career progression is no longer necessarily linear and

8/2/2019 Career Progression is No Longer Necessarily Linear And

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Career progression is no longer necessarily linear and "up the ladder." It can take a variety of forms

and can

involve:

increasing the breadth or depth of responsibilities,

using more advanced knowledge or skills,

taking on bigger or more challenging projects, and/orsupporting or interacting with higher level administrators or faculty.

Who is responsible for an employee's career progression?Career planning is a shared responsibility between an employee and a manager/supervisor. The role of

a

manager/supervisor is ongoing, and continues throughout the employment relationship. It is an

expectation and

responsibility of a manager/supervisor in a broadbanded environment to provide leadership in

facilitating an

employee's career development and progression, salary progression, performance, and skilldevelopment.

Employees are responsible for identifying their career goals and areas in which they would like to

expand their

knowledge and skills, then discussing with managers/supervisors how these goals can support the

mission of the

employing unit.

How is the determination made that an employee is ready for career progression?Employees should be established and meeting department performance standards before beginning the

careerprogression process. If there are performance issues, these should be addressed before a career

progression plan

is developed.

Why encourage employee career progression?

It is the role of managers/supervisors to create an environment of learning and professional growth for

staff. A

learning environment reflects the values of the Ohio State Mission and Values Statement, which

encourages

continuous learning and opportunities to develop professional growth. Providing career development

opportunities assists in creating a motivating environment which can lead to increased job

satisfaction. Theuniversity, as well as the employee, is the beneficiary when already knowledgeable staff are provided

with

opportunities to enhance their skills and abilities. Providing opportunities for growth can also be an

effective

retention strategy.

When should career progression discussions occur?

The university's Core Performance Management Process

includes discussions about employee development as an integral part of the process. During

performance

planning, managers/supervisors and employees set goals for development.

The coaching phase of the core performance management process recognizes that this is an ongoing

process that


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continues throughout the year. As needs within a unit change, additional opportunities are created for

identifying

growth and development potential within the unit.

What is the relationship between career progression and salary increases?

Career progression can encompass both short-term and long-term goals. Sometimes career

advancement is

significant enough to warrant an increase in salary. At other times, it is an opportunity for learning

and growth

that will position the employee for possible salary advancement in the future.

Roles and Responsibilities for Career Progression

Who is responsible for an employee's career progression?Career planning is a shared responsibility between an employee and a manager/supervisor. The role of

a

manager/supervisor is ongoing, and continues throughout the employment relationship. It is an

expectation andresponsibility of a manager/supervisor in a broadbanded environment to provide leadership in

facilitating an

employee's career development and progression, salary progression, performance, and skill

development.

Employees are responsible for identifying their career goals and areas in which they would like to

expand their

knowledge and skills, then discussing with managers/supervisors how these goals can support the

mission of the

employing unit.

How is the determination made that an employee is ready for career progression?Employees should be established and meeting department performance standards before beginning the

careerprogression process. If there are performance issues, these should be addressed before a career

progression plan

is developed.

Why encourage employee career progression?It is the role of managers/supervisors to create an environment of learning and professional growth for

staff. A

learning environment reflects the values of the Ohio State Mission and Values Statement, which

encourages

continuous learning and opportunities to develop professional growth. Providing career development

opportunities assists in creating a motivating environment which can lead to increased job

satisfaction. The

university, as well as the employee, is the beneficiary when already knowledgeable staff are providedwith

opportunities to enhance their skills and abilities. Providing opportunities for growth can also be an

effective

retention strategy.

When should career progression discussions occur?

The university's Core Performance Management Process (http://www.ohr.ohio-

state.edu/ohrd/pmmenu.htm)

includes discussions about employee development as an integral part of the process. During

performance

planning, managers/supervisors and employees set goals for development.

The coaching phase of the core performance management process recognizes that this is an ongoing

process that


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continues throughout the year. As needs within a unit change, additional opportunities are created for

identifying

growth and development potential within the unit.

What is the relationship between career progression and salary increases?

Career progression can encompass both short-term and long-term goals. Sometimes career

advancement is

significant enough to warrant an increase in salary. At other times, it is an opportunity for learning

and growth

that will position the employee for possible salary advancement in the future.

Considerations for salary advancement can be found on Page 11. University guidelines for salary

administration

are contained in Section 3.10 of the Human Resources Policy and Procedure Manual

USING THE CAREER PROGRESSION MATRIX

The Ohio State UniversityOffice of Human Resources, 9/20003What is represented in the matrix?The sample career progression matrix on Page 7 represents a basic overview of the core duties of the

office

associate classification. This sample matrix is intended as a reference tool--not a definitive formula--

for career

progression and development within the office associate classification.

The sample matrix is based upon information gathered by OHR, Employment Services, in a study of

office

associate positions posted and hired at Ohio State during 1999. Not all office associates are currently

performingduties in each area. In addition, not every skill area that an office associate may currently be engaged

in is

represented in the matrix. However, these areas are representative of office associate positions

throughout the

university.

Why might I use the matrix in my planning process and discussions?Career progression planning can begin by identifying the level at which office associate staff are

currently

functioning in the range of duties represented by the matrix. Although the major categories of skill are

fairly

comprehensive for this classification, you may find you want to add to the specific skills listed within

each

category to customize the matrix to your position.

Career progression planning for an employee may involve charting development in an area where the

employee

has already acquired some skills and knowledge, and is ready for development opportunities. It can

also involve

adding new areas of expertise that the employee is not currently using.

What specific steps should I follow when using this matrix?The steps below outline a process that can be followed in using the career progression matrix.

However, each unit

should identify the most appropriate uses of the matrix, and consider developing a customized model

to supportthe specific mission and goals of the unit.


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Step 1: Assess existing skills and responsibilitiesAs part of the Core Performance Management Process, a dialogue between the manager/supervisor

and employee

should occur to assess the employee's current duties. Key questions may include:

Has the employee successfully mastered the skills to succeed in the current job?

In what areas of the matrix, and at what level, is the employee currently engaged?What skills does the employee possess that are not currently being utilized?

Step 2: Strategize potential areas for growth and developmentThese questions should be asked during the Core Performance Management Process, and throughout

the year.

Consider the following:

What is the employee currently doing that could be enhanced with additional training and/or the

opportunity to take on higher level or a broader range of responsibilities?

What additional skills or responsibilities may enhance the employee's ability to further the mission

and

goals of the unit?

What are the employee's interests or goals?

Using the Career Progression MatrixThe Ohio State UniversityOffice of Human Resources, 9/2000

4Step 3: Identify goals and expectations.Goals and expectations should be clearly defined with a timeframe for completion.

Step 4: Identify training, mentoring, or coaching opportunities so that employees can

successfully apply

new skills and knowledgeMentoring, coaching, and suggestions for training alternatives that will support the career progression

process are

discussed on Page 14. Employees should be provided with opportunities for adequate training for new

and/or

existing responsibilities while balancing employee interests with the business needs of the unit.

Step 5: Evaluate the career development process and provide the employee with feedbackEvaluation is key to the success of the career progression process. Employees who succeed in taking

on new

responsibilities will continue to look for opportunities for growth. Sometimes it will become evident

that

development occurred too rapidly, without adequate resources, or beyond the comfort level of the

employee. An

effective manager/supervisor will continuously evaluate along with the employee, and make

appropriateadjustments to the career progression plan as needed.

Step 6: Evaluate and manage compensationIt is important, as the employee gains new skills and responsibilities, to review compensation and

ensure

employees are being compensated for attaining value-added skills. There are three instances in which

salary

might be increased.

If the employee has acquired a significantly new set of content knowledge or skills, a salary increase

might

occur if the nature of the employees position changed. For instance, if the employee began doingHR/ARMS

work, then accepted fiscal responsibilities later.


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A second example would be if the employee began to manage people or multiple projects or

programs.

When the position requires an increase in the depth or level of complexity in a particular area of

expertise, a

salary increase may be warranted.

What if an employees career progression plan involves moving to another unit?Appropriate growth and development opportunities should be identified within the employing unit.

However,

movement from one unit to another and/or to a different classification will sometimes be necessary for

continued

growth. Units should not be deterred from developing an employee out of fear of the employee

securing a

position elsewhere.

Step 3: Identify goals and expectations.

Goals and expectations should be clearly defined with a timeframe for completion.Step 4: Identify training, mentoring, or coaching opportunities so that employees can

successfully apply

new skills and knowledgeMentoring, coaching, and suggestions for training alternatives that will support the career progression

process are

discussed on Page 14. Employees should be provided with opportunities for adequate training for new

and/or

existing responsibilities while balancing employee interests with the business needs of the unit.

Step 5: Evaluate the career development process and provide the employee with feedbackEvaluation is key to the success of the career progression process. Employees who succeed in taking

on new

responsibilities will continue to look for opportunities for growth. Sometimes it will become evidentthat

development occurred too rapidly, without adequate resources, or beyond the comfort level of the

employee. An

effective manager/supervisor will continuously evaluate along with the employee, and make

appropriate

adjustments to the career progression plan as needed.

Step 6: Evaluate and manage compensationIt is important, as the employee gains new skills and responsibilities, to review compensation and

ensure

employees are being compensated for attaining value-added skills. There are three instances in which

salary

might be increased.If the employee has acquired a significantly new set of content knowledge or skills, a salary increase

might

occur if the nature of the employees position changed. For instance, if the employee began doing

HR/ARMS

work, then accepted fiscal responsibilities later.

A second example would be if the employee began to manage people or multiple projects or

programs.

When the position requires an increase in the depth or level of complexity in a particular area of

expertise, a

salary increase may be warranted.

What if an employees career progression plan involves moving to another unit?


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Appropriate growth and development opportunities should be identified within the employing unit.

However,

movement from one unit to another and/or to a different classification will sometimes be necessary for

continued

growth. Units should not be deterred from developing an employee out of fear of the employee

securing a

position elsewhere.

The Ohio State UniversityOffice of Human Resources, 9/2000

5IntroductionJane Doe is hired as an office associate, with a working title ofDepartment Secretary. She provides

general

office support and customer service for the Department of Surgery. Her primary duties include typing

grants,

manuscripts and other documents, responding to inquiries, and reconciling financial statements. She

works

directly for one physician and provides support to one or two additional physicians. She reports to anOffice Staff

Coordinator, Ms. I.M. Progressive.

What instances would merit consideration of an annual increase, an off-cycle increase, and/or

career

progression within the classification, or a re-classification for Jane Doe?

Scenario 1

Background

As part of the units performance management process, Supervisor Progressive notes that Jane hascompleted a

number of training sessions that she and her supervisor had discussed at the beginning of the

performance cycle.

Additionally Jane has shown the ability to apply many of the skills she learned to her duties as an

office associate.

Factors to considerSupervisor Progressive considers several factors when contemplating what to do to recognize Janesexcellent job

proficiency. These factors include the units compensation philosophy and internal equity. The unitscompensation philosophy includes a desire to provide managers/supervisors the flexibility needed to

recruit and

retain high quality staff. Additionally the supervisor is considering whether to recognize Janesaccomplishments

through the annual salary increase process or through an off-cycle salary action.

ResultsSince the supervisor is getting ready to complete Janes performance evaluation for the fiscal year,she decides to

utilize the upcoming annual increase process to recognize Jane. A change in classification is not

warranted at this

time.

Scenario 2

BackgroundSupervisor Progressive acknowledges that Jane is proficient at all the basic aspects of her position and

has taken

on some new and/or expanded duties. These duties include maintaining spreadsheets, generating

reports, and

assisting with maintaining the department web site.Factors toconsider


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Supervisor Progressive looks at the salary levels of other office associate/department secretaries in her

unit,

department, and college. She determines that Janes pay is a little low compared to other departmentsecretaries

with similar responsibility levels. She also wants to consider external market data and local value.

Supervisor P.

learns that Janes pay is even lower compared to the external data than it was compared to internal

data.


5

Career Progression- Sample ScenarioIntroductionJane Doe is hired as an office associate, with a working title ofDepartment Secretary. She provides

general

office support and customer service for the Department of Surgery. Her primary duties include typing

grants,

manuscripts and other documents, responding to inquiries, and reconciling financial statements. She

works

directly for one physician and provides support to one or two additional physicians. She reports to an

Office Staff

Coordinator, Ms. I.M. Progressive.

What instances would merit consideration of an annual increase, an off-cycle increase, and/or

career

progression within the classification, or a re-classification for Jane Doe?

Scenario 1

Background

As part of the units performance management process, Supervisor Progressive notes that Jane hascompleted anumber of training sessions that she and her supervisor had discussed at the beginning of the

performance cycle.

Additionally Jane has shown the ability to apply many of the skills she learned to her duties as an

office associate.

Factors to considerSupervisor Progressive considers several factors when contemplating what to do to recognize Janesexcellent job

proficiency. These factors include the units compensation philosophy and internal equity. The unitscompensation philosophy includes a desire to provide managers/supervisors the flexibility needed to

recruit and

retain high quality staff. Additionally the supervisor is considering whether to recognize Janesaccomplishments

through the annual salary increase process or through an off-cycle salary action.

ResultsSince the supervisor is getting ready to complete Janes performance evaluation for the fiscal year,she decides to

utilize the upcoming annual increase process to recognize Jane. A change in classification is not

warranted at this

time.

Scenario 2

BackgroundSupervisor Progressive acknowledges that Jane is proficient at all the basic aspects of her position and

has taken


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on some new and/or expanded duties. These duties include maintaining spreadsheets, generating

reports, and

assisting with maintaining the department web site.

Factors to considerSupervisor Progressive looks at the salary levels of other office associate/department secretaries in her

unit,

department, and college. She determines that Janes pay is a little low compared to other departmentsecretaries

with similar responsibility levels. She also wants to consider external market data and local value.

Supervisor P.

learns that Janes pay is even lower compared to the external data than it was compared to internal

data.

Scenario 2 (Continued)

Result

Supervisor Progressive discusses Janes situation with her department HRP, who indicates the currentworking

title is still appropriate, but the increased responsibilities merit a salary increase. Supervisor

Progressive shares

the information with Dr. Z, who approves the request and forwards it to the department HRP and the

college

office for an off-cycle salary increase.

Scenario 3

BackgroundSome time later, the department experienced growth and added new positions and support staff. Jane

is now

providing support for two additional physicians, preparing the department newsletter and coordinating

officeactivities in the supervisors absence. She discusses her increased responsibilities along with herrecent training

she has attended on ARMS-HR System and desktop publishing with Supervisor Progressive.

Supervisor

Progressive confers with the department HRP regarding Janes situation and how other departmentsare dealing

with similar issues.

ResultAfter discussing Janes increased responsibilities and the recent growth of the department, they bothagree on

Janes progression within the classification. The HRP recommends that Supervisor Progressive

change Janesworking title to Department Lead Secretary and increase her pay. Generally this increase would be

between 5%

to 10%.

Scenario 4

BackgroundApproximately one year later, the office staff coordinator moved to a different position and Jane has

continued to

pick up administrative duties in the department. These additional duties include preparing and

maintaining

financial records, and assisting with budget preparation and maintenance, including preparing initial

budget

recommendations and representing the department fiscal officer at meetings.

Result


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Jane discusses with the supervising physician whether her current title is most appropriate, who

concurs that a

review of her position is warranted. She updates her position description and forwards it to the

department HRP

for review. Upon review by the college HRP and OHR, it is recommended that Janes position bereclassified to

an office administrative associate.

The sample career progression matrix on the following page represents an overview of the various

duties an office

associate may progress through while employed in the office associate classification. Although the

matrix is

intended to be read from top to bottom, an office associate is not likely engaged at the same level in

all of the skill

areas. For example, an office associate may be very advanced in the duties performed with regard to

communication, but have no fiscal duties whatsoever. The matrix is intended to stimulate

conversation about the

opportunities for career progression, and is not a formula for progressing in the office associate

Career Progression MatrixSample Scenario

e Ohio State University

Office of Human Resources, 9/2000

8

The categories on this planning document can be defined by the unit to match the duties of aparticular position. The following table can

be used to identify the current status of an office associate in each category, the goals for

progression, and a strategy for achieving

identified goals.

EXAMPLE:General

Scope/Content Area Current status Goals

Training/Mentoring

Plan TimeframeCommunication Effectively responds to inquiries and requests

by identifying appropriate sources of

information (faculty or staff member) and

relaying information in timely manner to

customers

Broaden knowledge of sources of information

(Web sites, on- and off-campus information

sources, information materials) so that greater

responsibility can be assumed for researching

and providing information to customers

Arrange a six week (two

hours each week)

mentoringplan with

content specialist

Complete

mentoring plan

by end of winter

quarter


10/27

Career Progression Worksheet

Salary Considerations

Where do I begin when considering a salary action?

The first factor to evaluate when considering a change in salary is the units compensationphilosophy. A

compensation philosophy is a set of guiding principles that are based on values that drive

compensation decisionmaking.It should describe the desired competitive position (see discussion on local value below) and the

critical

factors (see discussion below) for moving pay for employees of the unit. The specific factors

evaluated in making a

pay decision are then filtered through this philosophy. After considering the relevant factors, a unit

must determine if

it is most appropriate to take action at the time of the annual budget increase or outside of that

process.

What other factors should be considered when determining pay and how do they specifically apply

to the office

associate classification?

1. What is internal equity?Internal equity refers to the pay relationships among jobs (taking into consideration skill levels and

years of

experience within a single organization) and focuses attention on employee and management

acceptance of these

relationships. It involves establishing equal pay for jobs of equal worth and acceptable pay

differentials for

positions with greater scope and responsibility.

How do I evaluate internal equity?

To evaluate internal equity for an office associate position in your work unit, you would first identify

any other

office associate jobs in the work unit, identify groups of those jobs based on any differences within

that group in

role and nature of job duties, and note the salary levels of each incumbent in each of those groups.

The next step would be to compare the pay levels of the incumbents in the job groups to the position

in question

and determine if the relative ranking of the salary of the position is logical in the context of the other

positions. If

it is not, then a further evaluation of skills and experience of all incumbents and/or any other factors

would be

critical to making an appropriate pay decision.

2. What is relevant market?

Relevant market is the competitive geographical, educational and/or occupational area within which

the universitycompetes for qualified employees.


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What is the relevant market for an office associate position?

Generally speaking, the relevant market for an office associate position includes central Ohio

employers, both

public and private sector. Although there is competition with the State Government of Ohio for some

of these

positions, standard industry practice for compensation professionals in the local area would suggest

that this

should be given less weight than all other comparisons since their system is significantly impacted by

the decisions

of the state legislature, by the collective bargaining process, and generally requires new hires to enter

at the salary

grade minimum.

Salary ConsiderationsThe Ohio State UniversityOffice of Human Resources, 9/2000

12

3. What is market value?Market value is the result of a process to identify the relative worth of a specific position compared to

a broadly

applied industry standard. Typically this involves comparing a specific job and salary to similar jobs

and their

respective salaries in the university, in higher education, and with other local and national employers.

The

comparison process will typically result in a range of dollars rather than a single dollar point since

generally no

two jobs are exactly the same in scope and range of duties.

What is the market value for an office associate position?

For assistance in determining the market value of an office associate position, employees should

contact theirmanager/supervisor who may then consult with OHR, Consulting Services.

4. What is local value?

Local value refers to the relative worth of a particular job to a department/unit. Local value should be

thought of

as a filtering process for broadly applied industry salary data that includes an examination of:

availability of funds to pay for the position

impact of the position on the units ability to accomplish its mission

desired competitive position for the units employees (intentions to lag, meet or lead the market) asit

relates to recruitment strategies for the position.

Generally speaking:The greater and more direct impact a job has on the organization, the greater the local value.

The greater or more complex the skill set required, the greater the local value, assuming that

performance is at or above an acceptable level.

This filtering process typically will result in a narrowed range of dollars versus a single dollar point.

How do I use local value with a position?

Once you have obtained a range of market salary data (internal and/or external), you should look at

that range and

determine exactly where to position the target salary based on the funds you have available, the

amount of growth

you expect in the position, the recruitment and retention strategy needed to maintain the position, and

the criticality

of this job to the ability of your group to accomplish its mission.


12/27

Example: This position is the only office support position assigned to a newly established academic

program. The

employee must perform a wide range of duties including support for the HR, purchasing, and student

programs

functions. A portion of the programs success can be tied to the level of customer service given by thisindividual.

Therefore, a target salary range that is in the mid to upper portion of the range would be appropriate.

What situations should be recognized through the annual salary increase process?Annual increases are the primary vehicle for progressing employees toward their competitive market

salary and for

recognizing and rewarding staff performance. Annual increases are given during the universitysannual salary budget

process. On-going normal skill development and gradual increases of responsibility should be

addressed through this

process. Therefore, it is critical that managers/supervisors review performance of their staff as part of

this annual

process.


13What should I consider in determining an annual increase amount?

Allocations of larger amounts should be made to those whose performance levels separate them

positively from

the norm and who are further from their competitive market salary. This may mean smaller increases

for

satisfactory or less than satisfactory performers or for those earning salaries that are substantially

above the

internal/external market.

What situations should be recognized through an off-cycle increase?

Off cycle increases are given at a time of the year outside of the annual salary budget process.

Generally they are given

to recognize substantial changes in scope or organizational structure that affect a position (career

progression,

situations that would have resulted in a reclassification pre-broadbanding, substantial new

responsibility for employee

supervision, etc.). However, they may also be given for reasons including improving internal/external

equity,

recognition of shifts in the market for a given set of skills, performance review cycles and/orfunding cycles that

require increases to be given at a time other than at the beginning of a new university fiscal year.

What factors should I consider in determining an off-cycle increase amount?Factors to be considered include:

the degree to which the scope and primary function of the position has changed,

the degree the market may have shifted for the particular skill set and level of responsibility,

the relative level of performance of this staff member to his or her peers,

the proximity of his or her current salary to their competitive market salary,

the level of incumbents salary compared to others in department and across university,

the employees overall contribution to the organization, and

the degree of difficulty to recruit and retain a comparably qualified employee.

The fact that Ohio State is a public employer and that salary records are public record should also be

considered. This

consideration should be made from two perspectives: 1) since these increases are given outside the

annual budget


13/27

process, other employees in the unit are typically very keenly interested in why an increase of this

nature is given to an

employee at this time and will likely question or want to vie for a raise for comparable reasons and 2)

our ultimate

accountability is to the public and we therefore need to be accountable for any expenditure of funds.

So how do I use all of this information to form a decision?The most critical first step is to determine if the individuals salary is equitable when compared toother similarly

situated staff in the unit. The second tier of the decision making process is to then evaluate the

incumbents skills andability to perform the assigned tasks of their position. If the employee has accomplished the desired

skill and

experience level for the position, then his or her salary should be equitable to others performing at a

similar level. If

not, then a development plan and accompanying compensation plan should be established to guide the

growth process.

The Ohio State University

Office of Human Resources, 9/200014When employees seek professional development and advancement they often need to increase their

knowledge, skills

and abilities in various areas. An employee and supervisor can enter into a partnership to assess what

kinds of skills

are needed to enrich the present position or to facilitate career advancement. The supervisor can

recommend and

develop a training plan. The manager/supervisor or employee may initiate this process.

When should a manager/supervisor and employee discuss training opportunities?Opportunities for discussions about training may naturally occur:

during performance planning goal-setting sessions

when there is a change or addition of responsibilities

when there is a new department vacancy and opportunity to advance

when a change in department organization leads to changing roles

when an employee desires to learn a new skill to enhance performance.

Training can provide individuals with needed skills in areas such as supervision, computer software

skills, university

policies, payroll, budgeting and ARMS. An example of such a need for training may occur when an

employee whose

main responsibility has been assisting customers is presented with additional responsibilities such as

assisting with

payroll and budget, producing a newsletter and/or supervising staff.

What formal training does the university offer?The university offers a variety of training to Ohio State employees. Some of the training that would

assist in the office

associate classification includes:

ARMS training (Web site--www.arms.ohio-state.edu/training/train2000.html)

Organization and Human Resource Development (OHRD) offers Supervisor Training to Enhance

Performance

or Certificate Program for Office Administrative Staff--(614) 292-4500

Office of Information Technology (OIT) offers computer training: covers use of several computer

software

programs including PowerPoint--(614) 688-HELP

Continuing Education--more in depth training on some software applications including Microsoft

Word and

Power Point for a fee--(614) 292-8571


14/27

Office of the Controller: Financial Training and Documentation Workshop Series--(614) 292-8411

What other training options are there to consider?While there are various formal training opportunities available at the university, many exist externally

as well. For

information on possible training opportunities outside the university, you may contact OHRD at (614)

292-4500. They

also house a learning resource center, which serves as a lending library of books and videotapes on

building workplace

skills.

Some training options to consider are coaching, mentoring and rotation or cross-training.

COACHING

What is coaching?Managers/supervisors may serve as coaches to assist individuals in attaining career goals. Coaching

consists of a

combination of ongoing as well as spontaneous meetings between supervisors and employees to

discuss the employee's

career goals and professional development. An experienced supervisor works directly with an

employee and offers

Training Options and InformationThe Ohio State UniversityOffice of Human Resources, 9/2000

15direction and support. Meetings occur between supervisors and employees to discuss the employee's

strengths and

areas for improvement and learning, as well as to identify barriers to performance.

What are the roles of the supervisor and employee in coaching?The supervisor and employee both have distinct roles in the area of coaching. It is important for the

supervisor to

provide feedback to the employee and discuss the learning and professional needs as well as theopportunities for

career development within the organization. Many of these issues can be explored initially during

performance goal

setting sessions as well as through ongoing informal discussions. While the supervisor may share

ideas that can

improve performance, the employee can also provide insight into what motivates him or her and

indicate a desire for

development opportunities. The employee may indicate that there are additional tasks or

responsibilities that they

would like to learn. Both the supervisor and employee should work together to identify barriers to

successful job

performance and discuss strategies to overcome these.

MENTORING

What is mentoring? Is that similar to coaching?Mentoring is another training option, which consists of a developmentally oriented relationship

between a senior and

junior colleague or between two peers. Mentoring can occur at all levels of the organization and

usually involves

advising, role modeling, and assisting with the development of technical and interpersonal skills, as

well as relevant

job-related competencies. Such a relationship can give individuals an opportunity to learn more about

the organization

and determine what opportunities they would like to explore. Perhaps an experienced employee iswilling to share his


15/27

or her knowledge with an individual who is new to the organization or who wishes to explore other

types of

employment within the department. A mentor can provide another less experienced employee with the

opportunity to

gain new career insights and to look at other career options.

ROTATION/CROSS TRAINING

How can a current employee learn new skills and still complete his or her job responsibilities?

Rotation, or cross-training, is another training option, which assists employees in learning new skills

and

understanding the responsibilities of other positions within the organization. An advantage of cross

training is that it

helps employees to become more flexible in their current jobs and exposes them to other positions

that they may

consider in their career development plan. Rotation also can assist with maintaining service during an

employee's

absence.

OPTIONS

It sounds like there are many options. How is the best training option selected?Consider the type of training that will benefit the employee in his or her present job or that will

enhance opportunities

for professional development. The training choice may be formal training or a combination of the

types of training

discussed above. Work as a partner with the employee to develop the training plan, which matches his

or her interests

and needs. Encourage employees to take an active role in their career development and provide and

solicit feedback

on performance and development. Use the performance goal setting sessions to begin discussions

about career

development.


16The information presented in the Guide to Career Progression for the Office Associate emerges from a

variety of

materials produced by OHR and other sources, and was authored through the partnership of the

Compensation,

Consulting Services and Employment Services units in the Office of Human Resources. Listed below

are some

additional sources of information to consider in developing a career progression plan.

The CPG will help ensure that employees develop into managers, supervisors and/or

executives capable of handling the future business

The Career Planning Tool (CPT)

This guide is designed to introduce the DON IM/IT & KM employee to the concepts andprocesses surrounding career development. It is supported by an automated application

called the Career Planning Tool (CPT), which is available separately from the Workforcesection of the DON CIO website at http://www.doncio.navy.mil/workforce. The CPT
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allows a user, based on a selected IM/IT or KM career area and job role (or function), toself-assess their proficiency in the functional competencies for a given role, determinewhere proficiency gaps exist, and design a tailored development strategy to help achieveproficiency in those competencies. In addition to functional competencies, the user canalso perform a similar self-assessment of "Career Foundational Competencies" which arecompetencies that should be displayed by all DON civilians, regardless of job function.

Once these steps are complete, the CPT is used to develop a Career Progression Plan

(CPP), which is similar to an Individual Development Plan (IDP). The CPP contains fourparts: Career Development Data, a Needs Analysis, a Development Strategy, andDevelopment History. The tool, based on the user's self-assessment of competencies,automatically generates most of the CPP.

The CPT is most effectively used in conjunction with the CPG, which contains detailed

information about the career development process. The CPG was previously a two-volume set, with the second volume being a detailed listing of competencies associatedwith each career area and job role. The CPT now replaces Volume II. Instructions on howto use the CPT can be found on the DON CIO Workforce website referenced above.

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What's in it for Me?

Times are changing. Change often brings about uncertainty, which can be veryuncomfortable. However, being prepared for change can help make coping easier. TheCPG and CPT are tools to help the IM/IT & KM workforce prepare for future careers by:

Framing meaningful and realistic career and life goals and translating them intopersonal career and life plans;

Identifying unique work styles and preferences; Looking beyond job descriptions to identify existing skills and competencies that

can be applied in future work assignments while identifying new skills that maybe needed to adapt to new directions in the DON; and

Helping make informed decisions about professional development opportunities.

Perhaps even more important, however, is the opportunity for the DON to show that itreally does care about the IM/IT & KM workforce in these new and uncertain times, andto demonstrate its concern by giving something back.

Career development requires apartnership between the employee

and the organization. While theemployee is ultimately responsiblefor his own development, the

organization plays a major role inproviding the appropriate job-related training and developmentto help employees reachprofessional goals.

This relationship is illustrated inthe figure to the right. Without apartnership between the

organization and employee toensure that investments in job-
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related training and development are provided at the appropriate times in an employee'scareer, the employee runs the risk of becoming obsolete. While it is incumbent on theemployee to make a personal investment in life-long professional development, theorganization must also make an investment in terms of job-related training anddevelopment. This helps the employee attain ever increasing capabilities while buildingher value within the organization.

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DON IM/IT Strategic Plan

The DON IM/IT Strategic Plan brings a collective vision of the future into clearer focusand communicates the DON's commitment to putting information to work for our Sailors,Marines, and Civilians. The most recent version of the IM/IT Strategic Plan outlines eightspecific goals, listed below. Each member of the DON is encouraged to factor these goals

and objectives into programmatic and operational plans.

1. Provide an interoperable information technology infrastructure that ensures

knowledge superiority.2. Infuse advanced information technology into warfighting and business processes.3. Maximize the value and manage the risk associated with information technology

investments.4. Proactively encourage the creation and sharing of knowledge to enable effective,

timely, and agile decision-making.5. Exploit emerging information technologies to achieve information dominance.6. Ensure information resources and critical infrastructures are secure and

protected.

7. Build IM/IT competencies to shape the workforce of the future.8. Foster and incentivize a technology-enabled and information-rich culture.

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IM/IT & KM Workforce Strategic Vision

The CPG will provide the foundation to Build IM/IT competencies to shape theworkforce of the future. It also offers guidance to the newest community, ourKnowledge Management practitioners. Through their expertise the DON will establish KMcapabilities for all to employ in pursuit of Knowledge Superiority. The DON IM/IT & KM

vision for the future will require a skilled and highly competent workforce. Five main

points articulate this vision:

Develop a highly-trained and competent DON IM/IT & KM workforce. Recruit and retain qualified IM/IT & KM personnel.

Increase efficiency and skill levels of the DON IM/IT & KM workforce throughsuperior technical and professional development opportunities.

Produce employees who are qualified to fill high-grade positions. Build a high-performance learning organization.

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Qualities of the IM/IT & KM Workforce
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The DON IM/IT & KM workforce must possess an awareness of both the external andinternal environment. The DON has identified the following focus areas that must bedeveloped by the IM/IT &KM workforce of the future; these are called CareerFoundational Competencies:

Strategic Focus Outcome Oriented Focus Supervisory and Team Focus

Interpersonal Focus Mission Focus Personal Mastery Focus Knowledge Focus

While no employee may fully develop all these skills, it is important that each focuses on

as many as possible and continues to evolve and grow. The areas feature a number ofcharacteristics that are all inherent in leadership effectiveness, as illustrated in the figurebelow and defined in Appendix E:

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Core Values
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The DON IM/IT & KM workforce commits to achieving the overall workforce strategicvision by:

Maximizing the value of IT investments Ensuring the work performed is aligned with the strategic objectives of our

organization and the DON Embracing industry and government best practices for recruiting and retention Valuing our IM/IT & KM workforce Recruiting and retaining specifically to fill our core IM/IT & KM functions.

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Objective of the CPG

This CPG is a tool for determining the career options, professional developmentopportunities, and competency requirements of DON IM/IT & KM employees. It providesguidance for each IM/IT & KM field (career area) in the DON workforce. Specifically, the

CPG and the CPT can be used in developing a Career Progression Plan (CPP). TheCPP identifies the career goal, competency requirements and professional developmentopportunities that are formalized into an execution plan tailored to the individual. TheCPP, in turn, aids in the development of an Individual Development Plan (IDP).

The ultimate goal of the CPG is to develop a highly competent DON IM/IT & KMworkforce. The CPG promotes this goal by:

1. Providing employees with a comprehensive list of competencies needed forperforming major tasks in the IM/IT & KM occupations.

2. Providing learning objectives that are established standards of performance andaccountability.

3. Providing employees and their supervisors with a reference to assist indetermining appropriate training and to prepare employees for more responsibleand challenging positions.

4. Assisting supervisors in making effective use of scarce training resources by

identifying critical competencies, training opportunities and certifications so thatemployees can attend the appropriate courses at the appropriate time, whilegaining useful on-the-job experience.

5. Enabling employees to plan and sequence appropriate career training anddevelopment.

6. Developing and strengthening employees' professional qualifications andleadership abilities.

A quick word to managers

Although this CPG is written primarily for employeesdeveloping their careers, managers play a very

important role and are thus strongly encouraged to readthis guide. There are several steps employees takewhen using this CPG that require managementassistance, guidance and answers. In addition,

managers are essential in communicating the needs ofthe organization and the types of competencies neededby the organization in the future.

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Intended Audience

The primary audience for this CPG and CPT is each individual DON IM/IT & KM employee.They have been developed because the DON recognizes the need for comprehensive

career planning and management guidance in order to recruit for and retain our valuable

IM/IT & KM workforce. It is the responsibility of each individual to take proactive steps inplanning his career in the DON. Often, this requires a lot of work and can be daunting

without assistance. But, in the long run, this hard work pays off. Think of the CPG andCPT as tools that provides much of the career planning assistance an individual needs,and offers a "head start" in the career planning process.

As such, this guide and the CPT are also to be used by managers and mentors indeveloping an employee's formal training plan. The CPP is most beneficial when it isshared between managers and employees because it helps identify employees' careergoals, assess current competencies, and outlines what may be required in target jobroles.

Additionally, an individual may seek the assistance of a servicing Human Resources (HR)advisor or Employee Development Specialist in developing a formal training plan. These

individuals also play an important role in the career development process. Managers maybe direct supervisors, and are helpful in assessing skills and job responsibilities. Althoughmentors are not common, they can be quite helpful. A mentor might be an individualwho "takes you under his wing" to help with the various aspects of career developmentand is an invaluable source of knowledge. Because mentor inputs are so important,everyone is encouraged to get a manager and/or mentor involved early in the careerdevelopment process.

A quick word to mentors

Being a mentor doesn't necessarily mean a long term,time-consuming commitment. Here are five easy waysto help someone at work improve their skills:

Make a copy of a magazine article that you think

they would learn from and find interesting. Itdoesn't have to be related to your business -- itcould be about sports, business, politics, orentertainment.

Share information about a professional seminaror workshop coming up.

Have lunch with someone you don't normally see

outside of work; you can give them advice onwork and/or personal matters.

Be a mock audience for a presentation or areader for a report.

Teach someone a software package they don'tknow. If you don't have time, just teach themsome short-cuts you know in a software packagethey use.

SOURCE: "101 Ways to Have a Great Day @ Work," Stephanie GoddardDavidson, 1998.


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Back to Top

Overview of the Career Development Process

The DON IM/IT & KM career development process, illustrated on the next page, depicts

all of the steps involved in career development, from the initial steps of formulating acareer goal to drafting and implementing a CPP. Please refer to Appendix A for achecklist that summarizes each of these steps.

This section provides a high-level overview of the process, broken down into fourphases:

PREPARE ASSESS VALIDATE EXECUTE

Joining together the first letters of each phase to form the word "PAVE" may aid inremembering the process. Each phase is briefly introduced below, with much more detailprovided in The Career Development Process section of the CPG. Sections that discusses

the career development process will be shown with symbols, an 'E', 'M', or both in theright hand margin to suggest who is responsible for certain actions ('E' for employee or'M' for manager/mentor).

PREPARE

In the PREPAREphase, the employee takes the requisite steps to ensure that the

career planning process is made easier and more productive. The foundation step in this

phase is to carefully read the CPG, as this is the guide for developing an individual plan.But an employee also needs to take time to collect information, organize thoughts, andset goals that will help in each stage of the career development process. When finishedreviewing the CPG, she moves on to the next phase,ASSESS.

ASSESS

In theASSESS phase, an employee evaluates where he wants to be in the future.
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This involves setting goals and time frames, determining the proper path to reach goalsin a given time frame, and assessing current competencies. Part of this phase involvesperforming a self-assessment of current skills - using the interactive CPT application.Essentially, one needs a current "snapshot" of competencies to compare against thoseneeded to accomplish a career goal.

The employee performs the assessment in concert with her current manager, whocan help ensure the validity of the results. When satisfied with the self-assessment,she moves on to the next phase, VALIDATE.

VALIDATE

The first step in the VALIDATEphase is to compare current and target

competencies (with mentor/managers input). Current competencies include

knowledge, skills, abilities, and attributes that describe an employee now (collectedin theASSESS phase). Target competencies are future competencies needed to

fulfill a career goal. These are based on the perspective of the DON organization (i.e.,certain organizations will have specific needs), as well as what is understood aboutfuture job roles and skill requirements. This results in a "Gap Analysis" that comparesthe current and target competency information to reveal a possible gap. The gap

identifies the competencies that need attainment to help fulfill a career goal. A significantgap may be an indication that a career goal is unrealistic and should be revisited.Managers can help determine this.

After completing the Gap Analysis, employees working in conjunction with theirmanagers/mentors will outline a strategy identifying the learning and experience

activities required to achieve the target competencies. This information isincorporated into a draft CPP that is subsequently reviewed and finalized. Fromhere, employees proceed to the final phase, EXECUTE.

EXECUTE

The EXECUTEphase requires taking action on the steps outlined in the CPP. Thismay involve pursuing developmental opportunities and/or gaining job experience.

On a larger scale, it may involve transitioning to another position, a differentdepartment, or a higher grade level, for example. Finally, employees and managersneed to work together to evaluate progress on a regular basis. A Mid-Stream Evaluationensures the employee takes the right track in achieving a stated career goal.

Back to TopProceed to "Career Areas and Job Roles"

How Do I Contribute to an Employee's Career Development?

Typical Scenario:

You want to enhance an employee's skills to optimize performance and reinforce the employee's abilityto take on broader responsibilities; or changes in your organization's functions require your staff to

develop new skills.

Principle:
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An important part of every manager's job is that of continuing the development of the people who work

under his/her direction to ensure a productive workforce and the on-going ability to meet changing jobrequirements. There is a clear strategic value in continuously training and developing employees in orderto enhance the organization's ability to meet its mission and to increase the ability of employees toachieve rewarding careers within the organization. As a manager, you have several responsibilities inthis area: analyzing organizational needs and identifying specific training requirements, developing

training plans for the overall organization and individual employees within it, obtaining and allocatingresources effectively to accomplish training needs and produce desired gains in organizational efficiency,and evaluating the impact of training efforts and making necessary adjustments to ensure maximumresults.

Where Do I Start?

You should start your training effort by carefully thinking about the organization's strategic goals andobjectives, your unit's goals and objectives, what work is to be performed, and the strengths and

weaknesses of your staff. Then think carefully about the knowledge and skills needed to do the job.Knowing what a job requires and how well you want it done will give you data to make trainingdecisions. You should also look at broad performance issues and opportunities needed to change orimprove the organization and the individual employee's strength and growth opportunities. An individual"needs assessment" focuses on the specific knowledge, skills, and abilities required of each employee.

(Individual needs should be viewed within the context of strategic goals of the organization in order to

ensure professional growth and development of employees within established career paths.) Yourservicing human resources office (SHRO) can direct you to resources to help you assess the individualtraining needs of your employees.

Rules and Flexibilities:

Managers must consider all employees fairly for training opportunities. Selection of employees for

training must ensure that all employees are selected without regard to political preference, race, color,religion, national origin, sex, marital status, age, or handicapping condition, and with proper regard fortheir privacy and constitutional rights as provided by the Merit System Principles. Additionally, merit

promotion procedures must be followed in selecting employees for training which is primarily to preparetrainees for advancement and which is not directly related to improving performance in their currentpositions. Managers have wide flexibility in the training area in choosing training sources, curricula, etc.

Depending on your office budget, you can pay all or part of the costs associated with training, includingregistration fees, books, materials, etc., that will contribute to your office's mission. You should beaware, however, that training requests cannot be funded "after the fact" (after the course has begun).

Basic Steps:

Determine training needs by forecasting the direction your organization will take in the next 2-5years. Determine what skills will be required. Determine whether your employees possess thenecessary skills to plan and implement programs and activities required by the anticipateddirection.

To determine individual employee needs, examine the difference between projected necessaryskills and current skills. You can also meet with employees to discuss career goals and determinewhat additional capabilities are required for career progression.

Once you've determined your training needs, you will have to decide how best to meet them.

Rather than relying solely on formal classroom training, you should explore all alternatives andselect the most effective one.

Alternatives include:

Workplace approaches - formal on-the-job training, mentoring, developmental assignments.

Some university programs offer financial assistance to Government employees (e.g., Cornell'sSchool of Business and Wharton). Some programs last eight weeks, while others last up to two

years. Some are part-time; some are full-time. Self-study approaches - self-paced instruction,correspondence courses and independent readings.


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Technology-based approaches - computer-based training or distance learning.

Formal classroom courses, seminars, conferences and workshops conducted by colleges anduniversities, private companies, contractors, Government agencies, professional and scientificorganizations, and professional associations. In those cases where a training need exists for anumber of employees, an on-site contract course may be the most cost- effective alternative.

Your SHRO can direct you to information on available training courses and seminars.

Good Management Practices:

Be sure that training and career development are related to organizational needs or employeeneeds in the current position. Look for opportunities to provide career enhancement such asdetails, job rotations, etc., rather than relying solely on formal training.

Some offices require that you develop an annual Individual Development Plan (IDP) for eachemployee. When it is not required, it is strongly recommended that you develop an annual IDP

for each employee. Your SHRO can assist you in the preparation of an IDP. It should be reviewedperiodically during the Year to determine if any changes need to be made because of new

priorities, changing budget situations or new organizational goals.

Once training is completed, it is critically important to assess the effect it has had on theorganization and/or the employee's performance. You may want to set up a meeting withemployees immediately after formal training to "debrief" them. Similarly, you might require awritten summary report of what was accomplished or learned and how it will be applied on the

job. Often the lessons learned can be passed to other employees in a summary form, thusextending the value of the training without additional cost.

Checklist

Budget and plan for training and development efforts

Meet with employees and identify their needs and career goals

Identify most effective training resources

Develop Individual Development Plans (Optional)

Look for opportunities to provide career enhancement

A NOTE ON SES . . .

In recent years, there has been an emphasis on providing mobility opportunities for SESexecutives to foster a "corporate" perspective. Details and job rotations are excellent ways toincrease an executive's exposure to other organizations and management styles.

In certain circumstances, career SES employees may also be eligible for a sabbatical lasting upto 11 months. Appropriate activities for employees on sabbatical may include teaching, study, orresearch at a university; study or research in a "think tank"; work with a private sector ornonprofit organization; or assignments with State, local or foreign Governments. Regardless ofthe activity, a sabbatical must clearly benefit the Government as well as the individual.

The Department offers an SES Candidate Development Program (CDP). The SES CDP is acompetitive program open to employees serving under career appointments at the GS-15 level

or equivalent. The SES CDP is a part-time program, not to exceed two years, that varies inlength depending on the candidate's individual developmental needs. At the completion of the


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developmental period, each candidate's activities and experiences must be approved by theDepartmental. At that time, the candidate must submit a request to OPM for QRB certification.

Career progression: What is it? Career progression: What is itCareer Progression what is it?Career Progressionis not the same as Career Developmentwhich is the term mostpeople are accustomed to using.

A persons Career Developmentpathway is likely to be much more broad than just thetime spent working in the Australian Meat Industry. It will involve a range of individualchoices in managing work, learning and lifestyle activities.

Career Progressionis more occupation-focused. Its about advancement within a job,within an organisation, or within an industry. As an employer in the Australian MeatIndustry, you have an interest in facilitating Career Progression for the people whowork for you

Facilitating CP-why would u do itPeople are often attracted to a particular industry,company or job by opportunities for careerdevelopment through learning and training tomatch life goals.

People are more likely to stay in their jobs whenthe work is challenging, interesting, meaningfuland when they have opportunities to upgradetheir skills in the work.

People are more likely to stay with a particularcompany when there is opportunity for careerprogressionand they know what they need todo, to make that happen.

People are more likely to stay in a particularindustry when they can take pride in the workthat they do and the place that they work.

When people: are attracted to you stay with you upgrade their skills and qualificationsthere are immediate benefits for your business interms of availability and capabilityand long termbenefits through effective workforce planning!

A reputation for careerprogression will attractpeople to work for you

Opportunities for careerprogression will encouragepeople to stay with youEmployee career progressiongives you flexibilityto fill current and future gapsYou achieve an available,capable and effectiveworkforce!Staff morale, productivity,skills and qualifications allincrease


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How to become an employer of choice inan industry of choice:A practical guide to workforce development for the

Australian Meat IndustryCareer progression: What is it?Facilitating career progression: Why would you do it?

The key reason people leave a job is because ithas failed to meet one or more of theirexpectationsyet they often don't communicatetheir dissatisfaction until its too late.

Even if the employees began with falseexpectations, it can benefit you to discover andaddress the perceived failings.

Sometimes, employees themselves don't

recognise the reason for their dissatisfaction. Theymay say theyre happy in the job they haveyetresearch shows people who stay too long doingthe same thing often leave.

Generating interest in growthwhether thatswithin their job or away from itis in the bestinterests of your employees and your company!

Do you actively seek to learn whetheremployees expectations are being met withinyour company or the industry?

Do you have processes in place to test jobsatisfaction and identify retrainingopportunities for those frustrated in their

current roles?Are there opportunities to extend the

activities and tasks of people who say theyare happy at their current level?

Do you display material at your site thatpromotes Vocational Qualifications andencourages people to take part?

Do they know youll help them do that? People need to know where and how they can be

promoted to other levels in the company.They need to be clear about the competencies and

behaviours that are required for specific jobs andto feel that there are opportunities for them to learn

and develop new skills.One way to do this is to have clear written Position

Descriptions and Person Specifications availablefor each job family.

These documents will be useful to employeeswhen setting goals for jobs and work levels theydlike to work toward. They will gain a betterunderstanding of the work they thinkthey'd like todoand this reduces the risk of people startingdown a pathway which really doesnt suit them.

A written record of the skills, attitudes andbehaviours already required in their current jobalso helps people to gain confidence in what they

really have to offer.When people find a match between much of what


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theyre already doing and what theyd need to do ina new job, it appears much more achievable forthemtheyre more likely to try something theyhad thought was out of reach.

Employees career pathway planning andyour succession planning can work hand-inhand

for mutual benefitif they are aware ofyour plans.

Do you promote within the workplace whatyour future needs will be? For example, dopeople know that your 3 year & 5 year growthplans mean you will need more trainedSupervisors?

Has your workforce planning analysisexposed a particular area of your plant or aspecific field of work that is destined forshortages as people retire?

Do you take steps to ensure these issues arecommunicatednot just during inductions,

but at regular intervals (capturing thosepeople whose life goals and needs havechanged)?

Do you regularly promote on-the-job trainingopportunities?

Are people aware they have opportunities toupgrade their skills, even if they don't want tomove out of their current job?

How to

career progression is no longer necessarily linear and

Documents