November 14
Personal Career
Management
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-1
Learning Objective – at the end
of this topic, you should be able to:
 Identify the challenges in managing the career
development of employees.
 Link employee career development to
organization HR planning.
 Establish a process for helping employees
develop their careers.
 Understand the importance of dual-career
issues in career development.
 Develop and implement a personal career
development plan (Nov. 14).
Read chapter 9: page 313 – 316 + 3 assessment questionnaires
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-2
Career Planning and Development
Organizational
HR & career planning
Skills Inventories
Employee
Career management
Self Assessment
Career Paths
Succession
Planning
Career Development
Process
© 2001 by Prentice Hall and Anne S. Tsui, 2002
Planning
Development
9-3
The Personal Career
Management Process
Assessment
Phase
Life &
career
Planning
Phase
Development
Phase
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-4
DO YOU KNOW WHERE YOU ARE
GOING TO?
Diana Ross
“If you don’t know where you are going, you’d
probably end up somewhere else.” – In What Color
is Your Parachute by D. Campbell
 Mission statement

What do you to be when you grow up (career and life?
 Career Plan

What career steps and preparation are fulfill your mission?
 Vision

Where you will be in 5 to 10 years? How did you get there?
Who will you be as a person?
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-5
The Assessment Phase of
Personal Career Management
 Self-Assessment
 Self-assessment
is increasingly important for
individual to ensure a successful and rewarding
careers
 Self-assessment usually involves doing skills
assessment exercises, completing an interests
inventory, and clarifying values and styles.
 Other Assessment
 Feedback
from others at work
 Feedback from others outside of work
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-6
Common Self Assessment
Approaches
Career workbooks
Career-planning workshops
Assessment centers
Psychological testing
Myers-Briggs Type Indicators
Cultural Values
Career Anchors
Strengths and weaknesses
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-7
Myers-Briggs Types Indicators Jung
 All people can be classified using three criteria:
Extroversion versus introversion (E/I)– source of
energy – external versus internal
Sensing versus intuition (S/I) – method of information
perception – outside world versus internal/imagery
world
Thinking versus Feeling (T/F) – mode of decision
making – logic versus emotion
Judging versus perceiving (J/P) – approach to
implementation – according to plan versus
improvisation
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-8
What Type are you? - One example
ENJF – 1, 56, 44,
67(www.humanmetrics.com)
Slightly extroverted, moderately intuitive and judging, and high on
feeling.
A benevolent teacher – helpers and enablers
Global learner – can juggle multiple projects, manage details
Quick on conclusions about people and their motives
Looks for better ways to benefit family, staff or organization
But, don’t treat the description as a palmist’ essay.
Focus on the implications for
a. how your approach information and people
b. your decision on job and career choices
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-9
Cultural Values Schwartz
 Values are beliefs about end states that guide
behavior and decisions
 9 instrumental values and terminal values that
describe people in different cultures
 About half are individualistic values and other
half are collectivistic values
 See handouts on definition of 9 values and
relation among them
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-10
What are you values? One
example
 Self-direction
 Stimulation
13
7
Openness to change 10
Individualism 9.25
 Achievement
 Power
13
4
 Security/peace
 Conformity
 Tradition
21
9
12
 Benevolence
 Universalism
19
19
© 2001 by Prentice Hall and Anne S. Tsui, 2002
Self enhancement
Conservation
8.5
14
Collectivism 13.33
Self transcendence 19
9-11
Career Anchors - Schein


A combination of motivating factors, ideas, values, interests,
and constraints that
Guide, stabilize, and integrate career choices
Six anchors
1.
Manager: chooses to influence, guide and develop others.
2.
Entrepreneur/creator: prefers to be creative, innovative,
challenged.
3.
Technical: enjoys being an expert or specialist.
4.
Autonomous: prefers to be free and flexible.
5.
Warrior/adventurer: craves variety, adventure, and trouble
shooting.
6.
Security: wants a life style assured of financial and geographic
concerns.
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-12
Career Anchors – An Example
20
15
15
13
12
12
10
7
5
5
Manager
Warrior
Entrepreneur
© 2001 by Prentice Hall and Anne S. Tsui, 2002
Technical
Autonomy
Security
9-13
Vocational Interest Inventory Campbell
Interests/skills Occupational themes
Management, Law/Politics, public
Influencing
speaking, sales, advertising/marketing
Organizing
Helping
Supervision, financial services, office work
Creating
Art/design, performing arts, writing,
fashion, culinary arts
Analyzing
Producing
Mathematics, sciences, engineering
Adventuring
Athletics/physical fitness, military/law
enforcement, explorers
© 2001 by Prentice Hall and Anne S. Tsui, 2002
Adult and child development, counseling,
religious activities, medical practice
Mechanical crafts, woodworking, farming/
forestry, plants/gardens, animal care
9-14
Skills assessment – what
are your strengths and
weaknesses?
 Communication
 Interpersonal relationship
 Leadership
 Time management
 Stress management
 Conflict management
Hard Truth about Soft Skills
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-15
A Personal Mission Statement and
Career Plan
I. MISSION STATEMENT

What are your core values and interests?

What are your priorities and mission in life?
II. CAREER PLAN

What are your skill strengths and weaknesses?

What careers might make sense for your future?

What specific jobs make sense for your career?

What actions should you take to achieve these goals?
a. In the next two years.
b. In the next five years.
III. VISIONING
Imagine it is 2010. The HKUST newsletter has written a
feature article about you – an accomplished alumnus. Write
the “story” about yourself, what you have achieved and
what have you done to reach your goals.
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-16
The Planning Phase of
Personal Career
Development
 Periodic update of Personal Mission
Statement and Career Plan



Long term life goals
Short term career goals
Changes in life and circumstances
 Seek Information


where are the jobs that interest you?
what the organizations and locations?
 Make decisions


what are the trade-offs?
Does it open or close options?
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-17
The Development Phase of
Personal Career Management
 Seek or Develop Mentors
 Active feedback seeking and act upon them
 Volunteer for developmental assignments
 Engage in continuing education and learning
– lots of “self-help” books out there
 There is always good returns on education –
degreed or non degreed
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-18
Career Strategy versus
Strategist
 A strategy is a planned and focused
approach to managing one’s career
 A strategist focuses on how to get
ahead using political means rather than
through good performance and
preparation for opportunities
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-19
Effective Career Strategies
 Excellent self knowledge
 A living personal mission statement
 Current organization and industry
knowledge
 Consistent outstanding job performance
 Build broad disconnected relationships
 Continuing education and learning
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-20
Thinking Questions on
Careers
 Do you agree or disagree with this saying, “If you
don’t know where you are going, you’d probably
end up somewhere else”? Justify why you agree
or disagree.
 What are some of the common assessment
instruments that are useful for career planning?
Name and explain three of them.
 What are some of the “soft skills” that are important
for career success and how can these skills be
developed?
© 2001 by Prentice Hall and Anne S. Tsui, 2002
9-21