career planning

2. Career Planning: Career describes an individuals'
journey through learning, work and other aspects of
life.
Career is defined by the Oxford English Dictionary as a
person's "course or progress through life (or a distinct
portion of life)". In this definition career is understood
to relate to a range of aspects of an individual's
life, learning and work. Career is also frequently
understood to relate to the working aspects of an
individuals life e.g. as in career woman. A third way in
which the term career is used to describe an
occupation or a profession

3.  Career planning is the process by which one selects
career goals and the path to these goals. The major
focus of career planning is on assisting the employees
achieve a better match between personal goals and the
opportunities that are realistically available in the
organization. Career programmers should not
concentrate only on career growth opportunities.
Practically speaking, there may not be enough high
level positions to make upward mobility a reality for a
large number of employees. Hence, career-planning
efforts need to pin-point and highlight those areas that
offer psychological success instead of vertical growth.
 Career planning is not an event or end in itself, but a
continuous process of developing human resources for
achieving optimum results.

4.  Career planning : An ongoing process
Here You…
•Explore your interest and abilities
•Strategically plan your career goals
•Create your future work success by designing learning
and action plans to help you achieve your goals.

5.  CREATING CAREER GROWTH OPPORTUNITIES:
"Career growth" or "Job advancement" usually means a
change from an entry level position to a job which has
more duties and that receives more compensation. For
example, a company which is large enough to allow a
sequence of jobs: base worker to team leader to
supervisor to vice president is a company which allows
"career growth."

6.  Just like boats put down anchors to keep them from
drifting too far, individuals put down anchors to
stabilize their career choices.
 They are distinct pattern of self perceived
talents, attitudes, motives & values that guide and
stabilize a person’s career after several years of real
world experience & feed back.
 There are eight career anchors, they are:

7.  Would not give up the opportunity to apply his or her skill in





that area and will continue develop those skills to an ever higher
level.
Derive their sense of identity from the exercise of their skills
Most happy when their work permits them to be challenged in
those areas
May be willing to manage others in their technical or functional
area
Not interested in management for its own sake
Would avoid general management
7

8.  Would not give up the opportunity to climb level
high
 Want to be responsible and accountable for the total
result and they identify their own work with the
success of the organization for which they work
 Ambition is to obtain generalist job
 A high managerial level in a function does not
interest them
8

9.  Would not give up the opportunity to define his or her work in




his or her way
Wants to remain in jobs that allow flexibility regarding when
and how to work
Do not stand organizational rules and restriction
Turn down the opportunities for promotion and advancement in
order to retain autonomy
May even seek to have business of their own in order to achieve a
sense of autonomy; however, this motive is not the same as the
entrepreneurial creativity
9

10.  Employment security/stability, the most important thing
 Main concern is to achieve a sense of having succeeded so that
they can relax
 May involve trading personal loyalty and willingness to do
whatever the employer wants for some promise of job tenure
 Less concerned with the content of their work and ranks they
achieve in the organization, although they achieve high levels
 Always are concerned with these issues and build their entire
self-images around the management of security and stability
10

11.  Would not give up the opportunity to create an organization or
enterprise of their own, built on their own ability and their
willingness to take risk and overcome obstacles
 Create an enterprise that is a result of their own efforts
 May be working for others while they are learning and assessing
future opportunities, but they will go out on their own as soon as
they can
 Want their enterprise to be financially successful in order to
prove their abilities.
11

12.  Would not give up is the opportunity to pursue work
that achieves something of value, Pursue such
opportunities even if it means changing organization
 Do not accept transfers or promotions that would take
them out of the work that fulfills those values
12

13.  Would not give up the opportunity to search for
solutions to seemingly unsolvable problems, to win
out over tough opportunities, or to overcome
difficult obstacle
 Reason they work, as it permits them to win over the
impossible
 In intellectual kind of work
 Novelty, variety, difficulty become ends in
themselves, and if something is easy it immediately
becomes boring.
13

14.  Would not give up a situation that permits him or her to balance




and integrate personal needs, family needs, and requirement of
his or her career
Want to make all the major sectors of their lives work together
towards an integrated whole, need career situation that provide
enough flexibility
May have to sacrifice some aspect of their careers
Define success in terms broader then just career success
Tied up with how they live their lives, where they live, how they
deal with their family situations, and how they develop
themselves than they are with any particular job or organization.
14

15. MENTORING EMPLOYEES FOR GROWTH:
Mentoring is a brain to pick, an ear to listen, and a
push in the right direction.
John Crosby, American Businessman
An effective mentoring program supports the
development of leaders while simultaneously
fostering healthy work relationships. It helps
develop the strategic direction and continuing
growth of the company through succession
planning. A successful mentoring program
requires significant management as well as
employee support and commitment.
15

16.  This sample presentation is intended for presentation
to all employees. It is designed to be presented by an
individual who is knowledgeable in mentoring and the
employer’s policy and practices. This is a sample
presentation that must be customized to include and
match the employer’s own program, policies and
practices.

17.  Mentoring is a career development method whereby
less experienced employees are matched with more
experienced colleagues for guidance either through
formal or informal programs.
 Employees (mentees) pair with more experienced coworkers (mentors) in order to gain
knowledge, skills, experience, information and advice.
 Anyone at any job level may participate and benefit
from a mentoring relationship.
17

18.  Coaching is a training method in which a more
experienced or skilled individual provides an employee
with advice and guidance intended to help him or her
develop skills, improve performance and enhance the
quality of his or her career.
 Coaching is different from mentoring in that:
1. Coaching is usually used during first few months of
employment to train a new employee. Mentoring
may occur at any time during the employment
relationship.
18

19. 2. Coaching is used by a manager to develop a direct
report. Mentoring relationships are not between
managers and direct reports.
3. Coaching may be first level manager uses with
direct report for progressive discipline. A mentor
may not use progressive discipline with a mentee

20. A mentoring program is important to an
organization because it:












Encourages mutual loyalty between employee and employer.
Increases employee retention.
Promotes diversity.
Helps new employees acclimate to job and company culture more quickly and increases
their learning curve.
Improves organizational performance.
Increases employee productivity.
Creates a greater sense of involvement in their company and career.
Increases employee morale.
Supports innovative work environment.
Assist expatriates and inpatriates in adapting to the language, culture and different
working relationships.
Increases creativity and exposure to new ideas.
Contributes to the development of a cooperative, productive and service-oriented
environment.
20

21. Developmental job assignment
(DJA) is an on-the-job development (OJD) intervention capable of
providing opportunities to the people, for learning new
behaviors, for stretching more on the job to create new
performance benchmarks, for familiarizing with the most
important but unfamiliar aspects of job roles and for ensuring
overall development of competencies so as to remain fit for
meeting any kind of unstructured or unprecedented work
challenges. The intentions behind any of the above assignments
may not be developmental but the challenges; such assignments
bring creates scope for development.
 According to Ohlott (2004), a developmental job assignment is
something that stretches people, pushes them out of their
comfort zone and requires them to think and act differently.

22. Characteristics of a developmental job assignment
Unfamiliarity
High risk
Higher
responsibility
Wide scope
Developmental
Job
Assignment
Characteristics
Unprecedented
problems
Fluid situations
High visibility
External
pressures

23.  DJA Process
 DJA process will help us understand how to go about using job assignments for
development of employee capabilities. The developmental need of each employee is
unique. In the same way, the developmental potential of each job is unique in itself.
Placing people into difficult jobs by itself will not result in development automatically.
A supportive climate of learning has to be created. Ultimately, there is no use if the
organization does not have a performance culture to recognize, motivate and utilize
the potential of high performers.
Identify the
person
Support the
performance
Process of
developmental job
assignment
Identify
the job
Match the person
and job
Process of developmental job assignment

24.  The Other Side of The Coin
 While enough research has been conducted to assess
the components of DJAs, the possible darker side of it
is yet to be explored. Is it a suitable solution to all
individuals needing development? Not necessarily.
Everybody may not like to learn under the stressful
situations of ambiguity, risk and unfamiliarity. Such
assignments, if made compulsory, will lead to
unbearable stress and burnout, higher rate of
employee attrition and may even trigger suicides.
Throwing someone into a stretch assignment without
providing a clear understanding of what is expected is
risking failure or at least a wasted growth

25.  The Other Side of The Coin
 While enough research has been conducted to assess
the components of DJAs, the possible darker side of it
is yet to be explored. Is it a suitable solution to all
individuals needing development? Not necessarily.
Everybody may not like to learn under the stressful
situations of ambiguity, risk and unfamiliarity. Such
assignments, if made compulsory, will lead to
unbearable stress and burnout, higher rate of
employee attrition and may even trigger suicides.
Throwing someone into a stretch assignment without
providing a clear understanding of what is expected is
risking failure or at least a wasted growth

26.  Possibilities for Moving People in DJA
 Geographical movement: Urban to rural area and vice versa, advanced
region to backward region and vice versa, hot climate to freezing
climate zones, agriculture economy to industrial economy, different
customer preferences, different government policy, educated
population to uneducated population and home country to foreign
country.
 Cultural
movement:
Different
religious
values,
different
languages, different food habits, different life styles (say individualistic
to collectivistic), power distances, time orientations, tolerance to
ambiguity, different motivation styles, different leadership
styles, different degree of respect for law and order and so on.
 Hierarchical movement: Higher level to lower level: In this
approach, the salary and service conditions of the DJA holder remains
unchanged. Working at a lower level helps understanding the
challenges of grassroot level workers and their work roles. Here you get
instructed by others rather than instructing others and get
reprimanded for mistakes rather than reprimanding others.

27.  Lower
level to higher level: Higher responsibility, higher
visibility, getting the work done from others rather than doing
oneself, interacting with top level people rather than the grass root
level people and process driven work to thought driven work.
 Functional movement: Marketing to production or finance to HR, line
function to staff function, routine functions to customized
functions, facilitative functions to performance functions supervisory
functions to strategic functions or back office functions to front line
functions.
 Sectoral movement: Private sector (resource crunch, service quality and
competition) to public sector (bureaucracy, corruption, political
interference, market monopoly) service sector (dealing with people) to
manufacturing (dealing with machines) Profit sector (borrowing
repayable loans for interest) to not-for-profit sector (raising
donations), serving the able and powerful customers for a price to
helping disabled and helpless people free.

28.  effective learning and development is there to improve
employee performance in terms of the employees
ability, motivation or engagement and employee
opportunities. And further more, that learning and
development activities increase the amount of what is
known as ‘discretionary behaviour’. That is where
employees want to do well, where they go out of their
way to do the best for the organisation. Jarvis et al
state that this happens because L & D activities make
people feel valued, give them the skills they need to do
their work well, help people introduce change more
easily, help people take more responsibility for
themselves and helps them to take more initiative over
getting results.

29.  An important part of that is people taking more
responsibility for their own learning and with this an
emphasis now being placed on learning as opposed to
training.
 So the question from that is how aligned is the learning
and development strategy?
 It is the employee performance that then drives
organisational performance. Cost effective HR and HRD
investment will bring about results in terms of labour
productivity and in the quality of the product or service
delivered.
 And all of that is shown in business performance
outcomes. So the more effective the learning and
development the higher the employee performance and the
better organisational performance leading to increased
business performance outcomes.

30. PROVIDING Learning and
Development
“So we have to ask ourselves are we being driven
seriously by identified business needs, or are we
making our own interpretation of what we think the
organisation needs?”
Mayo, A., (2004), Creating a Learning and Development Strategy: The HR
Business Partner’s Guide to Developing People, CIPD

31. Impact of L & D on Business
Performance Exercise
1
• In what ways does learning and
development impact on business
performance?
2
• How should HRD departments be
involved in developing business
strategy?

32. Effective
learning and
development
Employee
performance
•Ability
•Motivation
•Opportunity
improves
drives
Organisational
performance
•Cost effective
HR
investment
•Labour
productivity
•Product /
service
quality
Business
performance
outcomes

33. Vertical alignment
Horizontal alignment

34.  How much does the learning and development
strategy of an organisation align with the overall
human resources strategy?
 How much does the learning and development
strategy of an organisation align with the overall
business strategy?

35.  How much is the learning and development strategy
aligned with the other human resources practices and
policies?
 When adjustments are made in one area are they also
made throughout the human resources function?

36. Agree on the strategy-making team
Clarify organisational mission
Explore core values
Carry out SWOT or PESTLE analysis
Agree L & D strategy and strategic plan
Harrison, R., (2005), Learning and Development, CIPD

37.  The first step is to put together a strategy development
team in order to bring new ideas and expertise from all
parts of the organisation and to enable debate and
challenging to take place. This is important to keep
the process from getting stale and old hat.
 Next is to clarify the organisational mission. What is
the purpose of the organisation? How does it fit in
with everything outside of itself? What are its long
term goals

38.  The third step is to explore the core values. This would
include how the employees perceive the organisation; what
the espoused values of the organisation are and whether
they are shared; who are the stakeholders and are their
needs being met and how is the learning and development
department and its contribution viewed
 The fourth step is to carry out a SWOT and or PESTLE
analysis. SWOT being
strengths, weaknesses, opportunities and threats. The
strengths and weaknesses being from internal analysis and
the opportunities and threats being from external analysis.
PESTLE being an external analysis tool that considers
Political, Economic, Sociological, Technological, Legal, and
Environmental influences on the organisation.

39.  And finally is to agree on the learning and
development strategy and the strategic plan. This
involves agreeing on the long term goals and short
term learning and development goals in order that the
organisation as a whole can reach its aims, mission and
goals according to its values and for all the levels
within the organisation. It is also important to build
flexibility into the process so that the plan can move
with the needs of the organisation, its teams and its
individuals.

40. Strategic Analysis
Strategic Goal Setting
SWOT
Growth
Core competencies
Customer satisfaction
Environmental studies
Profitability
Market projections
Market share
Implementation
Leveraging resources
Progress measurement
Conflict resolution
Change management
Chosen Routes to the Goals
Resources
Systems and processes
Capability
Partnership
Mayo, A., (2004), Creating a Learning and Development Strategy, CIPD

41. 1
• What are the advantages of having a
fully integrated learning and
development strategy?
2
• What are the key factors to consider
in creating a fully integrated
learning and development strategy?

42. References
Mayo, A., (2004), Creating a Learning and Development Strategy: The HR Business
Partner’s Guide to Developing People, CIPD
Jarvis, J., Lane, D., and Fillery-Travis, A., (2006), The Case for Coaching, CIPD
Harrison, R., (2005), Learning and Development, CIPD

43. This resource was created by the University of Plymouth, Learning from WOeRk project. This
project is funded by HEFCE as part of the HEA/JISC OER release programme.
This resource is licensed under the terms of the Attribution-Non-Commercial Share Alike 2.0 UK: England & Wales license (http://creativecommons.org/licenses/by -ncsa/2.0/uk/).
The resource, where specified below, contains other 3 rd party materials under
their own licenses. The licenses and attributions are outlined below:
The name of the University of Plymouth and its logos are unregistered trade marks of the University. The University reserves
all rights to these items beyond their inclusion in these CC resources.
1.
2.
The JISC logo, the and the logo of the Higher Education Academy are licensed under the terms of the Creative Commons
Attribution -non-commercial-No Derivative Works 2.0 UK England & Wales license. All reproductions must comply with the
terms of that license.
Author
Jane Stubberfield
Institute
University of Plymouth
Title
Learning and Development Strategy
Description
Creating a fully integrated learning and development strategy
Date Created
17.01.2011
Educational Level
7
UKOER, LFWOER, Learning from WOeRK, UOPCPDLM, Continuous
Professional Development, CPD, Work-based Learning, WBL, Learning,
development, strategy, alignment, business performance
Keywords
©University of Plymouth, 2010, some rights reserved
Back page originally developed by the OER phase 1 C-Change project

44.  Kotter (1973): “An implicit exchange between
an individual and his organisation which
specifies what each expects to give and receive
from each other in their relationship.”
 Herriot & Pemberton (1995): “The perceptions
of both parties to the employment
relationship, organisation and individual of the
obligations implied in the relationship.”

45.  Rousseau (1995): “Individual beliefs, shaped
by the organisation, regarding terms of an
exchange agreement between individuals and
their organisation”
 Guest and Conway (2000): “The perceptions
of both parties to the employment
relationship, organisation and individual of
the reciprocal promises and obligations
implied in the relationship”

46.  Promises
 Obligations
 Expectations
 Promises: Made by one party to another to
engage in specific action
 Obligation: Commitments to be delivered by
party in receipt of promise
 Expectation: Less binding language than
promise and obligation

47.  Define the employment relationship
 Manage Mutual Expectations
 Voluntary
 Reciprocal
 Evolving/Dynamic
 Subjective
 Relational
 Transactional

48. Characteristic
Old
New
Focus
Security
Employability
Duration
Structured
Flexible
Scope
Broad
Narrow
Underlying prin.
Tradition
Market-focus
Intended Output
Loyalty &
Commitment
Value Added
Employer’s key
responsibility
Fair Pay for good
work
High pay for high
performance
Employee’s key
responsibility
Good performance Making a
in present job
difference

49. Individual
LEVEL
Group
Psychological
Beliefs that people have
about promises made,
accepted and relied upon
between themselves and
another
Normative
Shared psychological
contract that emerges when
members of a social group,
organisation or work unit
hold common beliefs
Implied
Interpretations that third
parties make regarding
contractual terms
Within
Social
Broad beliefs in obligations
associated with a society’s
culture
PERSPECTIVE
Outside

50. Performance Terms
Short-term
Specified
Transactional:
(e.g. retail clerks hired at xmas)
- Low ambiguity
- Easy exit/high turnover
- Low member commitment
- Little learning
Unspecified
Transitional
(Ee experiences during merger
change or acquisition)
- Ambiguity/uncertainty
- High turnover/termination
- Instability
Balanced:
(e.g. High involvement team)
- High member commitment
- High Integration
- Ongoing development
- Mutual support
- Dynamic
Relational:
(e.g. family business members)
- High member commitment
- High affective commitment
- High integration/identification
- Stability
Duration
Long-term

51.  Based upon research by Guest & Conway
(2001)
 84% of managers had heard of psychological
contract
 36% of managers used it to help them manage
the employment relationship
 Promises to employees fell into three groups:
Information and development (most
made), rewards and context for work (least
made)

52.  Promises most likely to be kept are in relation
to not making unreasonable demands on
employees and opportunities for promotion
 Promises least likely to be kept are in respect to
safe working environment and a range of
rewards other than promotion, such as fair pay
and job security
 Promises less likely to be kept in large
organisations and in public sector

53.  Employee Involvement in decision-making
is low – 52% not involved, 24% involved
 Managers report poorer outcomes where
there is a recognised trade union in the
organisation
 Organisational management of promises
and commitments has positive effect on
employee attitudes and behaviour