop
their subordinates to assume positions of greater responsibility.
 Effective career planning requires that HR practitioners take a
system perspective when they design career planning programs

CAREER PLANNING GUIDE

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to CAREER PLANNING GUIDE

Similar to CAREER PLANNING GUIDE (20)

Recently uploaded

Recently uploaded (20)

CAREER PLANNING GUIDE