Chapter #11 Managing Employee Relations

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Chapter #7 Orientation, Training and Development, and Career Planning orientation & training supplement new wkrs abilities they also reduce empl turnover & help new empls be productive sooner (despite being time-consuming/expensive)Purpose of Orientation:

Socialization

Socialization the continuing process by which employees begin to understand & accept the values, norms & beliefs held by others in the org (adapt to an org); obj = successful org entry & maintenance; turning outsiders into insiders socialization may have taken place before empls join org ie. via formal ed, summer jobs, watching tv shows/movies (creates expectations related to job) candidate & orgs expectations (implicit & explicit) about each other forms psychological contract

formal socialization processes:Orientation Programs

progs that familiarize new empls w/ their roles, the org, its policies, & other empls; helps empl understand social, technical & cultural aspects of wkplace serves 7ral purposes: reduce empl turnover - reduce turnover by meeting personal objs of empls reduce errors & save time well-oriented empl makes fewer mistakes; start-up costs (the additional costs associated w/ a new empl b/c new empl typically less efficient than experienced wkr new wkr also requires additional supervisory time) develop clear job & org expectations no clear-cut lists of desirable job attitudes/behaviours/outcomes; w/o clear supervisor guidelines, new empls find answs informally via grapevine/gossiping may not get right answs; need to tell empls what org expects of them & what they can expect in return improve job performance begin w/ good orientation prog attain acceptable job performance levels faster clear expectations eliminates uncertainty increase org stability communicate org policies/regs early to reduce bad behaviour/friction points reduce empl anxiety be open about roles/communication reduce grievances grievances often arise from ambiguous job expectations & unclear resps result in fewer instances of corrective discipline measures clarify rights/duties of empls, outline disciplinary requirements, spell out consequences empls more likely to quit during 1st few months cognitive dissonance diff btwn what person expects at wkplace & what one actually finds; if too high, empls take action (ie. quit)Content of Orientation Programs:

most orientation done on indiv basis; group if empls hired same time in big cs wkrs often given Employee Handbook (handbook explaining key benefits, policies, & gen info about the employer); HR people may discuss pay rates as part of orientation prog HR depts role in prog ends when empls meet future supervisors/trainers may be no formal orientation prog if hire empls irregularly or if small c instead introduced to senior wkr via Buddy Systems (exist when an experienced empl is asked to show a new empl around the job site, conduct intros & answ questions also used in large orgs) formal progs explain orientation systematically more likely to create favourable impression on empls; saving cost of orientation results in c paying a much higher cost in empl attitudes and performanceEvaluating The Effectiveness of Orientation

orientation pitfalls probs in the orientation prog that detract from its effectiveness orientation progs supposed to prevent empl being overwhelmed w/ too much info, being given menial tasks discouraging job interest/c loyalty, overloaded w/ forms/manuals, pushed into job w/ sketchy orientation (trial by error), forced to fill gaps btwn broad HR dept orientation & narrow dept level orientation well-prepared orientation progs are effective (proven empls attending O-prog = sig more socialized on 3 of 6 socialization measures than those who didnt attend & they also had higher levels of org commitment)

effectiveness evaluated via: reactions from new empls (most useful eval method get feedback via in-depth interviews/survey w/ empls), effects of socialization on job attitudes & roles (progress in socialization measured attitudinally (overall job/org satisfaction/motivation etc.), behaviorally (L turnover, ability to carry out roles effectively, spontaneity visible in job performance etc.), degree to which the prog is economical (continual cost-benefit studies of O=progs should be done (includes costs of materials, salaries of instructors & HR dept staff, rent, lost wk time of empls/supervisors, cost of tools ie. films, slides tours) benefits or O-prog = lower L turnover, shorter time to learn a job, lower scarp rates & wastage, reduced rework

Employee Training:Purpose of Training

Purpose: global ec requires wkforce w/ capability to respond quickly & reliably to new challenges training important for orgs LR strat competing w/ cs w/ low wage levels forced Can cs to flatten org & reduce # of empls (fewer managers means empls need to be able to schedule their wk, manage their team & do their own quality control) more flexibility requires multi-skilled/cross-trained empls who perform diverse tasks multi-skilled empls paid according to their competencies not jobs performed (thus cs comp & appraisal system changed) empls need lifelong learning, update skills regularly immigrants increasing thus Can managers learn wk w/ colleagues w/ diff cultural values (diversity training)

changing info tech new uses of tech require mastering of fresh skills (need novel training progs/strats)

Relationship btwn Training & Development training = a planned effort by an org to make possible the learning of job-related behaviour (behaviour = any knowledge & skill acquired by am empl through practice) HR development = preparing an empl for future job resps

training prepares people for present job, development prepares them for future jobs benefits of training may extend throughout a persons entire career & help develop that person for future resps

The Training System

benefits of training to empls: skill improvement, self-development stronger self-confidence, more effective handling of stress & conflicts, providing a sense of growth benefits of training to org: improved profitability via higher productivity, improved morale, better corporate image, lower costs, stronger identification w/ corporate goals

to develop effective training prog HRD managers must assess (FIG 7-3 pg 313 text):

1. needs assessment a diagnosis that presents probs & environ challenges & future challenges that can be met through training or LT development; change in org strat can create need for training (ie. new g/s require empls learn new procedures) training used when high accident rates, low morale/motivation diagnosed; needs assessment must consider each person (determined by HRD, supervisors, self-nomination) supervisors may be trying to banish troublemakers or hide surplus empls who are temp expendable or reward good wkrs (not valid reasons) thus HRD reviews supervisors suggestions to verify need for training; note, seemingly equivalent ed levels of empls in industrial & developing nations not same; if trainers assessment of needs not correct, training objs & prog content will be inappropriate2. training objectives evaluate training needs to get training objs objs should state: 1) desired behaviour, 2) conditions under which it is to occur, 3) acceptable performance criteria (resulting stmts = standard against which indiv performance can be measured) give trainer/trainee specific goals that can be used to evaluate success3. program content shaped by needs assessment & learning objs content can seek to teach specific skills, provide needed knowledge, try to influence attitudes; participants must view content as relevant to their needs else motivation to learn may be low4. learning principles learning cant be observed, only its results can be measured learning curve a visual rep of the rate at which one learns given material through time (learning takes place in burst & plateaus) 2 trainer goals re shape of empls learning curves reach satisfactory level of performance & do this quickly as possible

use of learning principles helps speed up learning process

Learning Principles guidelines to the ways in which people learn most effectively; more people included in training, more effect training is various principles:Participation quicker & more lasting when learner can participate actively (result of participation = we learn more quickly & retain learning longer)

Repetition etches pattern into our memory

Relevance learning helped when material to be learned = meaningful (see big job descrip then can relate indiv tasks to bigger pic)Transference application of training to actual job situations closer training matches job, faster person learns evaluated by how readily the trainee can transfer the learning to his/her jobFeedback gives learners info on their progressTraining Techniques: any method can be applied to both training & development; ie. can have same training for managers & empls but diff purpose (managers it relates to present job, empls it relates to future jobs); best training method depends upon: cost-effectiveness, desired prog content, appropriateness of facilities, trainee prefs & capabilities, learning principles (*FIG 7-5 pg 317 text) On-the-Job Training (OJT) a method whereby a person learns a job by actually performing it; training received directly on the job, teaches wkrs to do present job; includes each of the 5 learning principles in series of planned steps (trainee receives job overview (relevance), trainer demonstrates job to empl (transferable), repeated demonstrations & practice (repetition & feedback)Job Rotation

move trainees form job to job to cross-train (training empls to perform operations in areas other than their assigned jobs); helps org when vacations/absences/ resignations occur; advans = high job transferability & learner participationApprenticeships & Coaching Apprenticeships training progs gen for tradespeople in which a new empl learns from a more experienced empl; high participation level for empl, high job transferability Coaching a less formal training experience than an apprenticeships, coaching gen involves a supervisor or manager providing a model for a new empl to observe & emulate; coach attempts to provide a model for the trainee to copy most cs use some coaching gen handled by manager not HR dept.; participation, feedback, job transference = high; understudy is someone who receives coaching by another person to assume that persons specific job

Off-the-job training:

lecture & video presentations rely more on communications than modeling (as used in on-job training); applied in training & development, lecture = economical but participation, feedback, transference, repetition = low; meaningful organization of materials & initial audience interest = potential strengths of these approaches vestibule training (training opps that use simulate wkstations so that new empls can learn about their job w/o interfering w/ activities at the actual wkstation); doesnt disrupt normal operations separate areas set up to simulate, allows transference, repetition, participation; meaningful organization of materials & feedback also possible role-playing (a training technique that requires trainees to assume diff identities in order to learn how others feel under different circumstances); participants exaggerate others behaviour get to see themselves as other see them, creates empathy/tolerance of diffs, seeks to change attitudes of trainees & develop interpersonal skills, participation & feedback present case study trainees learn about real/hypothetical situations & actions others took under those circumstances learn content & decision-making skills, can be transference, participation, lacks transference/feedback; technique most effective for developing prob-solving skills simulation 2 forms, mechanical simulator replicates maj features of wk situation (ie. driving simulators), like vestibule training except simulator proved more instantaneous feedback

self-study & programmed learning useful when empls dispersed geographically or when learning requires little interaction; manuals, pre-recorded tapes, videos, CD-Roms; few learning principles required; programmed learning materials = another form of self-study (printed bklets w/ Q&As); saving in training time laboratory training (form of group training primarily used to enhance interpersonal skills); sharing experiences & examining feelings, behaviours, perceptions, reactions that result usu trained prof = facilitator process relies on participation, feedback & repetition; 1 form = sensitivity training (T-group, encounter group, team building) computer-based training (CBT) (use of computers to facilitate the training process) aka computer-assisted learning offers control over pace of learning, benefits = interactive learning, participation, +ve reinforcement during training 3 categories: off-the-shelf courses in areas of personal/prof skills ie. biz writing & time management to complex statistical techniques on the other end support causes on CD-Roms ie. supplementary tutorial pkgs many on simple skills development can get more full/complex pkgs custom courseware produce customized courses for a particular type of empl/org ie. customized CBT techniques for their staffs ie. DIT (Decentralized Individualized In-Service Training) used by Edmonton Police Dept. (uses modern forms of training & combo of video-based training & computer-based training); subcategories: computer-assisted instruction (CAI) & computer-managed instruction (CMI) CAI = ed medium, activities delivered by computer & get immediate feedback, while CMI uses computers to organize instruction & track student records & progress virtual reality (VR) (use of a # of technologies to replicate the entire real-life working environ); computer tech, allows trainees to respond to job requirements as if they wkd on the job combines all aspects of job; 3-dimensional interaction object manipulation in real time; prepares empls for job experiences that would normally have high costs, have risk of costly damage to equip, have potential for injuries to trainee internet/Web-based training (virtual ed or eLearning) very specific training delivered any time any place in the world 2 forms of access: asynchronous (accessible anytime) ie. email/electronic bulletin boards& synchronous (real-time access) ie. chat rooms, web conferencing; benefits: provide JIT training/info, allow learner to learn when convenient, targets instruction to what the learner needs to know not what a traditional class must cover, reduces travel & instruction costs; exp & time-consuming to develop nut costs recovered quickly via savings in instructor travel time, no time off job, better retention, higher effectiveness intranet (an internal computer network that is gen accessible only to indivs w/in an org); ie. banks use it to deliver corporate training video-conferencing widely used for long-distance ed progs ie. Athabasca Univ in Alberta informal socialization processes

getting to know/understand the style & personality of ones boss & co-wkrsEmployee Development: success requires empls to acquire technical, human & conceptual skills; more future oriented & is mostly an ed process rather than a training process Conference Board of Canada developed Employability Skills Profile listing critical abilities in 3 diff areas: fundamental skills, personal management skills, teamwk skills; an orientation doc (ex pg 323); emphasizes interpersonal skills (comm & wkng w/ others) & on ability to think/learn (2 critical requirements for future more complex jobs) constant change = an org reality; effective orgs cope by including human development in their strat HR development planStrategic HR Developments:Strategic HR Development the identification of needed/essential skills & active management of empls learning (for long-range future) in relation to explicit corporate & biz strategies link development needs to orgs mission/stratBenchmarking comparing ones own standards against those of a competitor (Xerox successful at this resulted in creation of Benchmarking Forum of the American Society for Training & Development which provides stat for comparative analyses for training professionals & identifying the most successful performance improvement practices) LT success of org depends on its ability to attract, retain, enhance & effectively use human capital of its empls; human capital = most difficult resource to develop quickly; optimizing growth rate, cost-effectiveness, competitiveness depends on ability to apply human capita to all aspects of org human capital of empls = independent of current job/employer; potential value of a person to an org depends on degree of match btwn persons human capital needs of the org & productive value of their capability the value of human capital to a person depends on the expected increase in their income & employment security through their wkng career

Employee Development the process of enhancing an empls future value to the org through careful career planning; LT process that requires same attention & concern as capital investmentDevelopment Strategies

Wexley & Latham propose 3 diff development strats for orgs (FIG 7-7 pg 325 text):1. cognitive being concerned w/ altering thoughts & ideas (knowledge, new processes); part of on-going into-sharing process necessary in organic org adaptable type needed in dynamic biz environ; constant learning/upgrading; least effective strat in empl development (passive methods ie. lectures, seminars, academic ed) increases knowledge & expertise but doesnt change attitudes/behaviour/values; adds to value of the person increased knowledge & expertise are necessary but not sufficient attributes of an effective empl; dominant strat used in empl development2. behavioural attempts to change behaviour; desirable behaviour includes appropriate management style (part of corporate culture, modeled after top manager), proper leadership style (influenced by CEO), type of comm, conflict res, interaction w/ custs; strats aim at making indivs more competent in interacting w/ their environ (co-wkrs etc.) greater impact than cognitive approach - common instruments used: role-playing familiarize empl w/ how to apply concepts learned in class

behaviour modeling teaches desired behaviour effectively provides trainee w/ vivid/detailed display of desirable behaviour of manager (strong social reinforcement) Leadership Grid (aka Managerial Grid) attempts to change dominant management style in org (ie. make mangers more task or people-oriented)

sensitivity training effective method for making managers aware of impact of own behaviour on others helps prepare for more effective interactions w/ staff in foreign subsidiaries/joint ventures outdoors team-oriented tasks that take place in the wilderness obj = develop strong team spirit & help people learn how to max their strengths & stretch their potential team building helps members diagnose group processes & devise solutions to probs mentoring create close relationship w/ boss/more experience empl who takes personal interest in empls career & guides/sponsors it

coaching ongoing prof relationship btwn an expert in a chosen field & a trainee continuous improvement of desired behaviours/skills based on expert advice3. environmental strats to change attitudes & values; provide org setting in which empls can thrive/develop; most promising but most difficult to implement strat involves variety of methods: job rotation develops managers w/ systems concept in their decision making style

organizational development system-wide effort applying behavioural science knowledge to planned creation & reinforcement of org strats, structures & processes for improving orgs effectiveness

learning org Peter Senge concept empls continually strive to expand horizon, try new ideas, team support to make org more efficient & better place to wk

temp assignments trainees gain valuable special experiences they couldnt have had in one job (ie. salesperson assigned for a period to assist in development of saleable product in engineering dept) empl exchange progs ie. manager takes 1 yr leave & joins another org, manger, host & present org all tend to gain experience from this

Matrix management combines use of diff specialize whole maintaining functional units; approach best suited for proj management w/ fluctuating wkloads ie. manager borrows empls from diff functional units to complete proj proj teams differ from Matrix management in that the functional manager has no involvement w/ the team for the duration of the project allows for highly concentrated effort internal consulting (troubleshooting assignments) allows org needs/indiv development needs to be combined at same time (ie. expert in MIS assists HR dept in developing HRIS increases effectiveness of HR dept & expert gains valuable personal experience)

lateral transfer movement of an empl form one position to another in same class but under diff authority or movement of empl to position in diff class but w/ same level of duties, resp & salary job redefinition/reclassification allows management to change empls job resps (to avoid layoff etc.) w/ empls consent

cross-cultural management prepares empls to wk in diff cultural environ

diversity training prepares supervisors to manage empls from diff cultures & sensitizes managers/empls in gender-dominated industries to wk w/ other gender ie. in engineering/nursingThe Learning Organization

(concept by Chris Argyris then Peter Senge)Learning Organization an org that has an enhanced capacity to learn, adapt, change; people continually expand capacity to create rustles they desire, where new & expansive patterns of thinking nurtured, where collective aspiration set free, where people continually learning how to learn together characteristics of a learning org: systems thinking ability to see things as a whole, perceive interrelationships, recognize patters of change & infer associations & connections

personal mastery ability to continually clarify & depend personal vision, focus energies, see reality objectively combines personal learning & org learning

mental models deeply ingrained in assumptions, generalization, images that influence how we understand the world & how we take action they control what people perceive can be done thus change rarely takes place until management teams change their shared mental models

shared vision binds people around common identify & sense of destiny

team learning tool for raising collective intelligence of a group above that of anyone in it; includes talking & thinking together & ability to recognize & overcome patterns of defensiveness that undermine group learning teams are vital b/c they not indivs are the fundamental learning unit in modern orgs if team cant learn, org cant learn; approach means delegating higher resp for acquiring new expertise & skills to managers & empls & possibly providing guidance & counseling

Knowledge Management

Knowledge Wkr = empl who has the ability to use info to solve org probs (Peter Drucker); fastest growing type of wkrs in Can. 1 in every 8 wkrs in Can = knowledge wkrsKnowledge Management managements ability to use peoples knowledge; broader than info management which focuses on making info available to managers who need it for their decision making; attempts to survey & asses the knowledge & expertise that exists in an org to increase it systematically & to apply it profitably Knowledge manager has various roles: technology expert ensures org members understand available tech & use it to full potential

cataloguer/archivist organizes info to meet professional needs of decision makers

guide directs info users to outside info when appropriate (maintains higher level info about sources outside the org)

scout screens info useful to org & brings it to knowledge base

research librarian prioritizes highly relevant info from pool of interesting info according to user preferences

analyst adds value to info by creating context for understanding debreifer elicits understanding so that participants understand what they have learned

Competency Framework

Competencies skill, knowledge & behaviours that distinguish high performance in a broad role, function or level of the org (FIG 7-8 pg 331 text) competency framework = list of competencies (abilities/skills) that provide comp advan to org; becoming HR model of choice (competency-based) in Can. industry competency approach allows management & empls to pinpoint unique personal & org characteristics that make the c successful in its struggle against competitors; can thus focus on specific strengths of empls advans = opp for empls to manage own development; (FIG 7-9 pg 331)Company & Univ/College Partnerships

ie. Hudsons Bay, Loblaws Supermarkets, Sears Canada, Wal-Mart Canada support $10M fundraising effort for Ryerson Univs School of Retail Management advans of these types of partnerships: offer cs the opp to have ed progs tailor-made to their needs, univ benefits financially, faculty gains valuable practical experiences, students earn degree & able to use much knowledge directly on job

univ must not relinquish control of course quality/standardsTrends Toward the use of the Internet, Intranet, or Video-Conferencing Development Progs

Moores Law - say the capacity of computers is doubling every 18 months at one-half the price

higher capacity allows new combos of media to be used in training progs (makes them more effective, more interesting)Top Management Involvement

top management must take commitment to HRdeveolopment seriously make part of strat; top management should plan & execute empl development activitiesEvaluation of Training & Development: training & development = transformation processes; training activities evaluated systematically to verify progs success lack of evaluation = most serious flaw in most training progs/efforts; HR professionals often assume the prog had value b/c the content seemed important; or trainers rely on good comments from empls who like prog (not so good) evaluation criteria should be established before training prog begins:

1. reaction aka happiness/smile sheet most widely used eval criterion, how satisfied are you/would you recommend prog evaluates set-up of prog but not effectiveness good info for organizers of progs for training environ, seating arrangement, satisfaction w/ training facilities, food, accommodation2. knowledge pop for exams legitimate if increase in knowledge is intended obj of prog (improved g knowledge) reliably assessed only before & after tests used3. behaviour self-reports & observations by others are used; supervisor observation = effective but weakness = its usu supervisor who sent emp to prog thus doesnt want to admit made error in judgment4. org results ideal measurements except difficult to determine cause-effect relationship btwn training progs & org results (time btwn training/result reports = huge), training objs determine which criteria = best suited for eval purposes steps in the evaluation of training: 1) evaluation criteria, 2) pre-test, 3) trained or developed workers, 4) post-test, 5) transfer to the job, 6) follow-up studies

Evaluation Methodology

method = an orderly, logical procedure; methodology = science of the method

non-scientific method = post-test design (applied at end of training to test its effectiveness); better method = pre-test post-test design where the instructor applies tests at beginning & end of training prog to measure whether the participants were already experienced & didnt need training in 1st place; pre-test post-test still not a scientific method (b/c doesnt control other influences on training outcome) practical measurementCost-Benefit Analysis

Cost-Benefit Analysis analysis undertaken to assess the cost-effectiveness of a proj/prog; assists trainer/HR manager in demonstrating their training contrib. makes to orgs profit; made via increasing revs or decreasing expenditures formula:

revs-cost = profit training increases rev by improving performance of rev-producing empls (increasing output or decreasing production costs or both)Training And Development As Strategic Tools

acquisition of new skills = vital to improving quality & productivity & essential if cs want to meet global competitionCareer Planning:

planning a career doesnt guarantee success; to be ready for career opps, successful people develop career plans & then take action to achieve their plans increasing # of HR depts. see career planning as way to meet their internal staffing needs (FIG 7-13 pg 337) employees who are encouraged to career plan more likely to set goals & are more motivated to pursue further ed/training/other career development activities career planning results in a larger pool of qualified applicants from which to fill internal job openings 5 areas of empl concerns:

1. career equity empls want to perceive equity in org performance/promotion system w/ respect to career advancement opps

2. supervisory concern want supervisors to play active role in career development & provide timely feedback

3. awareness of opps want knowledge of career advancement opps in their org

4. empl interest empls need diff amts of info & have diff degrees of interest in career advancement depending on variety of factors5. career satisfaction empls have diff levels of career satisfaction depending on age & occupation

HR Depts & Career Planning

benefits of HR involvement in career planning:

develops promotable empls (develops internal supplies of promotable talent)

lowers turnover (increased attention creates more loyalty)

tops empl potential (encourages empls to tap more potential abilities b/c have specific goals)

furthers growth (motivates empls to grow/develop)

reduces hoarding (managers cant hoard key empls people more aware of empl qualifications)

satisfies empl needs (indiv needs for recognition & accomplishment more readily satisfied & self-esteem boosted w/ less hoarding & improved growth opps)

assists empl equity plans (helps members of protected groups prepare for more important jobs) HR depts. encourage career planning in 3 ways:1. career ed increase awareness via ed techniques ie. speeches/memoranda/position papers form senior execs stimulates interest at low cost, wkshops & seminars on career planning increase empl interest by pointing out the key concepts associated w/ career planning wkshops help empls set career goals, identify career paths, uncover specific career development activities2. career planning info ie. job descrips/specifications valuable to someone trying to estimate reasonable career goals; HR depts. can identify future job openings via HR plan & share knowledge of potential career paths (aware of similarities btwn unrelated jobs); job families (groups of diff jobs that require similar skills) career paths w/in families require little additional training3. career counseling helps empls establish career goals & find appropriate career paths; counselor may be someone who has empls interests in mind & provides specific job-related info or may help empls discover their interests buy administering & interpreting aptitude/skill tests 2 tests (Kuder Preference Record, & the Strong Vocational Interest Bank = useful for guiding people into occupations likely to be of interest; to be successful, counselors must get empls to asses themselves & their environ empl-self-assessment: ideally a career plan is an integral part of a persons life plan, otherwise career goals become ends rather than means toward fulfilling a life plan; to avoid sense of personal failure, self-assessment coupled w/ life planning at the beginning of a career and at every major crossroads is important (FIG 7-14 pg 339 text); self-assessment includes a self-inventory environ assessment: employers need to inform empls of likely changes that will affect their occupational choices; get info from Stats Can (Job Futures section = info relating to D/S of various jobs), HRDC (in COPS, provides forecasts on D for various types of jobs in the country) dual-career couples: (couple whose partners both have own careers); in 7 out of 10 families, both partners work; husbands increasingly willing to share household chores though lot of burden still falls on woman; HR depts. have career counselors to help empls map out career paths that are acceptable to both partners & the org; Pro-active means to offer dual-career couples options to ease probs ie. flex wk arrangements, telecommuting, job sharing, child care career planning: (temp flat point on the advancement continuum during the career of an indiv); relative absence of progress; when cs downsize etc. and remove layers of middle mangers, lowers promotion opps loss of motivator for empls, need to anticipate this & create solutions as HR manager, ie training for new skills, special assignments, job rotation, lateral moves, sabbaticals, skill-based comp, career changeIndividual Career Development

starting point for career development = the indiv empl; 7ral actions to take after indiv commitment made: job performance most effective empl action

exposure being known/held in high regards by those who decide on promotion/ career opps = more likely empl considered for advancement

resignations some empls change employers as part of conscious career strat aka leveraging, ie. get pay increase, new experiences etc. too many moves get label job hopper (indicates lack of commitment) org loyalty low levels of loyalty common among recent univ graduates & professionals career-long dedication to same org = HR depts. goal of low empl turnover mentors (someone who offers informed career guidance & support on reg basis), sponsors (person in an org who can create career development opps for others), coaches if mentor can nominate empl for career development activities ie. training progs, promotion, transfers, mentor becomes a sponsor; corporate coaching reserved for execs growth oppsHR-Supported Career Development

career development shouldnt rely solely on indiv efforts b/c theyre not always in orgs best interests management support efforts by HR dept to encourage career development must be supported by managers; ie. this effort advanced by evaluating mangers based on ability to develop their subordinates feedback need this for empls to measure results of their career efforts performance appraisal feedback = excellent opp to discuss career paths

succession planning process of making long-range management developmental plans to fill human resource needs; HR dept must make sure sufficient # of candidates for key positions ready to take over in unexpected situations/vacancy occurs recent developments many orgs now use intranet for career counseling purposes; 360 Degree Career Development a holistic approach to career development that considers all career development functions; attracting, finding, evaluating, developing, certifying, promoting empls in the org; want good integration of all to be efficient & effective